School harmony. "Harmony" - educational system for primary school

SITES USEFUL FOR TEACHERS WORKING WITH HARMONY MK»

1. All new releases from the publisher "Association XXI Century"
Publishing house website http://a21vek.ru/

2. Do you want to be updated with new concepts in education, visit this site

4. On this site you can order textbooks and methodological literature at publisher prices without leaving your home.

12. Istomina N.B., Gorina O.P. (for textbooks Mathematics grades 2,3,4 at the Harmony educational complex)
Software implementation: Proskuryakov N.N. (e-mail: [email protected])

TEXTBOOKS

Literacy training. Electronic educational resources.

CHARACTERISTIC

leading ideas of the educational and methodological set “Harmony”

for four-year primary school

Since about the 30s of the last century, a fundamentally new understanding of child development has gradually been established in the theory of domestic pedagogy. Its interpretation as the maturation of the abilities inherent in a person has been replaced by the concept of the child’s activity in the educational process. And since the late 60s, the idea of ​​developmental education has entered the practice of domestic schools, where for several decades systems of so-called traditional and developmental education have been developing in parallel, which are initially opposed to each other and are considered alternative. Within the framework of traditional and developmental education systems, various proprietary programs and educational kits are being developed. However, over time, the contradictions between the traditional and developmental education systems are gradually softened, and at the present stage of development of primary education, all educational and methodological sets are focused on the thesis of the child’s activity in the learning process. This is one of the important directions for the development of a comprehensive school, “the modernization of which presupposes the orientation of education not only on the acquisition of a certain amount of knowledge by students, but also on the development of his personality, his cognitive and creative capabilities” (Concept of the modernization of Russian education for the period until 2010) . It is on the thesis of children’s activity, acceptance of the student as an integral person that modern ideas of humanization and humanization of education, its differentiation and integration, continuity and continuity are based. In didactics, the theory of education, in the psychology of learning and development, as well as in the special fields of knowledge underlying educational disciplines, a significant number of valuable ideas have been accumulated regarding the development of the child’s personality, optimization and intensification of the educational process, and the use of innovative technologies. However, the implementation of these ideas in school practice will remain a problem until they receive a scientifically based interpretation in the form of methodological systems that take into account the specifics of the content and the peculiarities of the process of its assimilation by schoolchildren within specific academic subjects.

development of ways to organize the educational activities of junior schoolchildren, providing comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities that meet the curriculum and the requirements of the primary educational standard .

The educational and methodological set “Harmony” includes:

ways of organizing students’ educational activities related to setting a learning task, its solution, self-control and self-esteem;

ways of organizing productive communication, which is a necessary condition for the formation of educational activities;

methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.
Methodological interpretation as part of the set of modern trends in the development of primary education ensures: the child’s understanding of the issues being studied, conditions for harmonious relationships between the teacher and the student and children with each other, the creation for each student of a situation of success in cognitive activity.
Considering the educational books included in the set (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the “Harmony” set implemented in the system of educational tasks:

• purposeful formation of methods of mental activity (analysis and synthesis, comparison, classification, analogy, generalization);
• the priority of students’ independent activity in mastering the content;
• active inclusion in cognitive activity of techniques of observation, selection, transformation and design;
• maintaining a balance between intuition and knowledge;
• diverse consideration of the same object;
• relying on the child’s experience;
• parallel use of various models: subject, verbal, graphic, schematic and symbolic - and establishing correspondence between them;
• the relationship between inductive and deductive reasoning;
• unity of intellectual and special skills;
• creating conditions for maximum emotional well-being for each child in the process of assimilating the knowledge provided for by the program.

(FSES NOO 2009)

"Harmony" - This is an educational and methodological set for 4-year primary schools. The kit was created in 2000. (scientific supervisor - N.B. Istomina, Doctor of Pedagogical Sciences, Professor).

UMK "Harmony" includes textbooks on the following academic subjects:
- Literacy and reading training(2 lines).
ABC. Authors: Betenkova N.M., Goretsky V.G., Fonin D.S..
Primer. Authors: Soloveychik M.S., Kuzmenko N.S., Betenkova N.M., Kurlygina O.E.
- Russian language. Authors: Soloveychik M.S., Kuzmenko N.S.
- Literary reading. Author Kubasova O.V..
- Mathematics. Author Istomina N.B..
- The world. Authors: Poglazova O.T., Shilin V.D..
- Technology. Author N.M. Konysheva.

All textbooks are included in the Federal List of Textbooks recommended by the Ministry of Education and Science of the Russian Federation for the 2010-2011 academic year. The methodological equipment of the “Harmony” kit has undergone experimental testing on different scales: at the level of diploma research, which was supervised by the authors of the subject kits, at the level of candidate and doctoral research, and at the level of mass testing in school practice.

The educational and methodological set in mathematics for a four-year primary school (author N.B. Istomina) was awarded the Russian Government Prize in the field of education for 1999.

Currently, work is underway to create teaching materials in English, fine arts and music.
Thus, the “Harmony” kit will fully provide the educational process in primary school with educational and methodological aids in all subjects included in the Federal Basic Curriculum. That's why one of the main tasks The authors of the “Harmony” kit were to develop ways to organize the educational activities of junior schoolchildren, providing comfortable conditions for the development of the child in the process of acquiring knowledge, skills and abilities that correspond to the curriculum and the requirements of the primary educational standard.

In the educational and methodological set “Harmony” implemented : ways to organize students' educational activities related to the formulation of an educational task, its solution, self-control and self-esteem; ways to organize productive communication, which is a necessary condition for the formation of educational activities; ways of forming concepts, providing awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

Methodological interpretation as part of the set of modern trends in the development of primary education ensures: the child’s understanding of the issues being studied, conditions for harmonious relationships between the teacher and the student and children with each other, the creation for each student of a situation of success in cognitive activity.

Considering the educational books included in the set (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the “Harmony” set implemented in the system of educational tasks:
- purposeful formation of methods of mental activity (analysis and synthesis, comparison, classification, analogy, generalization);
- priority of students’ independent activity in mastering the content;
- active inclusion in cognitive activity of observation, selection, transformation and design techniques;
- maintaining a balance between intuition and knowledge;
- diverse consideration of the same object;
- reliance on the child’s experience;
- parallel use of various models: subject, verbal, graphic, schematic and symbolic - and establishing correspondence between them;
- the relationship between inductive and deductive reasoning;
- unity of intellectual and special skills;
- creating conditions for maximum emotional well-being for each child in the process of assimilating the knowledge provided for by the program.

In the “Harmony” educational complex, each subject line was initially developed by the authors with a special emphasis on the formation of universal educational actions in students (which in the author’s concepts and programs are initially designated as general educational skills; in accordance with the terminology adopted at the stage of their creation, this concept should be considered identical UUD), which create the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, knowledge, abilities and skills are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and maintained in close connection with the active actions of the students themselves.

Feature The “Harmony” set is to ensure the relationship between teacher training at a university and his professional practical activities. The authors of the “Harmony” set (N.B. Istomina, M.S. Soloveichik, N.S. Kuzmenko, O.V. Kubasova, N.M. Konysheva) are at the same time the authors of textbooks and teaching aids, which are used for training at faculties training of primary school teachers in universities and teacher training colleges in Russia.

Harmony program reviews:

The teaching and learning complex "Harmony" is very common in schools. Many parents are pleased with the results. In their opinion, the program develops thinking, logic, and literacy.
It’s true that mathematics is considered rather weak. Problem solving begins only in 2nd grade. When solving problems, the construction of diagrams and many logical problems are constantly required. The concept of the perimeter of a rectangle is introduced at the end of the 2nd quarter in 3rd grade after the concept of the area of ​​a rectangle. In this case, the area of ​​the figure is studied at the beginning of the 1st quarter. And the final tests are focused on the “School of Russia” program.
Parents are most dissatisfied with Russian language textbooks by M.S. Soloveichik, especially for 1st grade. The lack of clear rules causes criticism (the child must approach them logically himself). Much attention is paid to phonetics in 1st grade. Transcriptions confuse children and affect their literacy. Another feature is the search for “dangerous places when writing”, which are highlighted in a variety of ways (dashes, dots), typing words with a “window” instead of “dangerous places” and then filling out this “window”. The authors of the textbook suggest that children, when dictating, first write down the sentence schematically (with dashes) highlighting “dangerous places”, then write words above the dashes in syllabic arcs, and only then write the sentence in words. (An example of a dictation is given in the “Lesson planning” section). The program is not continued in secondary school, so children need time to “switch” to the traditional approach to learning the Russian language.
Some parents note that when replacing a Russian language textbook with another, the program becomes very good.

You often hear: “We study according to Vinogradova...”, “And we have Perspective.” Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it,” and still others, perhaps, will talk about specific pros and cons. But in general, the average parent has difficulty understanding how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts. Parents whose children are going to first grade this year are puzzled by the question: will their children begin their educational journey in a traditional program or in a developmental one? Indeed, it is important to choose the right school and training program, since it is studying in primary school that determines the child’s subsequent attitude towards the educational process. So what are traditional and developmental programs, what are their pros and cons, and how do they differ from each other?

