Experts say that at an early age, a child learns certain skills and knowledge much faster and easier than when he gets a little older. That is why today various methods of early development are very popular, aimed at the comprehensive and full development of the baby literally from the first days of his life. One of these methods is the system of Leonid Vladimirovich Zankov, which is very popular in Russian pedagogy.

Experts say that at an early age, a child learns certain skills and knowledge much faster and easier than when he gets a little older. That is why various early development methods aimed at the comprehensive and full development of the baby literally from the first days of his life. One of these methods is the system of Leonid Vladimirovich Zankov, which is very popular in Russian pedagogy.

We note right away that the Zankov method is somewhat different from most of the early development systems used today (such as the Montessori method, the Waldorf system or the Cecile Lupan method), since the main emphasis in it is not on the development of attention, memory and imagination, but on the general development of the personality - feelings, will and mind of the child. Maybe that is why the attitude of parents to this system is twofold: someone scolds it, and someone considers it one of the best methods of development.

A few words about Zankov

Leonid Vladimirovich Zankov is a well-known Soviet psychologist who has achieved significant results in the field of educational psychology, memory, memorization and defectology. In the course of his professional activities, he conducted a number of studies, the results of which formed the basis of the author's didactic system that promotes the mental development of children, the main principle of which is based on the development of a sincere interest in learning and the desire to independently search for answers to the questions posed.

Leonid Vladimirovich devoted almost his entire life to issues related to the psychology of children with mental retardation, and the problems of their education and upbringing. In his numerous works, Zankov convincingly proved that a mentally retarded child is not so much delayed by several years in development compared to normally developing children, but develops differently as he grows up. He also proved that during classes with mentally retarded children, it is necessary to take corrective and educational influences as a basis, taking into account the developmental characteristics of each individual child and relying on his compensatory capabilities.

Features of the Zankov technique

primary goal Zankov's methods is to educate the child's attitude towards himself as a self-sufficient Personality, who has the right to his own opinion, who is able to reasonably defend it and who knows how to reason sensibly. That is why the whole system of classes is built on the independence of the child, when the teacher does not "drive" knowledge into the head of the children, but makes each of them "get to the bottom" of them independently. The didactic principles of the Zankov system are:

• a high level of learning difficulty (however, with the obligatory observance of the measure of difficulty, that is, without forcing development);
• rapid mastering of the material, which is achieved, among other things, due to the constant enrichment of the subject by the teacher;
• the child's awareness of the learning process, where all knowledge is a single whole (therefore, new knowledge, being associated with already studied material, is easily assimilated);
• the leading role of theoretical knowledge (in other words, questions are put before the child in a general way in order to encourage him to an independent thought process);
• work on the development of each child, regardless of his level of development.

According to Zankov's didactic system The main motivation for the educational activity of the child should be cognitive interest. Therefore, the methodology involves the involvement of students in discussions, various activities, didactic games, as well as the use of various teaching methods aimed at enriching thinking, imagination, speech and memory.

How are classes according to the Zankov method

The construction of classes according to the Zankov system has a number of distinctive features that are not accepted in modern Russian pedagogy. And, above all, this is manifested in building a trusting relationship between students and the teacher. At the same time, the teacher does not refuse the leading role, and adequately responds to the mistakes and misconduct of the child. The best way to characterize the atmosphere in the Zankov class is the famous expression of Zankov himself: "A child is also a person, only a small one."

The direct learning process is built in such a way that the child seeks to acquire knowledge on his own - for this, the lesson is conducted in the form of a discussion, during which the student can argue not only with his classmates, but also with the teacher. Activity in the lesson is strongly encouraged, even if the child made an erroneous judgment.

In order for the child to develop comprehensively and fully Zankov system provides for a wide variety of forms of education: along with classes in the classroom, excursions to theaters, museums, nature, concerts, various enterprises, etc. are practiced. In other words, this system covers not only the learning process, but also extracurricular work.

Disadvantages of the Zankov Method

The main drawback of Zankov's system is that not every child is capable of learning according to his method (although the author assured that any child can cope with it, regardless of the level of mental development). And it's not so much the complexity of the tasks, but the fast pace of learning the material.

An equally important drawback of this method of early development is the lack of a developed program for teaching in secondary and high schools. As a result, the guys from the Zank classes move to the classes in which the training took place according to traditional programs, and they begin to frankly get bored, since they have already studied most of the material in the lower grades. Zankov's training program.

And most importantly, the effectiveness of teaching according to the Zankov method depends entirely on the teacher and his ability to "move away" from traditional teaching methods and create a friendly and trusting atmosphere in the classroom. Unfortunately, practice convincingly proves that today in our country there are very few teachers who admit that a child may have his own vision of a particular issue, and who allow children to challenge their own judgments.

