Umk perspective description. Umk, or educational-methodical complexes for elementary school

The educational and methodological complex “Perspective” (UMK “Perspective”) offers a variant of effective, instrumental answers to these and many other questions, based on the pooling of resources accumulated in recent decades, on the one hand, in the Russian methodological and pedagogical scientific schools (RAGS, RAO, AIC and PPRO) and implemented in the didactic system of the activity method of teaching “School 2000 ...” (L. G. Peterson), and on the other hand, in a scientific and methodological complex specially developed in accordance with the requirements of the Federal State Educational Standard; of completed subject textbooks lines "Prospect", allows you to create in the classroom and school of modern educational environment, an adequate target settings the concept of "Our New School".

What is the novelty of this approach? What advantages does it give in comparison with other approaches?

First of all, UMK Perspektiva gives a clear and effective answer to the question “How to train?”. At the stage of transition to a new activity-oriented education paradigm, a new activity-based teaching method developed by L.G. Peterson, on the basis of the achievements of the Russian methodological school (G.P.Shchedrovitsky, O.S. Anisimov, etc.), passed extensive practical testing, accepted by teachers and proved his effectiveness both in terms of realizing the values \u200b\u200bof the traditional school and in terms of formation personal and meta-subject results of the formation of the FSES in their sufficient completeness (the formation of universal educational actions and the ability to learn in general).

The fundamentally new didactic foundations of the organization of the educational process of the activity type proposed in UMK “Perspective”, the Concept of spiritual and moral development and education of the personality of a citizen of Russia, the methodological potential of completed subject lines in full accordance with the GEF curriculum ensure the creation of health-saving, developing and educating information and educational environment that meets the requirements of the Federal State Educational Standard for the results of mastering the basic educational program of the initial education.

The educational complex “Perspective” has full software and methodological support for the GEF curriculum (section III, p. 19.3) and includes such new sections for the elementary school as the foundations of the spiritual and moral culture of the peoples of Russia, computer science, and foreign languages. Thus, the Perspective complex provides a holistic answer to the question “With what to teach?”, Which fully complies with the requirements of the Federal State Educational Standard for the methodological support of the educational process.

LEADING TARGET INSTALLATIONS AND COMPONENTS OF THE PERSPECTIVE EDUCATIONAL-METHODICAL COMPLEX IN THE CONTEXT OF GEF

The main goal of the “Perspective” educational complex is to create an informational and educational environment that provides instrumental inclusion of each child in independent educational activity, during which conditions are created for the spiritual and moral development and education of the personality of a citizen of Russia and the reliable achievement of certain FSES personal, meta-subject and objective results of mastering the basic educational program of primary general education through the formation of universal learning activities as the basis of leading educational competence - the ability to learn.

It is the formation of students' learning skills, abilities for self-change and self-development today that most effectively contributes to their spiritual and moral formation, mastering the scientific picture of the world, successful entry into the culture and constructive life of society, self-determination and self-realization of the person (Law of the Russian Federation “On Education”, art. 14, National Educational Initiative “Our New School”, GEF).

The fundamental core of the UMK “Perspective” is the system of textbooks. The system of textbooks “Perspective” is integrated into a single ideological, didactic and methodological system that helps the teacher integrally provide the entire set of requirements for organizing the modern educational process, which is defined by the Federal State Educational Standard as an instrument for implementing the current regulatory framework for education.

The ideological basis of the system of textbooks “Perspective” is the Concept of spiritual and moral development and upbringing of the personality of a citizen of Russia, aimed at forming a system of values \u200b\u200bof humanism, creation, self-development, morality among the younger generation as the basis for successful self-realization of a person in life and work and as a condition for the country's security and prosperity . The concept of the humanistic school of L.F. Klimanova.

The didactic basis of the textbook system “Perspective” is the didactic system of the activity method L.G. Peterson, who synthesizes on the basis of a system-activity approach ideas that are not conflicting among themselves from modern concepts of developing education from the standpoint of continuity with a traditional school (Conclusion of the Russian Academy of Education on July 14, 2006, Presidential Award in the field of education for 2002).

The methodological basis of the “Perspective” textbook system is the methodological toolkit of completed subject lines of textbooks in all subject areas of the GEF curriculum (GEF, section III, p. 19.3) and a specially developed system of information and educational resources that creates conditions for the effective achievement of the goals set for modern education and tasks (subject matter, didactic support, methodological support and artistic and printing performance).