So let's figure it out together and try to understand.

Firstly, there is a pedagogical system and a pedagogical program.

There are only 2 systems: developmental and traditional (see Order of the Ministry of Education and Science of the Russian Federation dated October 21, 2004 N 93). The traditional programs include: “School of Russia”, “Primary School of the 21st Century”, “School 2100”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective” and others.

Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

There are much more programs. In addition to the officially recognized Federal State Educational Standards, there are many experimental systems, as well as proprietary, in-school ones.

There is a Federal list of textbooks, according to which a school can choose teaching materials. If textbooks are not included in the FP, the school does not have the right to teach using them. The list changes every year. If a textbook is deleted from the FP, the school switches to others from 1st grade, and teaches the rest of the children using these textbooks until 4th grade.

Education systems

All approved systems and programs meet the main requirement: they allow the student to acquire the required minimum knowledge. Authorship is manifested in the ways of presenting material, additional information, and organizing educational activities.

Each system and program has its own author. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the educational and methodological kit! Therefore, the names on your children’s textbooks will naturally be different. But, despite the “collective creativity”, all textbooks within one program have the same:

Goal (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should ultimately have)
Objectives (i.e. those steps by which the goal is achieved)
Principles (i.e., features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
Content (essentially the same educational material that the child will learn during the learning process. For example, the content of education in philology, mathematics, social studies and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

There are no bad or good programs. All programs discussed in the article are approved by the Ministry of Education. And the developmental system is no better or worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or say, hair color. Therefore, in the description of each program, we have introduced a section “Features that will allow a child to study successfully in this program,” where we will describe those qualities that it is desirable for a child to have in order to show good results without overexerting himself.

Different classes in the same school may study according to different programs, especially where the choice of program is made by the teachers themselves. And that's even good. Different programs and systems require children to have different initial knowledge and skills, and it largely depends on the personal qualities of the teacher whether he can implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Primary school educational programs

The learning process in primary school is based on an educational program developed by educational methodologists and adopted for a given school or individual class. The programs permitted under the Federal State Educational Standard for the 2019-20 academic year, in accordance with the federal list of textbooks, are:

Program "Prospective Primary School" (Akademkniga publishing house);

Program "Planet of Knowledge" (ed. Astrel);

Program "Perspective" (ed. Education);

Program "School of Russia" (ed. Prosveshchenie);

Program on the system of developmental education by D.B. Elkonin-V.V. Davydov (ed. Vita-press);

Program "Elementary school 21st century" (Vinogradova system, Rudnitskaya - mathematics, Ventana-graf publishing house);

Program "Rhythm" (Ramzaeva - Russian, Muravin - mathematics, ed. Bustard)

School 2000 program in mathematics (Peterson, ed. Bean. Knowledge Laboratory)

Program "Spheres" (Ed. "Enlightenment")

Primary innovative school (Russkoe Slovo Publishing House)

Harmony (Published by "21st Century Association")

Program for children with disabilities.

The general development program of L.V. Zankova, School 2100 at the time of 2019 are not included in the FP, but since the list changes every year, they may also be included, so we’ll tell you about them too.

According to Articles 32 and 55 of the Law of the Russian Federation “On Education,” an elementary school teacher has the right to choose a system only in accordance with the educational program that is approved in the educational institution. When choosing a program as a basis, the teacher follows it for all four years.

“School of Russia” (Pleshakov)

This is the set for elementary school that we all studied with in Soviet times, with some changes.

Goal: education of schoolchildren as citizens of Russia.
Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• development in a child of human qualities that correspond to ideas about true humanity: kindness, tolerance, responsibility, the ability to empathize, readiness to help others
• teaching the child conscious reading, writing and arithmetic, correct speech, instilling certain work and health-saving skills, teaching the basics of safe life
• formation of natural learning motivation

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It involves creating problem situations, making assumptions, searching for evidence, formulating conclusions, and comparing results with a standard.

Features that will allow a child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities a child has, the better. For example, the ability to self-esteem and willingness to work in problematic situations will come in handy. But even the most unprepared children for school learn well in this program.

The primary school program “School of Russia” is considered traditional; most children master it without any problems.

Expert opinion

“I have been working at school with children for many years according to the traditional “School of Russia” program,” says Tatyana Mikhailovna Bobko, primary school teacher at secondary school No. 549 in Moscow. “Our parents, I, and my children studied under this program. Everyone grew up to be fairly educated people.

I believe that this program is necessary, it was, is and will always be. The traditional program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school. In recent years, interesting educational kits have been published that meet modern teaching requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaev), which are aimed at developing the student’s cognitive abilities.

Our opinion: good consistent and not very complicated mathematics, a logically structured program in the Russian language, but a lot of “water” on the subject of the world around us.

"Perspective"

Scientific supervisor, Doctor of Pedagogical Sciences, Director of the Center for System-Active Pedagogy “School 2000” of the AIC and PPRO, laureate of the RF Presidential Prize in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this educational complex.

The goal of implementing the educational program “Perspective” is to create conditions for the development and upbringing of the personality of a junior schoolchild in accordance with the requirements of the Federal State Educational Standard for primary general education.

Objectives of the implementation of the educational program “Perspective”:

The ideological basis of the educational complex “Perspective” is the “Concept of spiritual and moral development and education of the personality of a citizen of Russia”, aimed at forming in the younger generation a system of values ​​of humanism, creativity, self-development, morality as the basis for successful self-realization of a student in life and work and as a condition for security and prosperity countries.

The methodological basis is a set of modern methods and techniques of training and education implemented in the educational complex “Perspective” (project activities, work with information, world of activity, etc.)

All textbooks of the “Perspective” system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in general education institutions.

Mathematics Dorofeev, Mirakova, Buk.

English language "English in Focus" ("Spotlight"). Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.

The educational and methodological complex of textbooks “Perspective” was created by a team of scientists and teachers of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for Educational Development in close cooperation with the publishing house “Prosveshchenie”.

The program does not have an official website, there is a website of the publishing house old.prosv.ru/umk/perspektiva

Parents' reviews:

The program is too simple, the math is weak, and little time is devoted to writing. At the school the future first-grader was taught according to Peterson, the child learned more than in the entire first grade using “Perspective”. But it’s perfect for kids who didn’t have much to do before school. All topics are “chewed” for a long time by the teacher. Homework is easily completed without parental input except from the outside world. It is used to systematically assign reports or presentations that the child cannot complete on his own; I have to do everything.

Our opinion: the material in mathematics and Russian language textbooks is presented inconsistently. They “chew” simple topics for a long time, after which they give complex tasks on a completely different topic without first studying the algorithm for solving them. There is a lot of “water” around the world. In the textbook, the crafts' technologies have not been verified by the authors; step-by-step instructions and templates often do not correspond to reality.

Promising Primary School

The Standard is based on a system-activity approach.

The main objectives of primary general education: development of the student’s personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional and valuable positive attitude towards oneself and others. The solution to these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are capable of successfully studying in primary school if the necessary conditions are created for them. And one of these conditions is a person-oriented approach to the child based on his life experience.

The proposed educational and methodological set “Prospective Primary School” is based on the fact that a child’s EXPERIENCE is not only his age, but also the image of the world that is determined by his rootedness in the natural and subject environment. The EXPERIENCE of the child (the recipient of the educational instruction), which is important to take into account, is not only the experience of city life with developed infrastructure, various sources of information, but also the experience of rural life - with the natural rhythm of life, the preservation of a holistic picture of the world, and distance from large cultural objects.

A junior schoolchild living in a village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual in this set is addressed to him personally.

The main idea of ​​the educational complex “Prospective Primary School” is the optimal development of each child based on pedagogical support of his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student or as a teacher, then in the role of organizer of a learning situation.

Basic principles of the “promising primary school” concept

1. The principle of continuous general development of each child presupposes the orientation of the content of primary education towards the emotional, spiritual, moral and intellectual development and self-development of each child. It is necessary to create such learning conditions that will provide a “chance” for each child to show independence and initiative in various types of educational or club activities.
2. The principle of the integrity of the picture of the world involves the selection of such educational content that will help the student maintain and recreate the integrity of the picture of the world, will ensure the child’s awareness of the various connections between its objects and phenomena. One of the main ways to implement this principle is to take into account interdisciplinary connections and develop integrated courses in the Russian language and literary reading, the environment and technology.
3. The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on constant pedagogical support for all students (including those who, for one reason or another, cannot master all the presented content of education). Therefore, it is necessary to maintain a multi-level representation of knowledge throughout all years of primary education. Fulfillment of this requirement became possible under the conditions of the introduction of the Federal component of the state standard of general education. The standard provides every child with the opportunity to master the entire content of education at the mandatory minimum level. At the same time, “Requirements for the level of training of students graduating from primary school” have been defined, which record a satisfactory level of training.
4. Principles of strength and visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of ​​the educational and methodological set: THROUGH consideration of the PARTICULAR (specific observation) to the understanding of the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended pattern, to the PARTICULAR, i.e. to a method for solving a specific educational task. The very reproduction of this two-stage structure, its transformation into a mechanism of educational activity in the conditions of VISUAL learning is the basis for the implementation of the principle of STRENGTH. The principle of strength presupposes a strictly thought-out system of repetition, that is, repeated return to already covered material. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of teaching materials textbooks.
   The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each successive return to the particular is productive only if the stage of generalization has been passed, which gave schoolchildren a tool for the next return to the particular.
   For example, algorithms for subtraction, addition, multiplication, and long division are first “discovered” by schoolchildren based on the corresponding actions with numbers in a row. They are then formulated as patterns and, finally, used as mechanisms for corresponding mathematical operations. In “The World Around us”: from a variety of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In “Literary Reading”: one or another literary genre is highlighted, and then, when reading each new text, its belonging to one of the literary genres is determined, etc.
5. The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits of cleanliness, order, neatness, adherence to the daily routine, and the creation of conditions for the active participation of children in recreational activities (morning exercises, dynamic breaks during school hours, nature excursions, etc.).