Introduction

The relevance of the topic lies in the fact that the problem of the relationship between training and development has been and remains one of the core problems of pedagogy. At various historical stages, its solution has changed, due to a change in methodological guidelines, the emergence of new interpretations of understanding the essence of personality development, and the learning process itself, and rethinking the role of the latter in this development.

The connection between learning and human development is one of the central problems of education. When considering it, it is important to note that:

a) self-development is a complex involutionary-evolutionary progressive movement, during which progressive and regressive intellectual, personal, behavioral, activity changes occur in the person himself;

b) development, especially personal, continues until the moment of termination of life itself, changing only in direction, intensity, character and quality.

Speaking about the main goal of any education system - the development of the student's personality, one should, first of all, emphasize one of the main provisions of modern psychology, according to which education is not only a condition, but also the basis and means of mental and, in general, personal development of a person.

Recognition of the main role of education in the development of natural inclinations was already contained in the works of the founder of pedagogy Ya.A. Comenius. This idea, in one form or another, was affirmed by many educators and psychologists over the following centuries, up to the present. In domestic pedagogy, it was reflected in the works of K.D. Ushinsky, P.F. Kaptereva, N.X. Wessel, K.N. Wentzel, P.P. Blonsky, L.S. Vygotsky and others.

At the same time, the question of the nature of the relationship and the role of learning and development in the sociocultural development of the individual remains highly debatable in the theory and practice of education. It was discussed with particular poignancy at the beginning of the 20th century, receiving an ironic interpretation in science as the “horse and cart” problem. In general terms, it was about what should be in the forefront and lead - training or development. And different points of view were put forward regarding the solution of this issue.

The object of our study is to consider the problem of the relationship between training and development. The subject is developmental education according to the system of L.V. Zankov.

Research L.S. Vygotsky, V.V. Davydov laid the psychological foundations for a holistic domestic concept of developmental education, reflecting all four hypostases of the child's active familiarization with the world: entry into the world of nature, the world of universal culture, the world of significant others, and the development of the child's self-awareness.

The purpose of our work is to study the features of developmental education according to the system of L.V. Zankov. To achieve this goal, it is necessary to solve the following tasks:

Consider the relationship between the role of learning and development;

highlight the main provisions of the theory of developmental education;

to study developmental education according to the system of L.V. Zankov.

Hypothesis: the analysis of this problem will contribute to a deeper understanding of the goals of developmental education, the structure and organization of education according to the system of L.V. Zankov.

Chapter I. The problem of the relationship between training and development

1 Relationship between the role of learning and development

The problem of learning and development has always been and will be at the center of research in many areas of the psychological and pedagogical sciences. Its solution serves as the foundation for didactics and methods of teaching and education. S. L. Rubinshtein wrote that "the correct solution of the question of the relationship between development and learning is of central importance not only for psychology, but also for pedagogy. Each concept of learning that the teacher formulates includes (whether he is aware of it or not) a certain concept In the same way, the concept of mental development that the psychologist will formulate (whether he is aware of it or not) contains a certain theory of learning.

At various historical stages, her decision changed. This is due to a change in methodological guidelines, the emergence of new interpretations in understanding the essence of personality development and the learning process itself, and a rethinking of the role of the latter in this process. The traditional problem of the relationship between learning and development, primarily cognitive, has now been transformed into the problem of the relationship between learning and personal development, setting new perspectives for reforming the education system. The shift in semantic emphasis in this problem is due to a number of reasons.

The first is that education in a democratic society cannot be directed only at the formation of knowledge and skills.

The second reason is related to the processes of scientific development, enrichment and increase in the volume of knowledge, which educational institutions do not keep up with, since it is impossible to constantly increase the terms of general and vocational training. It should be aimed at the formation of students' ways of independent and continuous self-education.

The third reason is due to the fact that for a long time, taking into account the age characteristics of children was considered a priority and invariable principle of education. If this were true, then no education would be able to overcome the limited possibilities of nature of a given age. Identification of the relationship between learning and personal development makes it possible to eliminate, with the help of training, the apparent limitations of the age characteristics of students, to expand their capabilities.

The fourth reason is related to:

with the recognition of the priority of the principle of developing education;

the development of personality theory, which makes it possible to more fully represent the processes of personal transformations at various stages of ontogenesis;

understanding the factors that determine personal growth and personal change;

creation of the concept of developmental education.

By the beginning of the 30s. 20th century three main theories about the relationship between learning and development came to light more or less clearly. They were described by L.S. Vygotsky.

The first theory is that there is no connection between learning and development.