All the components of the UMC “Perspective” have undergone extensive practical testing in various regions of Russia with positive results, which gives the solution to the tasks set before the education reliability, consistency, predictability, effectiveness.

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);
Changing the system of certification of teachers (assessment of the quality of management of student learning activities);
Changing the certification system of schools and regional educational systems (assessing the quality of the organization of the school’s transition to the implementation of the GEF from the standpoint of achieving new educational 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

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Explanatory note

Explanatory note to the educational-methodical complex (system of textbooks *) “Perspective”

The Federal State Educational Standard for Primary General Education (GEF) sets the vector for the development of the Russian school in the direction of the transition to the implementation of a system-activity approach in education. Crucial for the effectiveness of this transition is the quality of the teacher’s work, which is largely determined by the adequacy of his pedagogical tools and the effectiveness of the textbook system. One of the options for such a system of textbooks that implements a modern methodological system-activity approach is the presented system of textbooks "Perspective" of the publishing house "Enlightenment".

The system of textbooks “Perspective” is a holistic information and educational environment for elementary schools, designed on the basis of unified ideological, didactic and methodological principles that are adequate to the requirements of the Federal State Educational Standard for the results of mastering the basic educational program of primary general education. Such an approach makes it possible to put into practice the key position of the Federal State Educational Standard: “The effectiveness of the educational process should be ensured by the information and educational environment - a system of information and educational resources and tools that provide conditions for the implementation of the main educational program of an educational institution”.

To position the system of textbooks “Perspective” as the most important component of the modern information and educational environment for elementary schools allows, first of all, its unified ideological, didactic and methodological basis, implemented in the completed subject lines that make up this textbook system.

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 a system of values \u200b\u200bof humanism, creation, self-development, morality among the younger generation as the basis for successful self-realization of a student in life and work and as a condition for the country's security and prosperity .

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

The basis of the information and educational environment for elementary schools are completed subject lines of the Perspective textbook system. Textbooks effectively complement workbooks and creative notebooks, dictionaries, books for reading, methodological recommendations for teachers, didactic materials, multimedia applications (DVD-video; DVD-ROMs 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.).

Another distinguishing 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.

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 the school to realistically transition to the realization of the new goals and values \u200b\u200bof education and the creation of a unified educational space for teaching, upbringing and health protection of schoolchildren.

Download full version -http://www.prosv.ru/umk/perspektiva/info.aspx?ob_no\u003d25602

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Sample core educational program of an educational institution

In accordance with GEF, all educational institutions with state accreditation are required to develop a basic educational program for primary general education.

To help pedagogical workers who implement training for primary schoolchildren in the educational and methodological complex "Perspective", the publishing house "Enlightenment" presents an approximate basic educational program for primary general education. On its basis, the main educational program of primary general education of educational institutions is developed, taking into account the type and type of a particular educational institution, as well as the educational needs and requests of participants in the educational process.

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GEF and its implementation

means of UMK "Perspective"

Dear colleagues!

Given the complexity and relevance of the tasks that the teacher will have to solve today in the context of the introduction of GEF, we offer you materials that contribute to a deeper understanding and implementation in practice of the ideas and conceptual provisions of the federal state educational standard of primary general education. We hope that the proposed materials will help you in your work with UMK Perspektiva.

Presentations

The implementation of new educational standards in elementary school by means of the teaching materials “Perspective”, doc (5519 Kb)

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Series “Second Generation Standards”

Hello again! Not tired of studying? Not confused in their names and authors? Can you make another one? I want to finally put a bullet in this issue, but without completing the study in full, I am not ready to do so. So take heart: today is a discussion of the perspective training program.

Lesson plan:

Another traditional project

The kit “Perspective” refers to the traditional system of education in elementary school, and it was developed in 2006 during the formation for the first stage of education.

The training materials were prepared at the initiative of the author of the project, Doctor of Pedagogical Sciences Lyudmila Peterson, together with the Enlightenment Publishing House. Scientists from academies of education and sciences, practicing educators and methodologists took part in the “promising” project.

As befits any methodological kit used in the educational process at school, the “Perspective” in its composition has everything that is needed:

alphabet for grade 1 L. Klemanova and the same author, Russian;
mathematics of G. Dorofeev;
literature of V. Goretsky;
computer science T. Rudnichenko;
“Surroundings” by A. Pleshakov;
technology of N. Rogovtseva;
physical education at the choice of the teacher: either A. Matveev, or I. Viner;
Fine Arts T. Shpikalova;
music of E. Cretan;
fundamentals of religion and ethics in different cultures.