The practical implementation of the principles of DEVELOPMENTAL TEACHING and the principles of STRENGTH and VISUALITY becomes possible through a methodological system, which represents the unity of typical properties inherent in both the methodology of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, a single set for the whole.

Distinctive features of teaching materials include the maximum placement of methodological apparatus, including organizational forms of work, in the body of the textbook itself; use of a unified system of symbols throughout the educational complex; a system of cross-reciprocal references between textbooks; the use of common cross-cutting characters (brother and sister); step-by-step introduction of terminology and motivated use of it.

Main methodological features of the educational complex:

The teaching materials for each academic subject, as a rule, include a textbook, an anthology, a notebook for independent work, and a methodological manual for the teacher (methodologist).

Each methodological manual consists of two parts: theoretical, which can be used by the teacher as a theoretical basis for improving his qualifications, and lesson-thematic planning itself, which outlines the course of each lesson, formulates its goals and objectives, and also contains ideas for answers to EVERYTHING asked in the textbook questions.

Publisher's website about the program akademkniga.ru/projects/prospective-primary-school

Our opinion: a simple, quite logically structured program, but in the Russian language some rules contradict what children will learn in 5th grade.

Elkonin-Davydov education system

Educational system D. B. Elkonina-V.V. Davydov has a history of existence of more than 40 years: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the Elkonin-Davydov educational system was recognized as one of the state systems.

Goal: formation of a system of scientific concepts, educational independence and initiative. Development in a child of the ability to think unusually and deeply

• to form in primary school graduates the ability to reflect, which at primary school age reveals itself through:
• knowledge of one's ignorance, the ability to distinguish the known from the unknown;
• the ability, in an underdetermined situation, to indicate what knowledge and skills are missing for successful action;
• the ability to consider and evaluate one’s own thoughts and actions “from the outside,” without considering one’s point of view to be the only possible one;
• the ability to critically, but not categorically, evaluate the thoughts and actions of other people, turning to their reasons.
• develop abilities for meaningful analysis and meaningful planning.

The maturity of these abilities is revealed if:

1. students can identify a system of problems of the same class that have a single principle of their construction, but differ in the external features of the conditions (content analysis);
2. Students can mentally construct a chain of actions, and then carry them out smoothly and without error.
3. develop the student’s creative potential and imagination.

Principles:

The main principle of this system is to teach children to obtain knowledge, to seek it on their own, and not to memorize school truths.

The subject of learning is general methods of action - ways of solving a class of problems. This is where learning the subject begins. In the future, the general method of action is specified in relation to particular cases. The program is designed in such a way that in each subsequent section the already mastered method of action is concretized and developed.

Mastering the general method begins with objective-practical action.

Student work is structured as a search and testing of means to solve a problem. Therefore, a student’s judgment, which differs from the generally accepted one, is considered not as an error, but as a test of thought.

Features that will allow a child to successfully study in this program: the same as those described for the Zankov program. Exception: it is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, and the ability to generalize will come in handy.

The elementary school program according to the developmental education system of D.B. Elkonin - V.V. Davydov The system of D.B. Elkonin - V.V. Davydov is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In the Elkonin-Davydov system, however, the lack of marks can be daunting. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students’ creative works. It serves as an indicator of progress instead of the usual diary. In the Elkonin-Davydov system, the emphasis is not on the result - acquired knowledge, but on the methods of comprehending it. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap.

Another feature of the Elkonin-Davydov program: elementary school students learn not only that two and two make four, but also why four and not seven, eight, nine or twelve. In class, the principles of language construction, the origin and structure of numbers, etc. are studied. Knowledge of the rules, based on an understanding of their reasons, certainly stays stronger in the head. And yet, whether it is necessary to immerse children in these jungles from a young age is perhaps a controversial question.

The authors of the system placed great emphasis on teamwork and developing communication skills: children conduct their mini-research in groups of 5–7 people, and then, under the guidance of a teacher, discuss the results and come to a common conclusion.

But it would be unfair to say that these same skills are not developed in the other systems mentioned.

Developmental education according to the D.B. system Elkonina - V.V. Davydova

Particular attention is paid to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov education system presupposes the formation of a wide range of skills in primary school graduates. The child must learn to look for missing information when faced with a new task and test his own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate his own actions and the points of view of his partners.

Parents' opinions about the Elkonin-Davydov program:

“We started first grade in 2010 and chose the Elkonin-Davydov developmental methodology. It’s probably too early to talk about the results, but it’s a fact that the program is very serious and you have to work with the child constantly. The main emphasis, it seems to me, is on "Mathematics. Although I have a very intelligent boy, some things need to be explained several times. In principle, we were ready for this, so we are working on ourselves, so to speak. Anyone who wants to choose this program must be prepared to work a lot with the child."

Program "Planet of Knowledge"

The first set of textbooks and programs for primary schools, which fully implement the state standard - “Planet of Knowledge”. Among the authors are 4 honored teachers of Russia.

Expert opinion

“The program is interesting,” comments the primary school teacher of secondary school No. 353 named after.

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. – A variety of texts on the Russian language and reading were excellently selected. In addition to good reading texts, interesting questions and developing tasks have been compiled. The child must come up with a fairy tale, think up the text, and make a drawing. Mathematics is interesting because each task leads the student independently to the answer. Not like in the standard program: the teacher explained - the student completed it. Here's a different approach. Let me draw your attention to the fact that there is a soft transition from the “Planet of Knowledge” to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: “Children read great.”

I would like to note that, being ahead of the standard program, “Planet of Knowledge” does not overload students. If we take everyone’s favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the “2100 Program” or “Harmony”, the child must already be prepared. “Planet of Knowledge” can be taught to any children with kindergarten training, including toddlers. Children studying according to this program are noticeably different from those studying according to the classical one. These kids are creative. There is only one downside to this program - it is a change for a teacher who has worked in a traditional program for many years. Although special courses are held for such teachers in the Central District.

“Elementary school of the 21st century” (Vinogradova)

Goal: organizing the educational activities of junior schoolchildren in such a way as to provide comfortable conditions for the development of the child in the process of acquiring knowledge, skills and abilities.

• the formation of the main components of educational activity (if we discuss the student’s position, then this is the answer to the questions “why am I studying”, “what should I do to solve this educational task”, “in what way do I carry out the educational task and how do I do it”, “ what are my successes and what am I failing at?
• organizing the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the basic principle of education is that primary school should be nature-appropriate, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and level of socialization. The student is not just a “spectator”, “listener”, but a “researcher”.

Contents: in accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of “soft” adaptation of children to new activities. A system for using role-playing games in teaching has been developed, which makes it possible to develop various facets of role-playing behavior, and therefore the student’s imagination and creativity. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their abilities (for example, introducing interesting texts from the very beginning of training in the textbook on the material of the complete alphabet for children who read well).

Features that will allow a child to successfully study in this program: based on the principles, it can be assumed that this program will be comfortable for children who require a gentle adaptation to everything new to them, be it a group or a type of activity. All courses have a long preparatory period.

The program “Primary School of the 21st Century” (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project received, perhaps, the highest award in the field of education - the Prize of the President of the Russian Federation. Today, schoolchildren from most constituent entities of the Russian Federation study under the “Primary School of the 21st Century” program.

One of the main differences between the “Primary School of the 21st Century” program and other primary school projects is the construction of a pedagogical diagnostic system aimed specifically at grades 1 to 4.

This diagnosis does not replace, but complements psychological diagnostics, since it has other tasks and goals. Pedagogical diagnostics makes it possible to determine a student’s readiness to study at school at an early stage. And then - to see how firmly the knowledge and skills have been acquired; whether there really were changes in the development of a particular child, or whether they were quite superficial; What should the teacher’s efforts be directed towards - does the class need a detailed repetition of the material already covered or can it move on.

Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational task, the way in which the student acts. In this context, such diagnostics have undoubted advantages compared to conventional testing work. Among other things, students feel freer during it, since they are not graded for it. If you carry out this diagnosis regularly throughout all four years of primary school, you can clearly observe the dynamics of students’ progress and come to their aid in time, if necessary.