According to the first point of view, expressed by the famous Swiss psychologist J. Piaget and the school developed by him, the connection between education and the development of the child is denied. This independence is expressed, in particular, in the fact that the child's thinking passes through certain stages, regardless of whether he learns or not. And the relativity of the independence of these processes lies in the fact that in order for learning to become possible, development must prepare an appropriate basis for this. In this case, learning "goes at the tail end of development", it seems to be built on top of maturation.

Thus, the first theory is based on the idea of ​​the independence of child development from learning processes. According to this theory, “development must go through certain completed cycles, certain functions must mature before the school can begin to teach certain knowledge and skills to the child. Development cycles always precede learning cycles. Learning trails development, development always precedes learning. Thanks to this alone, any possibility of raising the question of the role of learning itself in the course of the development and maturation of those functions that are activated by training is precluded in advance. Their development and maturation are rather a prerequisite than the result of training. Training builds on development without changing anything in it in essence " .

According to this theory, the development of a child is a consequence of internal, spontaneous self-change, on which training does not have any influence. The child's thinking necessarily goes through all known phases and stages, regardless of the learning process. Moreover, learning is determined by the level of human development. Naturally, this point of view does not recognize the very idea of ​​developmental education.

Some of the modern domestic and foreign child psychologists and teachers adhere to the positions of this theory, which were so vividly and unambiguously described by L.S. Vygotsky. Many believe that pedagogical life itself, a long-standing established practice of education, stands behind such positions, because this psychological theory corresponds to the famous didactic principle - the principle of accessibility (according to it, as you know, a child can and should be taught only what he "can understand", for which he has already matured certain cognitive abilities). The first theory, of course, does not recognize developmental learning - this theoretical substantiation of the practice of education, in principle, excludes any possibility of manifestation of such learning.

The second theory: learning and development are identical processes.

According to the second point of view, learning and development are identical. It is believed that the child develops to the extent that he learns, so development is learning, and learning is development.

Thus, the second theory, according to L.S. Vygotsky, adheres to the point of view that learning is development, that the first completely merges with child development, when each step in learning corresponds to a step in development (in this case, development is reduced mainly to the accumulation of all kinds of habits).

Naturally, according to this theory, any education is developmental, since teaching children, for example, some mathematical knowledge, can lead to the development of valuable intellectual habits.

The third theory is that there is a close relationship between learning and development.

The third theory attempts to combine the first two. She views self-development as a dual process: as maturation and as learning. And from this it follows that maturation somehow affects learning, and learning, in turn, affects maturation. At the same time, learning is understood as a process of the emergence of new structures and the improvement of old ones, and therefore learning can go not only after development, but also ahead of it, causing new formations in it.

In this theory, attempts are made to overcome the extremes of the first two by simply combining them. On the one hand, development is conceived as a process independent of learning. On the other hand, self-learning, in which the child acquires new forms of behavior, is seen as identical to development. According to the third theory, development (maturation) prepares and makes learning possible, and the latter, as it were, stimulates and advances development (maturation).

At the same time, according to this theory, as L.S. Vygotsky, “development always turns out to be a wider range than learning ... The child has learned to perform some operation. Thus, he has learned some structural principle, the scope of which is wider than just operations of the type on which this principle was learned Therefore, taking a step in learning, the child advances in development by two steps, i.e. learning and development do not coincide ". This theory separates the processes of learning and development and at the same time establishes their relationship (development prepares learning, and learning stimulates development).

1.2 The fundamental directions of Zankov's developmental education

From the end of the 50s. of the last century, a research team led by Leonid Vladimirovich Zankov launched a large-scale experimental study to study the objective patterns of the learning process. It was undertaken with the aim of developing the ideas and provisions of L.S. Vygotsky on the relationship between learning and the general development of schoolchildren.

The efforts of the L.V. Zankov were aimed at developing a system of teaching younger schoolchildren, with the goal of their overall mental development, which is understood as the development of the mind, will, and feelings. The latter acts as the main criterion for the effectiveness of training.

Another aspect is also important: neoplasms arising as a result of internal integrative processes may appear later than the corresponding pedagogical influences.

Leonid Vladimirovich Zankov names three main lines of development:

) development of abstract thinking;

) development of analyzing perception (observation);

) development of practical skills.

These three aspects of the psyche reflect the three general lines of a person's relationship to reality: obtaining data about reality with the help of their own senses - with the help of observations; abstraction, distraction from direct data, their generalization; material impact on the world with the aim of changing it, which is achieved by practical actions.

This training was complex. This was expressed in the fact that the content of the experiment was not individual objects, methods and techniques, but "testing the legitimacy and effectiveness of the very principles of the didactic system" . Leonid Vladimirovich set the task of building such a system of primary education, in which a much higher development of younger schoolchildren would be achieved than when teaching according to the canons of traditional methods. This system was supposed to be created by organizing pilot studies, the conduct of which would change the existing practice, demonstrating the effectiveness of the use of special programs and methods.