“Perspective” offers the study of as many as four foreign languages:

english for standard or advanced programs, as well as for the course "In Focus" or "Starry";
spanish and German according to the classical program;
french either at the rate of “Your friend ...” or “In the long run”.

It should be noted that, like many other educational sets of school educational programs, “Perspective” encountered in 2014 the problem of receiving recommendations from the Ministry of Education. Textbooks in mathematics and religion were called into question.

As a result, the mathematical work of L. Peterson “Learning to study” was replaced, and materials on the study of religions in grades 4-5 were finalized. UMK “Perspective” passed the necessary approvals in its entirety.

Promising goals, or how and what the program teaches

Lyudmila Peterson took the system of activity approach developed by her as the basis of her educational project, for which she received the President’s Prize at one time. It is said tricky.

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

The task of such education at school is not to give ready-made information, but to teach the child to discover new knowledge independently. “I hear - I forget, I see - I remember, I do - I digest”, - I remember that we have already passed.

As a result of such an active methodology, the “Perspective” training kit has several directions around which the entire educational “perspective” process revolves:

All of the aforementioned schoolchildren’s development directions 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 are the environment of our life”.

Pros and Cons of Advanced Learning

There are actually not so many reviews on the “Perspective”, but for myself, I noted that there is not much categorical criticism, as in other educational programs, for example.

“... I didn’t like the copybooks: it is problematic for first-graders after writing from line to line to determine subsequently in a notebook with the size of letters: capital letters and capital letters are written the same ...”,

"... 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 3 and 4 classes are quite suitable for teachers:

"... an interesting surrounding world, but often the help of parents is required ...",

“... mathematics is designed for different children: it is interesting to work for weak and strong, tasks 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, come down to the fact that they write very little to children in grade 1, I would like more, and Dorofeev’s mathematics is simple and boring for those who would like to master a level higher.

Most of all, parents of schoolchildren are concerned about the continuity of the program when moving to the middle link, since it is designed only for elementary school.

It was not so easy to state the pros and cons. Those who want to be “promising” do, it turns out, this is almost inaudible. Such, say, a neutral program, not asking for compliments, but not subject to strong criticism.

Perhaps being a “gray cardinal” is not so bad as you think?

I hope that I helped you a little to deal with the complexity of numerous educational programs for elementary education. I think you can put an end to this. Farewell to you, but not for long.

Always yours, Evgenia Klimkovich.

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher vocational education

Omsk State Pedagogical University

Discipline abstract:

Primary school educational programs

Analysis of the educational program of the primary school of the Tauride Gymnasium

Performed:

Martynova Anna

22 group PiSP

Checked:

Burmistrova Elena Vladimirovna

Introduction

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

2. Characteristics of the educational program of the primary school “Perspective”.

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

Conclusion

List of references

Introduction

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

To achieve the goal pursued in this work, I visited the Tauride Gymnasium MOU. I attended class in first grade.

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

So, for starters, we will analyze the educational program “Perspective” taking into account the requirements prescribed in the Federal State Educational Standard.

The main goal of the CMC "Perspective" is a comprehensive harmonious development of personality (spiritual, moral, cognitive, aesthetic), realized in the process of mastering school subject disciplines.

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

Personal development - the formation of the identity of a citizen of Russia in a multicultural multinational society; value-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; ability to equal cooperation on the basis of respect for the personality of another person; tolerance of the opinion and position of others;

A special place is given to the formation of spiritual and moral values, familiarity with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples living in our homeland.

The “Perspective” program coincides with the federal state budget. According to the points, the personal results of mastering the basic educational program of primary general education, which are reflected in the ability:

to form a civic identity - a sense of ownership and pride in one’s homeland, people and history, awareness of a person’s responsibility for the well-being of society;

to form a perception of the world as a single and holistic with a variety of cultures, nationalities, religions, the rejection of the division into "friends" and "strangers", respect for the history and culture of each people

to form self-esteem and emotional-positive attitude to oneself, criticality to one’s actions and the ability to adequately evaluate them;

to form a sense of beauty and aesthetic feelings on the basis of acquaintance with world and domestic art culture;

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

create conditions for self-determination, meaning-making;

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

to 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:

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

to form a sense of purpose and perseverance in achieving goals, readiness to overcome difficulties and optimism in life;

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

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

THE CONCEPT OF THE EDUCATIONAL METHODOLOGICAL COMPLEX “PROSPECT”

Auth. L. G. Peterson, O. A. Zheleznikova

INTRODUCTION

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 student, the formation of his learning ability, and the personal qualities of the creator and creator, but also offers Specific tools for this transition:

● change in teaching method (from explanatory to activity);

● change in the assessment of learning outcomes (assessment not only of subject ZUN, but above all of personal and meta-subject results);

● changing the system of certification of teachers (assessment of the quality of management of student learning activities);

● changing the certification system of schools and regional educational systems (assessing the quality of the organization of the school’s transition to the implementation of the Federal State Educational Standard

from positions to achieve new educational 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 bears the “knowledge” tradition of the Soviet school, every teacher, methodologist, manager today must realize the depth and significance of the upcoming transition

and he himself must master the culture of self-development, which the concept of “Our New School” should transmit to our children.

Therefore, for each teacher and each school, the most relevant questions are:

How to teach?

- How to create an educational environment in the classroom and school that corresponds to the new way of learning?

- With what to teach?

- How to check the conformity of education results with the set

- How to prepare teachers for the implementation of GEF (after all, the success of reforms depends on the quality of his work)?

2000 ... ”(L.G. Peterson), and, on the other hand, in the scientific and methodological complex specially developed in accordance with the requirements of the Federal State Educational Standard, the subject lines of the textbook“ Perspective ”, which allows creating a modern information and educational environment in the classroom and school adequate to the target setting of the concept “Our new school”.

What is the novelty of this approach? What advantages does it give in comparison with other approaches?

First of all, UMK Perspektiva gives a clear and effective answer to the question “How to train?”. At the stage of transition to a new activity paradigm of education, a new activity teaching method developed by L.G. Peterson, on the basis of the achievements of the Russian methodological school (G.P.Shchedrovitsky, O.S. Anisimov, etc.), passed extensive practical testing, accepted by teachers and proved his effectiveness both in terms of realizing the values \u200b\u200bof the traditional school and in terms of formation personal and meta-subject results of the formation of the FSES in their sufficient completeness (the formation of universal educational actions and the ability to learn in general).

The fundamentally new didactic foundations for organizing the educational process of the activity type proposed by the UMK Perspektiva, the Concept of spiritual and moral development and education of a citizen of Russia, the methodological potential of completed subject lines in full accordance with the GEF curriculum ensure the creation of a healthy, educational and educational informational environment that meets the requirements of the Federal State Educational Standard for the results of the development of the basic educational program of the initial general th education.

The educational and methodological complex “Perspective” has the full software and methodological support of the GEF curriculum (section III, p. 19.3) and includes such new sections for the elementary school as the foundations of the spiritual and moral culture of the peoples of Russia, computer science, and foreign languages. Thus, the Perspective complex provides a holistic answer to the question “With what to teach?”, Which fully complies with the requirements of the Federal State Educational Standard for the methodological support of the educational process.

The active learning method has the properties of manufacturability,

continuity with a traditional school, criteria, which in the future allows solving a number of urgent problems related to improving the quality of FSES implementation, such as the development of objective diagnostic tools of a new generation (for example, diagnostic tools for meta-subject education results, expert assessment of teacher’s activity, schools, etc.), the construction in the regions of effective systems of methodological support for teachers at the stage of their development of a new activity-based teaching method.

One of the key problems of modern education is the problem of restoring the unity of the educational space on a new systematic and active basis (while maintaining the variability of didactic, methodological, organizational, pedagogical, and other approaches). De

the explanatory teaching method implemented in the Prospect CMD synthesizes non-conflicting ideas from new concepts of education (P.Ya. Halperin, L.V. Zankov, V.V. Davydov, and others) from the standpoint of continuity with the traditional school , which opens up the prospect of building a single educational space of the activity type, methodology of the content of education, continuously and continuously organizing

from pre-school education to graduation from a comprehensive school, and then in the system of secondary and higher vocational education. This determined the name of the educational-methodical complex - "PROSPECT".

The mechanisms created to improve the quality of teachers' work in accordance with the requirements of the Federal State Educational Standard allow us to talk about the real transition of school to a personality-oriented education and the implementation of the concept of “Our New School”, about building a unified educational space on the basis of a system of activity that implements humanistic values \u200b\u200band ideals and open to further development and improvement.

COMPOSITION OF THE EDUCATIONAL METHODOLOGICAL COMPLEX “PERSPECTIVE”

The scientific director of the authors of the educational complex “Perspective” is the doctor of pedagogical sciences, the director of the Center for Systemically Active Pedagogy “School 2000 ...” of the agro-industrial complex and vocational defense, laureate of the Presidential Award in the field of education L.G. Peterson.