The program “Primary School of the 21st Century” implements the basic principle of education: the primary school must be natural, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and level of socialization.

Parents' opinions on the 21st Century Primary School program

“We finished studying according to Vinogradova’s program. At first we waited a long time for the children to really start studying. By the second grade we realized that it was not so easy. It also has some disadvantages: a large number of notebooks, which they do not have time to complete. Well, for us Those who studied under Soviet programs do not like everything about their current education, so we find fault with little things."

The educational and methodological set “Primary School of the 21st Century” (edited by N. Vinogradova) is aimed at ensuring “soft” adaptation of children to the new conditions of school life.

Expert opinion

“I’ve been working on this program for three years now, I really like it,” says Irina Vladimirovna Tyabirdina, a primary school teacher at secondary school No. 549 in Moscow. – I’ll be honest, the material is designed for strong, erudite children. What knowledge a student will have when moving on to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is important that Vinogradova’s set realizes the child’s right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided “Learning to think and fantasize”, “Learning to understand the world around us”).

School 2000 (Peterson)

A program tested back in the 90s, which was excluded from the FP, and just recently included in it again. Mathematics textbooks L.G. Peterson. Old, proven, consistent. But the program is quite complex compared to others. It gives a great start to math-minded children. But it is absolutely not suitable for weak children.

In the first grade, the emphasis is on logic, from the second grade they are already studying equations with unknowns, by the fourth grade children are cracking complex equations like nuts and solving examples with any multi-digit numbers and any number of operations, as well as freely operating with fractions.

A huge plus is that the textbooks are sequential from grades 1 to 11 (and if desired, there are even books for preschoolers).

The program is aimed primarily at developing and improving the traditional content of education.
Goal: to ensure the natural and effective integration of the child into society.
Tasks:

• develop readiness for productive work
• to form a readiness for further education and, more broadly, for lifelong education in general.
• to develop a natural-scientific and general humanitarian worldview.
• ensure a certain level of general cultural development. An example would be the formation (cultivation) of a student’s skills of adequate artistic perception of at least literature
• to form certain personal properties that ensure his successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for developing in the student an attitude towards creative activity and creative activity skills
• to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school strives, on the one hand, to adapt as much as possible to students with their individual characteristics, and on the other, to respond as flexibly as possible to sociocultural changes in the environment.

Development principle. The main task of the school is the development of the student, and first of all, the holistic development of his personality and the readiness of the individual for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle presupposes the creation in the educational process of an uninhibited, stimulating creative activity of the student.

The principle of the image of the world. The student’s idea of ​​the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of integrity of educational content. In other words, all “objects” are interconnected.

The principle of systematicity. Education must be systematic, correspond to the patterns of personal and intellectual development of a child and adolescent, and be part of the general system of lifelong education.

The principle of a semantic relationship to the world. The image of the world for a child is not abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student develop an indicative framework that he can and should use in various types of his cognitive and productive activities.

Features that will allow a child to successfully study in this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all those qualities that were described below will be useful. But since this is still a traditional program designed for the “average student,” almost any child can study successfully using it.

The School 2000 program is designed to teach children to learn independently, organize their activities, obtain the necessary knowledge, analyze it, systematize it and apply it in practice, set goals and achieve them, and adequately evaluate their activities.

Three cardinal and fundamental positions of the School 2000 program:

Systematicity. Children from the age of 3 until graduation study in a holistic educational system, which maximally helps the child to reveal his abilities, in an accessible language gives the student answers to the most important questions: “Why study?”, “What to study?”, “How to study?”, teaches you how to effectively use your knowledge and skills. All textbooks and teaching aids are based on uniform approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of education.

Continuity. "School 2000" is a set of subject courses from preschool education to high school. Continuity is understood as the presence of a consistent chain of educational tasks throughout education, transforming into each other and ensuring constant, objective and subjective progress of students forward at each of the successive time periods.

Continuity. Continuity is understood as continuity at the boundaries of various stages or forms of education: kindergarten - primary school - basic school - high school - university - postgraduate education, that is, ultimately, a unified organization of these stages or forms within the framework of an integral education system.

The School 2000 educational system provides students with knowledge in accordance with the federal state educational standard. But according to its developers, what is more important is not the knowledge itself, but the ability to use it.

Official website www.sch2000.ru

Peterson has strong, logical, consistent mathematics. If you are studying Perspective or Planet of Knowledge, we strongly recommend that you additionally study Peterson with your child.

Spheres

The huge advantage of this program over many others is the continuity of education from grades 1 to 11.

Textbooks:

Primer Bondarenko

Mathematics Mirakova, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovative school

Also completely new textbooks, untested program. Publishing house Russian word

Mathematics Geidman B.P., Misharina I.E., Zvereva E.A.

Russian language Kibireva L.V., Kleinfeld O.A., Melikhova G.I.

The world around us Romanova N.E., Samkova V.A.

“Harmony” edited by N. B. Istomina

This system correlates with the basic ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Goal: multilateral development of the child, comfortable learning, prepares the child’s thinking apparatus for further learning. Overcoming the differences between traditional and developmental training schemes.

Objectives: to ensure the child’s understanding of the issues being studied, to create conditions for harmonious relationships between the teacher and the student and children with each other, to create for each student situations of success in cognitive activity.

Principles: organization of students' educational activities related to the formulation of an educational task, its solution, self-control and self-assessment; organizing productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide, at a level accessible to primary school age, an awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow a child to successfully study in this program: the requirements for the features of the child’s thought process arise from the connection with the Zankov system stated by the author. But like any traditional system, this program softens the requirements placed on the student by the Zankov program.

Program "Harmony" The training program in the elementary school "Harmony" correlates with the basic ideas of developmental education, and in particular, with the Zankov system.

The goal of the “Harmony” program is the multilateral development of the child, comfortable learning, and prepares the child’s thinking apparatus for further learning. In the process of implementing the “Harmony” program, the child’s understanding of the issues being studied is ensured, conditions are created for harmonious relationships between the teacher and the student and children with each other, and situations of success in cognitive activity are created for each student.

Many parents and teachers note the very good presentation of the Russian language and literature course. Features that will allow a child to successfully study in this program: the requirements for the features of the child’s thought process arise from the connection with the Zankov system stated by the author. But like any traditional system, this program softens the requirements placed on the student by the Zankov program.

Educational and methodological set “Harmony” (edited by N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian language), O.V. Kubasov (literary reading), O.T. Poglazova (the world around us), N.M. Konysheva (labor training)) is successfully practiced in many schools. The methodological equipment of the “Harmony” kit has undergone experimental testing on different scales: at the level of diploma research, which was supervised by the authors of the subject kits, at the level of candidate and doctoral research, and at the level of mass testing in school practice.

Speech therapist's opinion

Due to social and pedagogical neglect, 80% of children with speech disorders of various types go to first grade. “The problem is also the lack of time parents devote to activities with their children.”

Educational and methodological set in mathematics for four-year primary school N.B. Istomina was awarded the Russian Government Prize in the field of education for 1999.

According to experts, the main idea of ​​the program is the comprehensive development of the child, the preservation and strengthening of physical and mental health, the development of the intellectual, creative, emotional and moral-volitional spheres of the individual. Much attention is paid to creating conditions for the child to understand the issues being studied, for harmonious relationships between teacher and student, and children with each other.

Expert opinion

“This is the second year I’ve been working with children under the Harmony program,” comments primary school teacher at school No. 549 in Moscow, Elena Borisovna Ivanova-Borodacheva. “The children and I really like this program.” I believe that all the material in the kit is well adapted for schoolchildren. Pros: firstly, advanced learning occurs. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain to the child the missed topic. The program uses new teaching technologies that allow you to develop your child’s logical thinking abilities. For example, in a word where a student does not know which letter to write, he puts a “window” (author M.S. Soloveichik). Next, the child, together with the teacher, sorts out the questions that have arisen, remembers the rules and fills out the “window”. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (author N.B. Istomina), problem solving begins only in the second grade, and the tests are offered the same for all grades. The issue of the content of tests and their compliance with programs and training systems is now being resolved.

"School 2100"

The educational system “School 2100” is one of the programs for the development of general secondary education. The scientific director of the program from 1990 to August 2004 was Academician of the Russian Academy of Education A. A. Leontyev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

The main advantage of the educational and methodological set “School 2100” is its deep continuity and continuity of education. Under this program, children can study from preschool age until the end of secondary school (mainly in the direction of Russian language and literature).

All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the “minimax” principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can.

Firstly, there would be a system of developmental education that prepares a new type of student - internally free, loving and able to creatively relate to reality, to other people, capable of not only solving an old problem, but also posing a new one, capable of making informed choices and making independent decisions ;

Secondly, it would be accessible to mass schools and would not require teachers to retrain;

Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system for advanced training of teachers, a system for monitoring and monitoring teaching results, a system for implementation in specific schools;

Fourthly, there would be a system of holistic and continuous education.