L.V. Zankov, setting the task of intensive development of schoolchildren, critically assesses the unlawful, from his point of view, facilitation of educational material, the unjustifiably slow pace of its study and monotonous repetitions. At the same time, the educational material itself often suffers from the scarcity of theoretical knowledge, its superficial nature, and subordination to the instillation of skills.

Zankov began experimental teaching of first graders in September 1957 in Moscow and worked with the same student body for four years. A few years later, the experiment was significantly expanded and took place in several dozen schools in Kalinin (now Tver) and Tula. At the same time, the results of experiential learning and learning in conventional classes were constantly compared. It was shown that the program of a four-year elementary school can be completed within three years without overloading schoolchildren, and even more so - enriched and deepened in comparison with the current one at school. The data obtained allowed L.V. Zankov to formulate the fundamental provisions of the new system.

Chapter II. Didactic characteristics of L.V. Zankov

1 Principles of didactic system

The task of learning. At the forefront in Zankov's system, the task of general mental development is put forward, which is understood as the development of the mind, will, feelings of children and is considered as a reliable basis for the assimilation of knowledge, skills and abilities.

The teacher must reorient himself in the vision of the student, perceive him not only as capable or incapable of mastering the school curriculum, but also as a person with all his experiences, desires, interests, a person who came to school not only to gain knowledge, but also to in order to live happily and fully these years.

Features of organizational forms in the Zankov system are that they are more dynamic and flexible. The forms themselves remain the same, but their content changes. The lesson, remaining the leading form of organization of learning, acquires a different character.

The structure of the lesson departs from the standard parts - a survey, explanation of the new, consolidation, homework. The lesson, in accordance with the principle of teaching at a high level of difficulty, can begin with a completely new question for students, the connection of which with previous experience, students realize on their own or with the help of a teacher (subject to the measure of difficulty). The lesson can unfold in the form of a gradual deepening into the topic, which is facilitated by the involvement of material both from the topics covered (which simultaneously ensures their repetition) and from those not completed.

In the lesson, the ratio of the specific weight of the speech of the teacher and students changes. In traditional teaching, one can often observe such a picture when the lion's share of time is filled with the teacher's speech - repetitions of questions, repetitions of students' answers, suggesting the beginning of the answer (the teacher cannot pause, wait for the student to gather his thoughts), various kinds, as a rule, unnecessary words that encourage students to be active (“think, think”, “faster, faster”, etc.), explanations, conclusions made by the teacher himself. This should not be the case for a teacher working according to the Zankov system.

Great art is required from him: while maintaining his leading role, to ensure the freedom of self-realization of the child, to create such conditions that from the first steps of being in the lesson the child is not afraid to express his, albeit still immature, thoughts, his observations, knowledge. To do this, it is very important to learn how to ask children questions that require variant, and not unequivocal answers. Then each student can find an opportunity to express their views.

The attitude to the concept of "discipline in the classroom" is changing. With the awakened activity of children, working noise, and exclamations, and laughter, and a joke are possible. And this will never turn into chaos if everyone is passionate about knowledge, real communication.

Excursions are an exceptionally important organizational form. It cannot be considered that the teacher implements the Zankov system if he underestimates the role of going beyond the walls of the school. Excursions help to convince children that the source of knowledge is not only the book, the word of the teacher, but also the surrounding reality - nature, material culture, social environment.

Homework is also seen as an important organizational form of learning. But they must be very diverse, i.e. include not only training in writing, reading, solving problems, but also observing various objects, asking some questions from adults, practical crafts, etc. Due to their diversity, homework does not become a source of overload.

It is extremely important to take into account such a feature of the Zankov system as a different approach to identifying learning outcomes.

In a mass school, the achievement of high academic performance is recognized as the main one. The task of development remains only a declaration. For self-realization, for the expression of some individual views, assessments, without which development is impossible, there is simply no time left.

In the Zankov system, when summing up, paramount importance is given to identifying how children have advanced in general development, and not just in mastering the school curriculum: how observation, thinking, practical actions, emotional and volitional qualities, needs, value orientations develop. Achievement indicators have a high price only in combination with an equally high assessment of development. Moreover, training can be regarded as highly effective even if the student has not achieved high rates in the assimilation of the program, but has made great progress in overall development, for example, he has a desire to learn, his attitude towards the class team has changed, his worldview has changed.

The second feature of summarizing learning outcomes is the attitude of students to the assessment, expressed in points, i.e., to the mark. The mark is not excluded, but it does not play the dominant role that is given to it in the traditional system. Marks cannot express the fullness of the child's life, they do not fit into the lesson, which is based on the principles of general development, therefore, as a rule, they are not exhibited in Zank classes. Marks serve only as a tool for reflecting the results of the assimilation of the school curriculum (mainly according to the testimony of written work), their stimulating role is reduced to zero. It is characteristic that children in Zank classes do not know who their “excellent student” is, who is their “loser student”. They see each other as human beings. And that's great!