The composition of the CMC “Perspective” includes 15 completed subject lines of textbooks built on the basis of unified ideological, methodological, and didactic principles that are adequate to the requirements of the Federal State Educational Standard.

1. Subject line “Mathematics“ Learning to Learn ”” (auth. L. G. Peterson).

2. Subject line “Russian language” (authored by L.F. Klimanova, S.G. Makeeva, T.V. Babushkina).

3. The subject line "Literary reading" (auth. L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya, etc.).

4. Subject line "Informatics" (ed. A. L. Semenov, T. A. Rudchenko).

5. The subject line “The World around” (authored by A. A. Pleshakov, M. Yu. But Vitskaya).

6. The subject line “Technology” (auth. N.I. Rogovtseva, N.V. Bogdanova, I.P. Freytag, etc.).

7. The subject line “Music” (ed. E. Kritskaya, G. P. Sergeeva, T. S. Shmagina).

8. Subject line "Fine Arts" (authored by T.Ya. Shpikalo va, L.V. Ershova).

9. The subject line "Physical Culture" (auth. A.P. Matveev).

10. The subject line “Fundamentals of religious cultures and secular ethics” (authored by A.V. Kuraev, D.I. Latyshin, M.F. Murtazin, G.A. Mindrina, M.A. Chlenov, A.V. Glotser, V. .L. Chimitdorzhiev, A.L. Beglov, E.V. Saplina, E.S. Tokareva and others).

11. Subject line "English language" (auth. N.I. Bykova, D. Dooley, M.D. Pospelova, V. Evans).

12. Subject line “English language” (extended content for teaching a foreign language; author KM Baranova, D. Duli, VV Kopylov

and etc.).

13. The subject line “German language” (authored by I.L. Bim, L.I. Ryzhova,

L.M. Fomichev).

14. Subject line "French language" (aut.N.M. Kasatkina, T.V. Beloselskaya, A.V. Guseva).

To solve the main tasks of implementing the content of the subject area "Fundamentals of the spiritual and moral culture of the peoples of Russia" of the curriculum of primary general education (Clause 19.3 of the Federal State Educational Standard)

completed subject line of teaching aids “Fundamentals of religious

cultures and secular ethics ”1 (ed. A. V. Kuraev, D. I. Latyshina, M. F. Murthazin, G. A. Mindrina, M. A. Chlenov, A. V. Glotser, V. L. Chimitdorzhiev, A. L. Beglov, E. V. Saplina, E. S. Tokareva and others).

Each of the presented completed subject lines, in addition to textbooks, includes a wide range of additional resources that methodically provide an educational process of an activity type for all participants in the educational process.

For teachers, these are methodological recommendations, didactic materials, electronic and multimedia applications (CD ROMs and DVDs with lesson scripts that implement the activity learning method, CD ROMs and DVDs with holiday scenarios for students; presentation materials for multimedia projectors for the proposed lesson scenarios and holidays; electronic applications with a system of objective monitoring of the quality of the educational process; software for an interactive whiteboard, DVD video, etc.). These are also work programs, technological maps highlighting the UDD formed at the lessons, the subject course “World of Activity”, which gives the UDD formation process great depth and consistency. Finally, this is a system for preparing for work on the Prospect CMD: a system of seminars, master classes, conferences demonstrating many years of practice in implementing the activity-based learning method, a multi-level (full-time and distance) teacher training system, online support through the websites of the Enlightenment publishing house "- www.prosv.ru, as well as through the Internet resources of the UMK Perspektiva http://www.prosv.ru/umk/perspektivaand www.sch2000.ru.

For students, this is a variety of reading books, dictionaries, workbooks and creative notebooks (workbooks for developing speech, for working on reading skills, a block of notebooks for building your own mathematics, notebooks for computer science, life safety books, creative notebooks for literary reading, etc. ) The navigation system proposed in the textbooks allows each student both to navigate inside the teaching materials and to go beyond his scope in searches

other sources of information, including educational resources of the Internet.

For parents, this is full-time and part-time advisory support through the above websites, a system of face-to-face seminars, master classes, parent-teacher meetings, and orientation courses.

For methodologists, this is a special scientific and methodological literature that describes the theoretical and methodological foundations of the activity method of teaching L.G. Peterson (DME), scenarios for conducting continuing education courses for teachers in the regions for teachers at the “Perspective” teaching materials, criteria base for assessing the quality of organization of the educational process of the activity type, continuing education courses for tutor tutors that form the competence of methodological support for teachers' self-development at the stage their transition to the implementation of GEF, full-time and full-time advisory support through the above websites.