A technology of problem-dialogical teaching has been developed, which allows replacing the lesson of “explaining” new material with a lesson of “discovering” knowledge. The technology of problem dialogue is a detailed description of teaching methods and their relationships with the content, forms and means of teaching. This technology is effective because it ensures high quality of knowledge acquisition, effective development of intelligence and creative abilities, education of an active personality while maintaining the health of students. The technology of problem dialogue is of a general pedagogical nature, i.e. implemented on any subject content and at any educational level.

There is one more important point to note. The program is often called "School 2000-2100". And they combine the mathematics of L. G. Peterson into it. and Russian language Bunneva R.N. Currently these are two different programs. UMK "School 2100" includes mathematics textbooks for grades 1-4 by T.E. Demidova, S.A. Kozlova, A.P. Tonkikh.

The main advantage of the educational and methodological set “School 2100” (edited by A.A. Leontiev) lies in the deep continuity and continuity of education. Under this program, children can study from the age of three (a training kit has been created for preschool children - a manual that develops logical thinking) and up to university. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: educational material is offered to students to the maximum, and the student must learn the material to a minimum standard. This way, each child has the opportunity to take as much as he can.

Expert opinion

“I have worked in different programs; I have been working with children in the developmental system “School 2100” for the sixth year now,” says Nadezhda Ivanovna Titova, a primary school teacher at school No. 549 in Moscow. - I like. Children learn to act independently. Ready-made rules and conclusions are not given here. This program is aimed at developing logical thinking, speech, imagination, and memory. I will note the tasks in mathematics (author L.G. Peterson). They are very interesting; by completing the task, the student can get additional information: find out a proverb or the name of the highest mountain in the world, etc. An unusual approach to studying topics is offered by a training kit on the Russian language (author R.N. Buneev), but, unfortunately, the list of literary works does not include Russian classical literature. There are difficulties when studying certain topics on the world around us (author A.A. Vakhrushev). I prepare for lessons in this subject longer than for others, and sometimes I even turn to my geography teacher for help. Children are active in lessons and are passionate about learning.

Website school2100.com

Zankov's education system

Goal: general development of students, which is understood as the development of mind, will, schoolchildren and as a reliable basis for their acquisition of knowledge, skills, and abilities.

Tasks: one of the most important tasks is to instill in a primary school student an attitude towards himself as a value. Training should be focused not so much on the entire class as a whole, but on each individual student. In this case, the goal is not to “bring up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give schoolchildren the truth, but forces them to “get to the bottom” themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The learned material is also reinforced with practical assignments. The new didactic principles of this system are rapid mastery of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts must occur in the understanding of systemic relationships.

Systematic work is being carried out on the general development of all students, including both strong and weak. It is important for schoolchildren to become aware of their learning process.

Features that will allow a child to successfully study in this program: willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to show a creative approach when solving a given task.

Primary education system L.V. Zankova. The concept of the program by L.V. Zankov was formulated in the 60s of the 20th century.

The following provisions remain fundamental in it:

The educational material in all textbooks is presented in such forms that involve independent activity of students;

The Zankov system is aimed at discovering and assimilating new knowledge;

Of particular importance is the organization of educational material in various forms of comparison, including for setting problem tasks. Textbooks ensure the regular inclusion of such exercises in the student’s learning process;

The educational material is aimed at developing the skills of mental activity: classifying (objects and concepts through the formation of appropriate operations), formulating conclusions, analyzing the conditions of assignments and tasks.

The disadvantage of the Zankov system, as well as the Elkonin-Davydov system, is that they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after primary school your child will still have to adapt to traditional teaching, and this may create problems for him at first.

Parents' opinions about the Zankov program:

"We study according to Zankov. First grade is quite easy for us. Even with some parents, we are not very happy. The children spent a very long time studying what they already knew. Now they seem to have crossed this stage and are moving on with their studies. Everyone was very scared of what would happen It's hard to learn, but so far we've succeeded."

“Our class has completed the 1st year of training according to Zankov.

But... The whole class went to courses for future first-graders, and when the teacher offered the regular program or according to Zankov (I read on the Internet that it was a bit complicated), I asked if the children could cope with it. She replied that they could handle it, but parents would have to help with homework, and most agreed to this program. I helped my son for about six months, and then he began to cope on his own, I just checked. At the end of the year we took tests. Mostly there were 5, a few 4. As the teacher explained to us, in this program children look for solutions in different ways or there may be several solutions. So far the result is good in my opinion. Let's see how it goes."

Developmental system L.V. Zankova is aimed at developing the mind, will, feelings, and spiritual needs of younger schoolchildren, awakening their interest in learning about the wider picture of the world, passion for learning, and the development of curiosity. The task of teaching is to give a general picture of the world based on science, literature, and art. This program is aimed at providing conditions for self-realization, for revealing the child’s individuality and his inner world.

A distinctive feature of the Zankov system is training at a high level of difficulty, passing educational material “in a spiral.” When completing tasks, children learn to draw theoretical conclusions and creatively comprehend the material.

Expert opinion

– I really love the L.V. system. Zankova,” says Nadezhda Vladimirovna Kazakova, deputy director for educational work of secondary school No. 148 in Moscow. “The children I taught in this program are now in seventh grade. As a specialist, I see excellent results in my studies. Schoolchildren are excellent at reasoning and arguing, the development of their horizons compares favorably with their peers, and they have a higher performance capacity.

“The program is aimed at the comprehensive development of the child, it teaches children to obtain information themselves, and not receive ready-made information,” L.V. adds about the system. Zankova, head of the methodological association of teachers of primary school No. 148 in Moscow, Tatyana Vladimirovna Korsakova. – Upon finishing primary school under this system, children become more liberated; they have approximately three times more knowledge than their peers.

zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and completely described, you couldn’t say it better

schools.keldysh.ru/UVK1690/zankov.htm

Other programs for elementary school

But in general: letters and numbers are not fully taught in any of the programs approved by the Federal State Educational Standard; they apparently believe that parents or tutors should teach this to the child before school. And in modern textbooks there are many inaccuracies and even errors. This is why the number of children with dysgraphia is growing. One gets the impression that when the program is included in the Federal State Educational Standard, the interests of certain people who have nothing to do with the education of children are lobbied.

But still, a child can cope with any program if he is helped by his parents or a tutor.

“Our teacher insisted on parent-teacher meetings that the child must do his homework in front of his parents in the 1st grade, because he must learn to work at home correctly from the very beginning. All these programs are difficult, first of all, for parents, because parents will have to delve into , but there everything is still a little different than in a Soviet school. Usually, in schools with developmental programs, weekly meetings are held for parents at which they explain the material that the children are currently studying. In our school there is Elkonin’s developmental methodology - Davydov, but we refused it. We went to the School of Russia. Precisely for reasons of my convenience, because I don’t have the opportunity to be at school so often. If my daughter doesn’t understand something, I can explain it to her without the help of a teacher. And then, I was trying to figure out the graphs in mathematics. So I think that she is wrong. And my daughter says to me: No, that’s how they explained it to us. I’ll do it that way. After all, Mom, you weren’t in class. Well, okay, I think, I’m wrong, we’ll see what they will give you. I looked the next day and the teacher didn’t cross it out. In general, I left mathematics, reading and all drawing to her. She made them while I was at work. And she left the penmanship for herself. This was her weak point. She and I sat all evenings over these copybooks. Sometimes it brought me to tears (mine too). As a result, I wrote the final test in writing without a single mistake or blot, but in my favorite mathematics I made as many as 2 mistakes.”

So, dear parents of future first-graders, no matter what program you choose, study with your children at home, and then the child will cope with any program.

I hope that you and I were able to at least roughly understand what an educational program is and which one is closer to your child. And now we can consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program... We will be able to properly prepare the child for the start of school, taking into account, if possible, the inclinations and character of our small but personalities. Good luck and great grades for your child!"

The educational program "Harmony" is effective for children with normal intelligence (N), with developed visual-figurative, practical and logical thinking, with high starting capabilities, a rich vocabulary, developed operational and long-term memory.
UMK:
- mathematics, authors: Istomina N. B, Nefedova I. B;
- Russian language, authors: Soloveychik M. S., Kuzmina N. S.;
- reading, authors: Kubasova O. V.;
- the world around us, author Poglazova O. T;
- labor training, author-compiler N. M. Konysheva

The kit is aimed at overcoming the separation of traditional and developmental education systems by combining traditional methods and new approaches to solving methodological problems. It implements principles in which there is a balance between learning and development.

One of the main tasks of the authors of the “Harmony” kit was to develop ways to organize the educational activities of primary schoolchildren, providing comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities that correspond to the curriculum and the requirements of the primary educational standard. The logic of constructing this set - a system of educational tasks, methods, means and forms of organizing the educational activities of schoolchildren - provides teachers with the opportunity to conduct integrated lessons, creatively implementing the system of training and education laid down in textbooks.