One of the brightest features of Zankov's didactic system is the kind, trusting relationship filled with positive emotions between the teacher and the students. The creation of a joyful atmosphere, an atmosphere of enthusiasm and satisfaction of children with learning contributes to the whole structure of education, and, above all, the richness of the content of education, which allows each student to realize himself in a satisfying activity. Teaching methods also contribute to children's positive emotions.

When in the lesson there is a discussion of questions new to children, when there is an opportunity to express different points of view, to agree or doubt about the point of view of a friend, and sometimes to refuse one’s own, to give one’s personal observations, then general development occurs here. Moreover, indirect ways of the development of the child come into play: intellectual activity is nourished by those bright, diverse feelings that children experience, difficulties overcome in intellectual activity give rise to feelings of success and satisfaction.

In the same direction of creating a favorable, comfortable environment in the classroom, the absence of marks in the lesson also acts. This helps to overcome the internal constraint of children, which stems, on the one hand, from the desire to get an "A", and on the other hand, because of the fear of getting a "Two".

The didactic core of the lesson according to the new system is the activity of the students themselves. Students do not just decide, discuss, but observe, compare, classify, group, draw conclusions, find out patterns.

"Development - in cooperation" is the most important idea that permeates the methods and forms of educational activity of schoolchildren. In a joint search, the child strains his mind, and even with minimal participation in joint activities, he feels like a co-author, which significantly restructures the motivational sphere.

L.V. Zankov considers it fair that when assimilating a concept (in any class), the term is communicated to schoolchildren not as a result of studying the relevant phenomena, but during the study, since it serves as a means of generalization. The process of assimilation of the term goes through a series of steps, which the student passes through, and which lead him to the desired result. They are. At first, the term is used by the teacher; children are not required to operate the term. Further, exercises are practiced in the selection of particular cases to the general concept. Then such exercises are carried out when students identify and distinguish the phenomena denoted by this term from a number of others. This is followed by exercises that, in their logical and psychological structure, represent the selection of a general concept for a particular case. As a result of such work, the term is translated from the passive vocabulary of schoolchildren into an active one.

Educational material is built and assimilated by schoolchildren in the logic of increasing differentiation of knowledge, from the whole to the part. Pupils get acquainted with the concept, which at first remains as an "unformed generalization". This concept is increasingly differentiated, clarified, concretized in the study of other, new sections of the topic. The material is arranged in such a way that each of the proposed tasks finds its natural continuation in subsequent sections. Returning to the past is not limited to the formal reproduction of the material in the form in which it was studied.

In the system of L.V. Zankov's return to the past is at the same time a significant step forward.

This is the general didactic characteristic of the system. It is integral, its parts are interconnected, each of them carries a function that ensures the overall development of schoolchildren. The exclusion of any of them, violating the integrity, entails a decrease in the efficiency of the system.

Zankov believed that didactic principles have a guiding and regulating role in relation to the learning process. He identified five such principles:

training at a high level of difficulty,

fast pace in the study of program material,

the leading role of theoretical knowledge,

students' awareness of the learning process,

purposeful and systematic work on the development of all students, including the weakest ones.

The principle of teaching at a high level of difficulty is characterized, according to Zankov, not only by the fact that it exceeds the “average norm” of difficulty, but, above all, by the fact that it reveals the spiritual forces of the child, gives them scope and direction. This refers to the difficulty associated with the knowledge of the essence of the studied phenomena, the dependencies between them, with a genuine familiarization of schoolchildren with the values ​​of science and culture. The most significant thing here is that the assimilation of certain knowledge becomes both the property of the student and the next step, ensuring his transition to a higher level of development. Learning at a high level of difficulty is accompanied by compliance with a measure of difficulty, which is relative. For example, the program for grade 3 includes the topic “Meaning of cases of nouns (verbals). Some basic meanings. This topic has a rather high level of difficulty for a given age, but its study stimulates the development of schoolchildren's thinking. Before this topic, they studied the 1st, 2nd and 3rd declension of nouns and are already familiar with the endings of nouns belonging to different types of declension, but standing in the same case. Now students should abstract from the differences that are characteristic of all types of declension, and comprehend the meaning of a particular case in a generalized form. So, the unprepositional instrumental case, which depends on the verb, is shown in the most typical meaning for it of the instrument or means by which the action is performed (cut with an ax, draw with a brush, write with a pen). Such a generalization represents a transition to a higher level of thinking.