For the leaders of educational institutions, this is a scientific and methodological literature that describes the process of creating an educational

1 The course was developed in accordance with the instruction of the President of the Russian Federation D.A. Medvedev dated 02.08.2009, No. Pr 2009 (VP P44 46 32).

spaces of training and education on a system-activity basis, methodological recommendations for building a system of methodological work of the school at the stage of transition to the Federal State Educational Standards, advanced training courses for this category of educational workers.

For teachers of pedagogical colleges and universities, this is a scientific and methodological literature that describes the theory and practice of preparing students for the implementation of the activity-based learning method at the “Perspective” teaching materials, lecture and seminar scenarios that implement DME and allow students to form the meta-subject competencies that they must then form with their students. These are special courses on the theoretical foundations of DME and continuing education courses for the faculty of pedagogical colleges and pedagogical universities.

For the leaders of regional education systems, this is a system for monitoring the quality of the educational process in accordance with the Federal State Educational Standard, the mechanisms for transmitting early childhood education into mass pedagogical practice, innovative regional network models for the implementation of federal state educational standards based on the systematic approach of LG Peterson and the textbook system “Perspective”, continuing education courses for regional teams of all categories of educators, which allow coordinating the work of all the links in the regional education system at the stage of transition to GEF.

Thus, the “Perspective” educational-methodical complex is a holistic informational and educational environment for elementary schools that implements unified ideological, didactic, and methodological principles that are adequate to the requirements of the Federal State Educational Standard for the results of mastering the basic educational program of primary general education.

LEADING TARGET INSTALLATIONS AND COMPONENTS OF THE PERSPECTIVE EDUCATIONAL METHODOLOGICAL COMPLEX

IN THE CONTEXT OF GEF

The main goal of the “Perspective” educational complex is to create an informational and educational environment that provides instrumental inclusion of each child in an independent educational activity, during which conditions are created for the spiritual and moral development and upbringing of the personality of a citizen of Russia and the reliable achievement of certain FSES personal, meta-subject and objective results of mastering the basic educational program of primary general education through the formation of a universal s educational activities as the basis for the leading educational competence - the ability to learn.

The fundamental core of the UMK “Perspective” is the system of textbooks. The system of textbooks “Perspective” is integrated into a unified ideological, didactic and methodological system that helps the teacher to fully ensure the whole set of requirements for the organization of the modern educational process, which is defined by the Federal State Educational Standard as an instrument for implementing the current regulatory framework for education.

The ideological basis of the system of textbooks “Perspective” is the Concept of spiritual moral development and personal education of a citizen of Russia, aimed at the formation of a system of values \u200b\u200bof humanism, creation, self-development, morality among the younger generation as the basis for successful self-realization of a person in life and work and as a condition of security and prosperity of the country . The concept also contributes to the realization of the tasks of spiritual and moral development and education of schoolchildren by means of courses in the subject field “Philology” of the teaching materials “Perspective”

humanistic school L.F. Klimanova 1.

The didactic basis of the Perspective textbook system is

the dactic system of the activity method Peterson2, which synthesizes ideas from modern concepts of developing education from the standpoint of continuity with a traditional school on the basis of a systematic activity approach (Conclusion of the Russian Academy of Education on July 14, 2006, Presidential Award 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 for all subject areas of the GEF curriculum (GEF, section III, paragraph 19.3) and a specially developed system of information and educational resources that creates the conditions for the effective achievement of the set the formation of goals and objectives (subject content, didactic support, methodological support and artistic printing).

IMPLEMENTATION OF THE IDEOLOGICAL BASIS OF GEF - THE CONCEPT OF SPIRITUALLY MORAL DEVELOPMENT

AND EDUCATION OF THE PERSONALITY OF THE CITIZEN OF RUSSIA -

IN EDUCATIONAL METHODOLOGICAL COMPLEX “PROSPECT”

IN the content of all the components of the UMK Perspektiva has laid a significant developmental and educational potential that allows the teacher to effectively implement the goals of the Concept of Spiritually Moral Development and Education of the Citizen of Russia. The most important task of the Russian school is the formation of a Russian civic identity, humanistic and democratic value orientations, the cultivation of love and respect for one's Fatherland, the formation of moral qualities of the creator, creator - in the UMK Perspektiva is realized through organization through the system-based approach of self-education processes. As P.P. Blonsky, it is necessary "not to give the disciple on the neck of truth, but develop his own truth to ours."