Considering the educational books included in the set (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the “Harmony” set implemented in the educational knowledge system:
- purposeful formation of methods of mental activity (analysis, synthesis, comparison, classification, analogy, generalization);
- priority of students’ independent activity in mastering the content;
- active inclusion in cognitive activity of techniques of observation, selection, transformation and design;
- maintaining a balance between intuition and knowledge;
- diverse consideration of the same object;
- reliance on the child’s experience;
- parallel use of various models: subject, graphic, schematic and symbolic - and establishing correspondence between them;
- the relationship between inductive and deductive reasoning;
- unity of intellectual and special skills;
- creating conditions for maximum emotional well-being for each child in the process of assimilating the knowledge provided by the program.

The middle daughter has the Gramony program (by the way, they don’t touch Uzorova and Nefedova).
So, the parents in our class have a lot of questions. Mathematics - a little calculation, a lot of logic. Personally, this seems normal and correct to me. It’s okay, they will automate the counting later. BUT! In first grade, they practiced counting within 9 using cards. Take a piece of paper, write an example of addition on one side, and write the result on the other side. And they train - in class and at home, alone and in pairs. A convenient and simple way, not as boring as columns. But why until 9??? As a result, in second grade, my daughter has problems passing through ten. 8+4=11 Same thing with subtraction.
They also add and subtract two-digit numbers, but with the same problems. And the other day there was an exercise that horrified me
"Guess what principle the expressions are based on and calculate:
80-7=80-1-6=73
50-9=50-1-8=
and so on."
Mom is dying, why take away one first??? But then, to move through the ten, and then operate with the usual nine. It turns out not a decimal, but some kind of nine system

Everything with Russian is just as tricky.
In the first grade, they persistently taught that it is not necessary to write Y in words such as “Yolka, Yulya” (Elka, Yulya), etc. Do any Russian-speaking children write this way? I haven't met. Clearly a fictitious problem.
Now there are combinations chk-chn-schn, etc. All this is given through phonetics: it is necessary to check the softness/hardness of paired consonants. But the worst thing is that they ask to emphasize dangerous places in different ways: with a line, a dot, and a line with a dot - “double dangers”. Neither I nor my daughter understood what this “double jeopardy” was until I found out from other parents that it turned out they had been cancelled.

To be fair, it must be said that in general the program is structured logically and interestingly. In general, its main advantage is that rules are not imposed on children, but tasks are structured in such a way that they themselves come to the conclusions that are the rules of competent writing. Children are taught to observe, compare and reflect. And I really like it.
In this case, the teacher’s explanation plays a very important role: at home, using a textbook, a parent will not be able to explain this way; there is not much in the textbook. Probably, some additional “book for teachers”, parallel to the textbook, could help here.

We are studying this program for the second year. We have such bells and whistles - we didn’t have addition up to 9! On the contrary, it was precisely counting within ten that was automated. What surprised me about mathematics at first was the almost complete absence of problems in first grade. And we didn't solve the equation. But they calculated a lot, all sorts of examples, both with “windows” - this is practically the same equation, and with tables.
Here it is: “Guess what principle the expressions are based on and calculate:
80-7=80-1-6=73
50-9=50-1-8=
and so on."
we did the same, but my child guessed that 1+6 is 7, that is, in both cases we subtract 7, and 1+8 = 9, that is, in both cases we subtract 9. So we do not have a nine-fold system. We passed a hundred in the second half of the first grade, now decimeters and centimeters passed, they were transferred from one to another. Examples like this: 24dm and 20dm 14cm - need to be compared. My daughter does her homework herself, I just watch in the evening. She had 240 cm and 214 cm written on top in pencil, although it seems they haven’t taught more than a hundred yet, but it was explained correctly - they gave her an A.
In general, I don’t get involved in homework until a child asks me to explain something. I usually check in the evening. If I find some obvious mistake, we correct it. I rarely even look at the textbook.
Russian language! And dashes and dots! Many parents at our meeting spoke out - they were confused about these points! The teacher told the parents not to bother - this is how children mark dangerous places. For our teacher, the main thing is that the child sees a dangerous place, and she doesn’t find fault with two dots or lines. Personally, I didn’t get into these dots, even though my daughter explained to me when to put what. I listened, of course, and praised her, but ask me now - I won’t tell you where the points are, I don’t need that.
And we had phonetics from the first grade, from the very first days: voiceless-voiced, soft-hard, a lot of attention to this, everything was learned by heart - both paired ones, and only soft ones, and all sorts of things. My child was completely blown away by SONORAL sounds in the first grade... I didn’t even know such a word.
Reading. They read a lot, but do not focus on reading speed. The main thing is to read expressively, clearly, without swallowing or rearranging letters and syllables.
From the second grade they began to give grades, in 2 weeks the children had already written 2 CDs in mathematics, a Russian dictation and a cheating test, and in the first grade they wrote all sorts of test papers almost every week.
In general, although we wanted to study according to the traditional system, we still went to the teacher, and I am satisfied with our teacher. My daughter studies with pleasure, gets 4 and 5 grades - but in general she loves to study with us. In principle, we are not experiencing any difficulties with this program yet.

My daughter has Harmony. This is already the 4th year, so I can draw some conclusions.
Russian is not difficult at all. Mathematics – I don’t know... Perhaps. Recently, our teacher gave the children tasks according to the classical program - she said that almost everyone did it, even those who did not always cope with Harmony.
I chose this program because I was sure that it was the most balanced, more humanitarian than math. direction.

My son studied under this disharmonious program for 2 whole years! The decision to transfer to a parallel class, where children study according to the traditional School of Russia program, was very difficult. But I could no longer tolerate such bullying of students and parents and of my beloved Russian language. The surname Soloveichik (author of textbooks and notebooks on the Russian language) now sounds to me like a call to revolution. I am outraged by what this lady has turned my native Russian language into! I heard that one of the goals of her approach to learning the Russian language was to interest children, to make children love their native language and learn it easily. Everything turned out exactly the opposite!
I myself am a child psychologist. She worked with children for more than thirteen years. As a child, my favorite subject was Russian. I loved him, participated in various competitions. I wanted to be a teacher of Russian language and literature.. How do you need to distort the methods of teaching your native language so that grandparents and dad wait for mom to come home from work to understand WHAT needs to be done! And I came, and everything began to boil inside me when I picked up Soloveichik’s notebook or textbook! Over the course of these two years, parents (including me) called each other and asked what needed to be done and how to complete the task! These words and texts with windows-holes, this transcription of words (yolka, jozhik...), this is other mockery of the Russian language and the minds of parents and children!
The program is disharmonious, first of all, because of one name among the developers and authors. This surname is “Soloveitchik”!
I am outraged that such a program is recommended by the Ministry of Education! I feel sorry for the children who will continue to suffer through this program! They will not like this kind of Russian language (I say this not unfoundedly, believe me - I had the opportunity to talk with graduates who studied under this program).
This year I am sending my second child, my daughter, to a school where the teacher will work according to the most harmonious program “School of Russia”. I am convinced that the “Harmony” educational program does not correspond to the basic principles of psychology and pedagogy. After all, the didactic principle “from simple to complex” has always been fundamental in teaching.
The child will love those subjects that he understands, for which he can complete the task on his own, and not solve regular charades and puzzles with his parents every time.

Dear Parents, do not send your children to study under the Harmony program under any circumstances. You will curse everything in the world. Protect your children's brains from insanity and downism. My daughter completed 4th grade using this program; I am far from a teacher, but I could give more knowledge over the years. As a result, the child said that she would love to go back to 1st grade to start all over again because she didn’t understand anything. Meanwhile, I sat at lessons for 6-7 hours, sitting together. I quit all my clubs and classes, but as you can see, that didn’t help either. And the girl is very smart, but she couldn’t understand what even the teachers themselves sometimes don’t understand. With great disappointment we are now looking for an ordinary, good old school.

Application___

to the main educational program

primary general education

order No. 395 of 06/07/2016

Municipal budgetary educational institution

"Lyantor Secondary School No. 5"

Working programm

in the academic subject "Music"

1-4 grade

UMK "Harmony"

primary school teacher

Azanova Gulnara Rafkatovna

The program is compiled on the basis of the main educational program of primary general education of the Municipal Budgetary Educational Institution “Lyantorskaya Secondary School No. 5”, the author’s program in music edited by M. S. Krasilnikova “Music. To the heights of musical art"

Planned results of mastering the academic subject

Achieving personal, meta-subject and subject-specific results in mastering the program by students occurs in the process of active perception and discussion of music, mastering the basics of musical literacy, students’ own experience of musical and creative activity: choral singing and playing elementary musical instruments, plastic intonation, preparation of musical theatrical performances.

As a result of mastering the program, students will develop a readiness for self-development, motivation for learning and knowledge; understanding the value of domestic national and cultural traditions, awareness of one’s ethnicity and nationality, respect for the history and spiritual traditions of Russia, the musical culture of its peoples, understanding the role of music in human life and society, the spiritual and moral development of a person. In the process of acquiring their own experience of musical creative activity, students will learn to understand music as an integral and integral part of the world around them, to comprehend and comprehend the phenomena of musical culture, to express their thoughts and feelings caused by the perception of musical works, to use musical images when creating theatrical and musical-plastic compositions , performance of vocal-choral and instrumental works, in improvisation.