Another principle is organically connected with the principle of learning at a high level of difficulty: when studying program material, you need to move forward at a fast pace. This implies the rejection of the monotonous repetition of the past. At the same time, the most important thing is the continuous enrichment of schoolchildren with more and more new knowledge. However, this principle should not be confused with haste in educational work and one should not strive for a large amount of knowledge performed by schoolchildren. More important is the enrichment of the student's mind with versatile content and the creation of favorable conditions for a deep understanding of the information received. An effective tool that allows both strong and weak students to go at a fast pace is the use of a differentiated methodology, the specificity of which is that different students go through the same topics of the program with unequal depth.

The next principle of L.V. Zankova - the leading role of theoretical knowledge already in elementary school, which are the main means of development and the basis for mastering skills and abilities. This principle was put forward as a counterweight to the traditional ideas about the concreteness of the thinking of younger students, since modern psychology does not provide a basis for such a conclusion.

Studies have shown that in elementary school students, abstraction and generalization, clothed in verbal form, are observed in the formation of new concepts, in the generalized recognition of unfamiliar objects, and in the awareness of the moral qualities of characters from works of fiction. The concept, according to which the development of the thinking of the younger schoolchild is presented as a gradual increase in the abstraction and generalization of thinking, is outdated.

Even L. S. Vygotsky, on the basis of the study of the formation of concepts at school age, noted that it is carried out in different ways, including from the abstract to the concrete in the learning process. Therefore, to be limited only to the formation of concrete thinking in younger schoolchildren means to slow down their development. Theoretical knowledge is not limited to terms and definitions. A large place in the education of younger students is occupied by the assimilation of dependencies, laws (for example, the commutative law of addition and multiplication in the course of mathematics, the patterns of seasonal changes in the life of plants and animals - in natural science).

This principle applies to all subjects. But it does not reduce the importance of skills and abilities and their formation in younger students. In the system of education L.V. Zankov, the formation of skills occurs on the basis of a full-fledged general development, on the basis of a deep understanding of the relevant concepts, relationships, and dependencies.

An important condition for the development of a student is the fact that the process of mastering knowledge and skills is the object of his awareness. According to the traditional methodology, when passing through the multiplication table, various techniques are used to help memorize it. This allows us to reduce the time of its study and eliminate many difficulties. According to the system of L.V. Zankov, the educational process is built in such a way that the student understands the grounds for the arrangement of the material, the need to memorize certain of its elements.

A special place in its system is occupied by the principle of purposeful and systematic work on the development of all students, including the weakest ones. L.V. Zankov explained this by the fact that an avalanche of training exercises falls upon weak students. According to the traditional methodology, this measure is necessary to overcome the failure of schoolchildren. Experience L.V. Zankova showed the opposite: overloading the unsuccessful with training tasks does not contribute to the development of children, it increases their backlog. The underachievers, no less, but more than other students, need systematic work to develop them. Experiments have shown that such work leads to shifts in the development of weak students and to better results in the assimilation of knowledge and skills.

The considered principles were concretized in the programs and methods of teaching grammar, reading, mathematics, history, natural science. A comparative study of the general mental development of younger schoolchildren in the experimental and regular classes was carried out by means of an individual examination using special techniques. The features of observation (perception), thinking, practical actions for the manufacture of a given object were studied. Special features of the development of some children were traced throughout the entire primary education (longitudinal study). In particular, the interaction of thinking and emotions, observation and thinking was analyzed, the state of general mental, and not just mental development, was examined.

The didactic core of the lesson according to the new system is the activity of the students themselves. Students do not just decide, discuss, but observe, compare, classify, group, draw conclusions, find out patterns. "Development - in cooperation" is the most important idea that permeates the methods and forms of educational activity of schoolchildren. In a joint search, the child strains his mind, and even with minimal participation in joint activities, he feels like a co-author, which significantly restructures the motivational sphere.

Flexibility, dynamism of the structure of the lesson due to the fact that the learning process is organized "from the student". The lesson is built taking into account the logic of the children's collective thought and at the same time maintains integrity, organicity, logical and psychological completeness.

Particular attention is paid to the selection and formulation of tasks and questions. They should awaken the independent thought of students, stimulate a collective search, and activate the mechanisms of creativity.

The construction of textbooks for elementary grades is such that a certain idea of ​​the formation of a system of knowledge among schoolchildren is associated with it.

L.V. Zankov considers it fair that when assimilating a concept (in any class), the term is communicated to schoolchildren not as a result of studying the relevant phenomena, but during the study, since it serves as a means of generalization. The process of assimilation of the term goes through a series of steps, which the student passes through, and which lead him to the desired result. They are.

Educational material is built and assimilated by schoolchildren in the logic of increasing differentiation of knowledge, from the whole to the part. Pupils get acquainted with the concept, which at first remains as an "unformed generalization". This concept is increasingly differentiated, clarified, concretized in the study of other, new sections of the topic. Returning to the past is not limited to the formal reproduction of the material in the form in which it was studied. In the system of L.V. Zankov's return to the past is at the same time a significant step forward.