1 See: Klimanova L.F. A new model of humanistic school. Elementary classes. - M., 2009.

2 See: L. Peterson An active teaching method: the educational system "School 2000 ...". - M .: AIC and PPRO, UMTS "School 2000 ...", 2007.

Thus, the success of upbringing directly depends on the degree of participation of the pupil himself in the formation of his personality, on his involvement in the activities of upbringing itself. Therefore, the key category of the concept of education in the framework of a system-activity approach is the category of self-change - that basic process through which a person assimilates a new behavior and activity experience that is new to him.

To start and carry out the processes of predicted and systemic self-change of students, it is first necessary to form their motivation to acquire the necessary new internal qualities in educational activity. Otherwise, self-education will be carried out under the influence of external circumstances, by chance, and all the efforts of the teacher will be in vain.

The educational environment of UMK Perspektiva, on the one hand, ensures the satisfaction of all the basic needs of children - in safety, involvement, self-affirmation (A. Maslow), and on the other - actualizes the fundamental need to test one's strength and realize one's potential (A.N. Leontiev). This ensures that students are included in self-change activities in the process of mastering cultural moral values, which gives the educational process an informal character and ensures its effectiveness.

The content of textbooks and teaching aids of the UMK Perspektiva, oriented toward the formation of students' values \u200b\u200bof a multinational Russian state, fosters a respectful attitude to the national cultures, customs and traditions of all the peoples of Russia. Already at this age, children recognize themselves as citizens of their country, the importance of their individual efforts for the development and prosperity of their homeland.

Taking into account the peculiarities of various subject areas and age characteristics of the development of primary schoolchildren, they get acquainted with the nature and history of their country, learn about its past and present, comprehend its spiritual and cultural greatness. At the same time, they get acquainted with the cultures of peoples of other countries of the world, tolerance, a way

the ability to understand another point of view and the ability to dialogue.

In the educational potential of UMK Perspektiva, a special place is occupied by the courses Literary Reading, The World Around, Fundamentals of Religious Cultures and Secular Ethics, Fine Art, and Music, which form the students' ability to conscious moral according to knowledge based on knowledge and respect for the cultural and religious traditions of various peoples, as well as the ability to dialogue with representatives of other cultures and worldviews.

IMPLEMENTATION OF THE METHODOLOGICAL BASIS OF GEF - SYSTEM-ACTIVITY APPROACH (L.G. PETERSON) - IN THE EDUCATIONAL METHODOLOGICAL COMPLEX “PERSPECTIVE”

Based on the general laws of the functioning and development of the world and human self-development in the world of activity identified in the methodology (L.S. Vygotsky, A.N. Leontyev, G.P.Shchedrovitsky, O.S. Anisimov, etc.), a didactic system was built activity method "School 2000 ..." (L.G. Peter sleep), focused on the formation of the ability to learn, as well as readiness for self-development and self-education.

The didactic system "School 2000 ..." includes:

1) technology for organizing the educational process that implements the activity method;

2) a system of didactic principles of teaching, nurturing and supporting children's health, appropriate to the technology, adequate to the requirements of the Federal State Educational Standard for creating a developing informational and educational environment;

3) a system for monitoring the results of the educational process;

4) system for the preparation of methodological support for teachers.

Technology activity method "School 2000 ..."

Based on the general methodological structure of educational activities, the educational process is structured in such a way that each student has the opportunity to systematically carry out the whole complex of universal educational actions defined by the Federal State Educational Standard, while maintaining and strengthening his health and achieving personal, meta-subject and subject results sufficient for successful continuing education in primary school.

To this end, the methods of explanation are replaced by the activity-based learning method based on the method of reflexive self-organization, and the traditional technology of the explanatory illustrative learning method is replaced by the technology of the activity method “School 2000 ...” (TDM).

In the table below, the structure of the technology of the activity method for the lessons of discovering new knowledge is correlated with the requirements for its stages and with those universal educational actions that can be systematically formed in students at these stages.

Tabl. Universal learning activities performed by students in the lessons of opening new knowledge on TDM1

A brief description of the stages of the lesson
discovery of new knowledge in TDM	students at these stages

1. Motivation (self-determination) to educational activities

This stage involves a conscious entry	Self-determination (L);
student's vision in the space of a student	Meaning (L);
rainfall. To this end, organized	Goal setting (P);
motivation for learning activities on
lesson, namely:	teacher and peers (C)

1) requirements for it from the side of educational activities are updated (“necessary”);

2) conditions are created for his internal need to be included in educational activities (“I want”);

3) the thematic lesson framework (“can”) is established.