Schoolchildren will learn to think about music, emotionally express their attitude towards art; demonstrate aesthetic and artistic preferences, interest in musical art and musical activity; to form positive self-esteem and self-respect based on realized creative potential, the development of artistic taste, and the implementation of one’s own musical and performing plans.

Students will demonstrate the ability to take the position of another person, conduct a dialogue, participate in the discussion of significant human phenomena in life and art, and productively collaborate with peers and adults in the process of musical and creative activity. The implementation of the program ensures the mastery of social competencies, the development of communication abilities through musical and gaming activities, and the ability for further self-knowledge and self-development. Students will learn to organize cultural leisure, independent musical and creative activities, including through home music playing, joint musical activities with friends and parents.

Personal results are reflected in the individual qualitative properties of students, which they must acquire in the process of mastering the academic subject “Music”:

Formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland, the Russian people and its history, awareness of one’s ethnicity and nationality in the process of mastering the pinnacle examples of national musical culture, understanding its significance in the world musical process;

The formation of humanistic and democratic value orientations, the formation of a respectful attitude towards other opinions, the history and culture of different peoples based on familiarity with their musical traditions, identifying in them general patterns of historical development, processes of mutual influence, common moral, value, aesthetic attitudes;

Formation of a holistic, socially oriented view of the world in the process of learning works of different genres, forms and styles, various types of musical images and their interaction;

Mastering the initial skills of adaptation in a dynamically changing and developing world through orientation in the diversity of musical reality and participation in the musical life of a class, school, city, etc.;

Development of motivation for learning activities and the formation of a personal meaning of learning through the disclosure of connections and relationships between music and life, mastering the ways of reflecting life in music and various forms of the influence of music on a person;

Formation of ideas about moral standards, development of goodwill and emotional responsivenessempathizing with other people's feelings based on perceptionworks of world musical classics, their collective discussion and interpretation in various types of musical performing activities;

Formation of aesthetic needs, values ​​and feelings based on the development of musical and aesthetic consciousness, which manifests itself in an emotional and value-based attitude towards art, an understanding of its functions in human life and society;

Development of cooperation skills with adults and peers in different social situations when performing project tasks and project work, in the process of individual, group and collective musical activities;

Forming an attitude towards a safe, healthy lifestyle through the development of an idea of ​​harmony in a person’s physical and spiritual principles, cultivating a caring attitude towards the material and spiritual values ​​of musical culture;

Formation of motivation for musical creativity, determination and perseverance in achieving goals in the process of creating a situation of success in students’ musical and creative activities.

Cognitive

Students will learn:

Logical actions of comparison, analysis, synthesis, generalization, classification according to genus-species characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts, making assumptions and evidence confirming them;

Apply methods of observation, experimentation, modeling, systematization of educational material, identifying the known and the unknown when solving various educational problems;

Discuss problematic issues, reflect during creative collaboration, compare the results of your activities with the results of other students; understand the reasons for the success/failure of educational activities;

Understand the difference in the reflection of life in scientific and artistic texts; adequately perceive works of art, realize the ambiguity of the content of their images, the existence of different interpretations of one work; perform creative tasks that do not have a clear solution;

To carry out the synthesis of a musical work as a composition of a whole from parts, to identify the foundations of its integrity;

Use different types of models when studying an artistic phenomenon (graphic, plastic, verbal, sign-symbolic), model various relationships between objects, transform models in accordance with the content of the musical material and the set educational goal;

Use various methods of searching (in reference sources and open educational information space on the Internet), collecting, processing, analyzing, organizing, transmitting and interpreting information in accordance with the communicative and cognitive tasks and technologies of the educational subject.

learn to realize your own creative ideas, prepare your speech and perform with audio, video and graphic accompaniment;

satisfy the need for cultural and leisure activities that spiritually enrich the individual, to expand and deepen knowledge about a given subject area.

Regulatory universal learning activities

Students will learn:

Accept and maintain educational goals and objectives, plan, monitor and evaluate your own educational activities in accordance with them;

Agree on the distribution of functions and roles in joint activities; exercise mutual control, adequately assess one’s own behavior and the behavior of others;

Identify and retain the subject of discussion and the criteria for its evaluation, as well as use these criteria in practice;

Predict the content of a work by its title and genre, anticipate composer decisions on the creation of musical images, their development and interaction in a musical work;

Mobilization of forces and volitional self-regulation during the acquisition of experience of collective public speaking and in preparation for it.

set educational goals, formulate educational tasks based on the goals, search for the most effective ways to achieve results in the process of participating in individual and group project work;

act constructively, including in situations of failure, due to the ability to search for the most effective ways to achieve goals, taking into account existing conditions.

Communication universal learning activities

Students will learn:

Understand the similarities and differences between spoken and musical speech;

Listen to the interlocutor and conduct a dialogue; participate in collective discussion, accept different points of view on the same problem; express your opinion and argue your point of view;

Understand the compositional features of oral (colloquial, musical) speech and take them into account when constructing your own statements in different life situations;

Use speech and information and communication technologies to solve communicative and cognitive problems;

Indirectly enter into dialogue with the author of a work of art by identifying the author’s meanings and assessments, predicting the course of events, comparing the result obtained with the original in order to make additions and adjustments to the solution of the educational and artistic task;

Experience of communicating with listeners in the conditions of public presentation of the result of creative musical performing activities.

Students will have the opportunity to:

improve your communication skills based on knowledge of the compositional functions of musical speech;

create musical works based on poetic texts and publicly perform them solo or with the support of classmates.

Subject results

Students will develop:

Initial ideas about the role of music in human life, in his spiritual and moral development; about the value of the musical traditions of the people;

Fundamentals of musical culture, artistic taste, interest in musical art and musical activity;

The idea of ​​the national uniqueness of music in the inextricable unity of folk and professional musical creativity.

Students will learn:

Actively and creatively perceive music of various genres, forms, styles;

Hear musical speech as an expression of a person’s feelings and thoughts, recognize the characteristic features of the styles of different composers;

To navigate different genres of musical and poetic creativity of the peoples of Russia (including their native land);

Observe the process of musical development based on the similarities and differences of intonations, themes, images, and their changes; understand the cause-and-effect relationships of the development of musical images and their interaction;

Model the musical characteristics of the characters, predict the course of events in “musical history”;

Use graphic notation for orientation in a musical work in different types of musical activities;

To embody the artistic and figurative content of music, to express one’s attitude towards it in singing, words, movement, playing the simplest musical instruments;

Plan and participate in collective activities to create dramatizations of musical and stage works, interpretations of instrumental works in plastic intonation.

Students will have the opportunity to learn:

navigate musical notation when performing simple melodies;

creative self-realization in the process of implementing one’s own musical and performing plans in various types of musical activities;

organize cultural leisure, independent musical and creative activities, play music and use ICT in musical creativity;

provide assistance in organizing and conducting school cultural events, present the results of one’s own musical and creative activities to the general public, collect music collections (record library, video library).

Subject content

1 class WORLD OF MUSICAL IMAGES. Images of song, dance, marching music.Music is all around us. Creativity of the composer-performer-listener. Three fundamentals of music.

Song, dance, march as three types of connection between music and life. Indirect expression in music of human feelings and thoughts. Different ways of performing and recording music.

March in folk and composer music: figurative and stylistic diversity, features of musical language and genre attributes, means of expression.

Dance in folk and composer music: figurative and stylistic diversity, features of musical language and genre attributes, means of expression.Beethoven's dance music.

A variety of songs in folk and composer music. Features of song melodies. The melody is melodious and recitative.

Musical materialP. I. Tchaikovsky."Melody",“Children’s Album”: plays “Polka”, “Sweet Dream”, “March of the Wooden Soldiers”,“Waltz”, “Mazurka”, “Kamarinskaya”. P. I. Tchaikovsky. Waltz from the ballet “Sleeping Beauty”. S. S. Prokofiev. Waltz from the opera "War and Peace".

S. S. Prokofiev. "Waltz" from Children's Music.Learning a song by P.I. Tchaikovsky’s “Autumn”, analysis of the structure of its melody. Russian folk song “There was a birch tree in the field”, cant “Rejoice, Russian land!”, words of lullabies, nursery rhymes, jokes, calls for improvisation. Melody for violin and piano, chorus “It’s like a bridge, a bridge” from the opera “Eugene Onegin”.

“What does the music say?” Musical portrait. The embodiment of the internal and external appearance of the musical hero in intonation.

Musical materialTchaikovsky. “Mama”, “Baba Yaga”, “Neapolitan song”, “The fair maidens came out”. Russian folk song.

The originality of musical and stage genres. Music as the basis for the synthesis of arts in ballet. Creators of the ballet performance. Specificity of images and their interaction in ballet music. Dance beginning in ballet: dance-state and dance-action.Musical material

P. I. Tchaikovsky. Ballet "Sleeping Beauty"

P.I. Chaikovsky. Introduction, waltz and finale of act 1 from the ballet “Sleeping”

gorgeous".