Also L.V. Zankov formulated a position on four forms of correlation between visibility and the teacher's words in teaching:

the student, studying a visual image (diagram, image of an object), finds the necessary information himself. The teacher guides the student's observation, draws his attention to the essential signs;

the teacher reports information about the object being studied, illustrating their validity by showing a visual aid;

when studying the connections between phenomena, the student in the course of observation (performing laboratory work) discovers these connections himself, the teacher, with the help of a word, leads students to comprehend the connections;

the teacher reports on the connection between the phenomena and illustrates their presence by showing.

In these cases, when using the same manuals, the ways in which students acquire knowledge are fundamentally different: in the first and third cases, they acquire knowledge through their own mental and practical activity, which has the nature of a search; in the second and fourth cases, they receive ready-made knowledge from the teacher, and their activity is expressed mainly in the memorization and understanding of the knowledge communicated to them.

The problem of the sequence of introduction and assimilation of knowledge is the second aspect of the disclosure of the characteristics of the L.V. Zankov. It is connected with the implementation of the genetic method of teaching, which reproduces the history of human mental development - from the general to the particular, from the whole to parts, from the merged to the separate, from the states of the holistically global to the states of internally dissected and differentiated.

The formation of knowledge systems and their concentration around the leading system-forming factors is the third aspect of considering the features of the L.V. Zankov. With its help, the modern theoretical significance of this system in its focus on the mental development of children is revealed. In this regard, the words of L.V. Zankov that his system is aimed at overcoming atomism, fragmentation and incoherence of schoolchildren's knowledge, that training should be structured so that children develop well-ordered systems of knowledge. For example, in mathematics, this is the bit composition of numbers, the commutative law of addition, reciprocal additions and subtractions.

The psychological analysis of the system of L. V. Zankov shows that will, emotions and motivations - all these processes and personality traits must necessarily develop in children in a positive direction, and in the most natural way, one might even say, in an inevitable way.

The content of education. The Zankov system is characterized by a rich content of primary education. “Primary education,” L.V. Zankov - should give students a general picture of the world based on the values ​​of science, literature, art. This provision can be considered as the principle of selecting the content of education. Let us add to this also such a basis for creating a general picture of the world as the acquisition by children of direct knowledge about the world around them. In other words, the content of education includes both theoretical and empirical knowledge. The world in colors, shapes, sounds flows into the consciousness, into the spiritual world of the child.

firstly, due to the inclusion in the curriculum (with the usual hourly load) as separate subjects of natural science (from grade I), geography (from grade II);

secondly, by enriching the content of the usual, generally accepted subjects in the primary grades - the Russian language, reading, mathematics, labor training, subjects of the aesthetic cycle;

thirdly, by changing the ratio of the importance of the so-called main and non-main subjects (music, fine arts, labor lessons). From the point of view of general development, there are no main and non-main subjects. And no less important than the advancement of students in mastering spelling skills, counting, reading is the mastery of visual activity, familiarization with works of art, the development of manual skills, the ability to observe the world around them - all this sometimes feeds on the process of mastering skills;

fourthly, by increasing the proportion of knowledge acquired by children under the guidance of a teacher outside the school walls, during various kinds of excursions;

fifthly, by introducing independent, personal, everyday observations of children into the course of the lesson (students are given the opportunity to share such observations with their comrades, this enriches the lesson and has a beneficial effect on children's sense of self at school);

sixth, an important element of the content of education in the Zank classes is the child's own "I", the child's knowledge, awareness of himself.

Such an approach to the selection of the content of education provides a variety of activities for children in the learning process. Everyone is given the opportunity to experience success not in one, but in another kind of activity.

In the course of the experimental pedagogical study of the problem of learning and development, new didactic principles of the system were formulated:

training at a high level of difficulty (in compliance with the measure of difficulty);

the leading role of theoretical knowledge;

studying program material at a fast pace;

students' awareness of the learning process;

the general development of all students, including the strongest and the weakest.

These principles define a different approach to the selection of the content of education, a different teaching methodology.

Teaching methodology. One of the properties of L. V. Zankov's methodology is its versatility, which lies in the fact that the methods of teaching are characterized by heterogeneous functions. The task of education is not only the acquisition of knowledge and skills, but also the upbringing and general development of schoolchildren. Due to the versatility, not only the intellect of the student is involved in the sphere, but also emotions, aspirations, and other aspects of the personality.