In the developed version, there are processes of adequate self-determination in educational activity (subject and personality levels)

1 Legend: L- personal UUD; P - regulatory UUD;

P - cognitive UUD;K - communicative UUD.



		Continuation

	A brief description of the stages of the lesson	List of UDD GEF
	discovery of new knowledge in TDM	students at these stages

2. Actualization and fixing of individual difficulties in a trial educational action

At this stage, training is being organized
students to discovering new knowledge, you	analogy, classification, serialization (P);
completing them with a test educational action and	Extract the necessary information from
fixation of individual difficulty.	texts (P);
Accordingly, this stage involves:
1) updating the studied methods of action	funds (P);
vii sufficient to build a new
knowledge, their generalization and symbolic fixation	speech utterance (P);
	Summarizing the concept (P);
2) updating relevant thoughts	Performing a Trial Training Action
operations and cognitive processes
	Fixing individual difficulty
3) motivation of students for a trial educational	niya in a trial educational action (R);
mu action and its independent implementation
resolution;	nenia (P);
4) fixing by students an individual
difficulties in performing the trial	completeness and accuracy (K);
educational action or its justification.
The completion of the phase is associated with the organization	communication (C);
students entering the test reflection	Consideration of different opinions (K);
training action
	statement of judgment (C)

3. Identification of the place and causes of difficulty

At this stage, students identify a place
and the reason for the difficulty.	analogy (P);
To do this, they perform the following training	Summarizing the concept (P);
ny actions:	Definition of primary and secondary
1) restore completed operations	information (P);
and fix (verbally and symbolically) a place -	Formulation and formulation of the problem
step, operation where difficulty arose;
2) correlate their actions with the used
way of action (algorithm, concept	Conscious and arbitrary construction
etc.) and on this basis	speech utterance (P);
hinder in external speech the reason is more difficult	Willful self-regulation in a difficult situation
niya - those specific knowledge, skills or	nenia (P);
abilities that are not enough for a solution	Expression of your thoughts with sufficient
of the original problem and tasks of this class	completeness and accuracy (K);
or type in general	Argumentation of one’s opinion and position in
	communication (C);
	Consideration of different opinions, coordination in
	cooperation of different positions (K);
	Conflict Resolution (C)



		Continuation

	A brief description of the stages of the lesson	List of UDD GEF
	discovery of new knowledge in TDM	students at these stages

	4. Building a project out of difficulty

At this stage, students in communicative		Self-determination (L);
we are thinking about the project of future		Meaning (L);
training activities, namely:		Analysis, synthesis, comparison, generalization,
Set a goal;		analogy (P);
Agree on a lesson topic;		Independent selection and formulation
Choose a method;		cognitive goal (P);
Build a plan to achieve the goal;		Search and highlight the necessary information
Define funds, resources and terms.		mations (P);
The teacher leads this process: first		Choosing the most effective ways
using the lead dialogue, then by		problem solving (P);
waking dialogue and then using		Planning (P);
research methods		Prediction (P);
		Structuring knowledge (P);
		Conscious and arbitrary construction
		speech utterance (P);
		Willful self-regulation in a difficult situation
		nenia (P);
		Expression of your thoughts with sufficient
		completeness and accuracy (K);
		Argumentation of one’s opinion and position in
		communication (C);
		Consideration of different opinions (K);
		Using criteria to justify
		expression of his judgment (K);
		Training collaboration planning with
		teacher and peers (K);
		Conflict Resolution (C)

	5. Implementation of the constructed project

At this stage, students put forward hypo		Meaning (L);
theses and build the original problematic models		Analysis, synthesis, comparison, generalization,
situation. Various options offered		analogy, serialization, classification (P);
students are discussed and selected		Self-regulation of will (P);
the best option that is fixed		Cognitive Initiative (P);
in language verbally and symbolically.		Nomination of hypotheses and their justification
The constructed method of action is used
to solve the original problem that caused		Search for the necessary information (P);
difficulty.		The use of symbolically symbolic
In conclusion, the general character is specified.		funds (P);
new knowledge and fixed overcoming		Modeling and transforming models
hardship		different types (schemes, signs, etc.) (P);
		Establishing a causal effect
		bonds (P);
		Self-made solutions
		ny problems of creative and search ha
		reflector based method
		organization (P);
		Conscious and arbitrary construction
		speech utterance (P);
		Building a logical circuit reasoning
		proof, (P);
		Moral ethical assessment