“What does the music say?” The speech is musical and colloquial. Similarities and differences between musical and colloquial speech: an idea of ​​the types of intonation. Intonation in musical and colloquial speech. Intonation as a carrier of meaning in music. Reintonation is a change in meaning in a musical statement. Intonation in the musical speech of the composer and performer. Tongue twister as a way (manner) of spoken and musical speech.

Musical material by M. I. Glinka. Introduction from the opera “Ivan Susanin”. L. V. Beethoven. The main theme of the first movement of the Fifth Symphony. “Soldiers, brave boys.” Russian folk song. M. I. Glinka. Introduction, from the opera “Ivan Susanin”. P. S. Prokofiev. "Chatterbox." Poems by Agnia Barto.

2nd grade

WORLD OF MUSICAL STORIES. A variety of musical stories.

Ballet as a complete musical history.

A variety of musical stories. Development in music - transformation, comparison, collision of musical intonations, themes, images. A. P. Borodin. The Sleeping Princess (fairy tale) The development of musical history in a romance. Basic principles of development in music (repetition and contrast) Unity of content and construction of the romance. The development of musical history in epics. Musical images of epics. Variation of melody in epics. The nature of the narrator’s musical speech and its instrumental accompaniment.

Musical material “And we sowed millet.” Russian folk song

N. A. Rimsky-Korsakov. The final scene from the opera Snow Maiden" (fragment). An epic about Volga and Mikula M.I. Glinka. Introduction to the opera Ruslan and Lyudmila. Fourth concert for piano and orchestra. Second

S. S. Prokofiev. "Tales of an old grandmother." Pieces for piano by S. S. Prokofiev. Ballet "Cinderella". Introduction

Peter Ilyich Tchaikovsky. Fourth Symphony. Fourth part. The final. The function of the fourth movement (finale) in the symphony. The specifics of the development of musical history in the finale. Symphonic development based on repetition and contrast. Genre characteristics of the final images. The relationship between the nature of themes and their development. Timbre variation. Echo.

P. I. Tchaikovsky. Fourth Symphony (IV movement). Genre foundations of the finale images. The relationship between the nature of themes and their development. Timbre variation.

Musical materialPeter Ilyich Tchaikovsky. Fourth Symphony. Third movement of the Scherzo. Pizzicato strings.

M. I. Glinka. Opera "Ivan Susanin". First action. In the village of Domnina. Exhibition of images of Russian people: their attitude to the Motherland, to their people, their history. The diversity of figurative characteristics of the Russian people. The musical language of peasant choirs, connections with Russian folk songs. Types of choirs (male, female, mixed).

Musical portrait of Antonida. Features of her musical speech.

Chant. Two-part construction: cavatina and rondo. High female soprano voice. Scene of Susanin with peasants and a choir of rowers Musical and figurative Characteristics of Ivan Susanin. Recitative. Folk-genre origins of his musical language. Low male voice bass. The intonation kinship of the musical speech of the heroes is the expressiveness and figurativeness of the music of the choir of warriors (oarsmen). Reflection of stage action in the development of choir music.

Musical material.M. I. Glinka. Opera "Ivan Susanin".

P. I. Tchaikovsky. Fourth Symphony. Characteristics of the first movement of the symphony. The main stages in the development of musical action: introduction, exposition, development, reprise, coda.The originality of the symphonic plot: the significance of the themes and images and the intensity of their development. Conflict as a driving force in the development of musical history. The unity of the symphonic cycle: the content and construction of the parts, their relationship in the cycle as a reflection of the multifaceted life of a person.

World of Music Stories

M. I. Glinka, P. I. Tchaikovsky, S. S. Prokofiev, L. V. Beethoven, A. P. Borodin, A. K. Lyadov.

3rd grade

How do contrasting musical themes correlate in the opera “Ivan Susanin” by M. I. Glinka? The essence of the relationship between contrasting themes and images of a large musical work. Derivative contrast. Kinds

transformations of themes: re-intonation, variation, inversion.

The relationship of melodic lines of contrasting themes-images, identifying the ways of their development The history of the creation of S. S. Prokofiev’s cantata

"Alexander Nevskiy".

Characteristics of the figurative structure of each part of the symphonic cycle. The main themes of all parts of L. V. Beethoven's Fifth Symphony and P. I. Tchaikovsky's Fourth Symphony based on their graphic notes, the characters and compositional functions of the main, secondary and final themes, and their intonation connections. Characteristics of the logic of interaction between the main, connecting, secondary, and final themes, their constructive relationship. Options for developing the main theme are in development.

The main stages in the development of the musical history of Symphony No. 40 by W. A. ​​Mozart.

Similarities and differences between paintings in music and fine arts.

A musical portrait of the hero of the work. An idea of ​​the compositional functions of the theme “Walking” in the piano cycle. The musical image of a gnome is based on ideas about the peculiarities of his movement and speech.

“Old Castle”, figurative content. The play “Ballet of the Unhatched Chicks”, features of the interpretation of the play. Play“Two Jews, rich and poor,” features of the musical speech of each character,dialogue with dialogues in opera and symphonic music. Musical play “Limoges. Market",

features of its melody, rhythm, dynamics. The nature of movement in the plays “Limoges. Market" and "Hut on Chicken Legs". Mussorgsky's play "The Heroic Gate" - the nature of the music, its genre and intonation features. Mussorgsky's music in piano and orchestral

(M. Ravel) sound.

4th grade

THE WORLD OF MUSIC OF MY PEOPLE. Lyric-epic opera by N. Rimsky-Korsakov “The Legend of the Invisible City of Kitezh and the Maiden Fevronia”

Features of the musical action of the opera-tale and the musical characteristics of its heroes. Intonations of their musical speech by role.WITHprices of folk festivals, prayers to Fevronia and Grishka, constructive

kinship of contrasting themes. Opera leitemes, variants of their sound in different episodes of the opera.

Emotional and value-based attitude towards masterpieces of Russian music. Modeling circles of images of a symphony from the life of Russian heroes and the plan of the work. The image of the second hero, the transformation of the intonations of the first hero. Changes in the nature of themes compared to the exposition. The figurative structure of the finale of Borodin's symphony. The main stages in the development of the musical history of the symphony in different types of musical activity. Second symphony and opera “Prince Igor” by A. P. Borodin. Themes of similar nature from the Second Symphony and the romance “The Sleeping Princess”

A. P. Borodina.

P.I. Tchaikovsky. Opera The Queen of Spades.

“Musical characteristics of the heroes of the opera “The Queen of Spades”

P. I. Tchaikovsky. Opera "The Queen of Spades". Introduction themes, examples of similar themes from the music of P. Tchaikovsky. Contents of the opera according to its

title, character, duet of Lisa and Polina, romance by Polina and

girls song. Characteristics of the music, the atmosphere of the ball, the mood of the guests, genre characteristics of the polonaise. Melody of Eletsky's aria, duet of Prilepa and Milovzor. Construction of the opera: its expositions, developments,

reprises of the main storylines of the opera, differences in conflicts in the operas “The Queen of Spades” by P. Tchaikovsky.

Musical material. Opera by P. I. Tchaikovsky “The Queen of Spades”. Picture 1. In the summer garden.. Scene 2. In Lisa's room. Scene 3. A ball in the house of a noble nobleman. Scene 4. In the Countess's chambers Scene 5 In the barracks. Herman's room. Scene 6. On the embankment. Scene 7. In a gambling house

Folk music in the works of Russian composers. Images of nature in the works of Russian composers. Images of defenders of the Motherland in the works of Russian composers. National anthem of Russia. Through the pages of works of Russian musical classics. The world of music of my people.

Thematic planning

Title of section, topic

Number of hours

1 class

WORLD OF MUSICAL IMAGES

Images of song, dance, marching music

9 hours

What does the music say?

7 hours

The life of musical images in symphony, opera, ballet

9 hours

What does the music say?

8 hours

Total

33h

2nd grade

WORLD OF MUSIC STORIES

Introduction to the theme of the year

1 hour

Diversity of musical stories. Ballet as a complete musical history

9 hours

Symphony as a complete musical history

7 hours

Opera as a complete musical history

10 o'clock

Symphony as a complete musical history (continued)

7 hours

Total

34h

3rd grade

HOW IS A MAJOR MUSICAL WORK STRUCTURED?

The kinship of contrasting themes-images in a symphonic suite and cantata

9 hours

Contrast and unity of themes and images in the symphony

8 hours

Contrast and unity of images in opera

10 o'clock

Contrast and unity of theme-images in the piano cycle and symphonic fantasy

7 hours

Total

34h

4th grade

THE WORLD OF MUSIC OF MY PEOPLE

Lyric-epic opera by N. Rimsky-Korsakov “The Legend of the Invisible City of Kitezh and the Maiden Fevronia”

9 hours

An epic symphony. Symphony No. 2 (“Bogatyrskaya”) by A. Borodin

8 hours

Lyric-dramatic opera by P. I. Tchaikovsky “The Queen of Spades”

10 o'clock

Traditions of the musical culture of my people

7h

Total

34h