Further, Zankov singles out such a property as the procedural nature of cognition, or the procedural nature, which consists in the fact that the student's study of each segment of the course is included as a dependent element in an organic connection with other elements. This is not an external connection, but an internal one, going along the line of deployment of the essence of cognition of an educational subject. So, for example, during the period of learning to read and write, the concept of sound is introduced - the basic phonetic concept. Then, at subsequent literacy lessons, the vowel-consonant distinction is introduced - there was a return to the well-known concept at a new level. Then concepts appear: syllable, soft - hard consonants, voiced - deaf consonants, monotonous and iotized vowels. When studying the latter at a new level to indicators of hardness-softness of consonants. The next return is associated with hard, soft consonants and "ь" and "ъ" signs that do not indicate a sound. A completely new concept of hardness - softness will sound when you get acquainted with the soft and hard variant of the declension of nouns and adjectives, with nouns related to the third declension and with an indefinite form of the verb.

In mathematics, such processuality can be traced on the example of the concept of part and whole. First, it is fixed on simpler cases of addition and subtraction. Then we return to this concept when studying multiplication, where the whole is provided in a more complex version, as consisting of several identical parts. A new concept "number of parts" appears. Then we return again to the concepts of the whole, part of the whole and quantity when studying the action of division. In the process of working on the action by division (dividing by ... and dividing by ...), they are refined, worked out at a new level. We return to the concept of the whole and its parts when studying ordinary fractions, named numbers.

The structure of the process of cognition resembles a grid. At the same time, there is no repetition for the purpose of memorization, but there is an increasing complication of the ratios of the elements of deepening knowledge. The procedural character is when each new material raises and activates all connections, all the layers that were before rise.

The next property is the focus of the technique on resolving collisions, i.e. collisions of knowledge encountered in the course of studying the material, their inconsistency. Independent, of course, with the guiding role of the teacher, the resolution of conflicts by children serves to excite intensive learning activity, and, consequently, to the development of thinking.

The technique is inherent in the property of variance. It implies the possibility of changing the style of the teacher's work depending on the specific conditions (capabilities) of the class. This may relate to the logic of the presentation of the material (deployment of the material from the general to the particular, and from the particular to the general), the pace of progress in mastering the program. The boundaries of change are determined by the above didactic principles.

The property of variance is also manifested in relation to students. The tasks and questions of the teacher, both in the lesson and in the homework, are formulated in such a way that they do not require an unequivocal answer and action, but, on the contrary, contribute to the formulation of different points of view, different assessments, attitudes towards the material being studied. Such a property of the system as variability gives a huge scope for creativity to each teacher, makes it possible to make the lesson interesting and exciting.

3 Criteria for learning outcomes

Children trained according to the L.V. Zankov are characterized by a wide range of individual differences. However, they also have something in common: they effectively advance in mental development. Their development turns out to be much deeper than the development of students studying in the traditional system. This can be seen in the following example.

In the class, they read and parse the fable "The Swan, the Cancer and the Pike". As is customary, the teacher leads the students to realize the moral of the fable - it is bad to be unfriendly in business, to act inconsistently. But one of the students wants to add to what has been said. He agrees with the conclusion, but wants to add: "I think they could still make friends, because they are all mermen." What a subtle nuance a little schoolboy notices! In his childish language, he expresses with a specific example the general idea that there is always a basis for agreement, it must be sought and found.

Particularly strong differences are noted in the development of emotional and volitional qualities of students.

Whether the student observes something or solves a mental problem, communicates with others or performs crafts, one can see in everything the conviction in the correctness of the steps taken or judgments (this is manifested, for example, in reasoning aloud when solving a particular problem): the ability to make assumptions , refuse them, choose a new assumption, non-susceptibility to external "provocative" influences (for example, doubts on the part of a teacher or an experimenter when a child solves a problem); the ability for a long-term internal motivation for activity (for example, for a long examination of the object of observation), which indicates the participation of volitional processes; the ability to verbally report on what has been done.

At the same time, children are very sensitive and may show a negative attitude towards formal requirements, formal prohibitions, appeals that do not follow from the real situation, when the motive for the behavior required of them is not clear to them. In other words, children are critical. Associated with this are the often arising difficulties in the transition to the middle classes. Often situations arise when two different understandings of the style of relationships between a teacher and students collide: students proceed from their usual idea of ​​trusting, informal human relationships in the classroom, teachers, on the contrary, from formal disciplinary requirements (here are the statements of students reflecting such situations: “I raise my hand, I want to add, and the teacher says: Are you pulling your hand, I explain, not ask "," I came up with my own solution, but the teacher did not pay attention, "etc.).

Schoolchildren, albeit in the most rudimentary forms, develop such a valuable quality as the ability to reflect, which is expressed not only in the analysis and awareness of their educational activities, their ways of mastering concepts, which, of course, is important, but also in the ability to look into the depths of the self, in the capacity for self-knowledge. This is clearly manifested, for example, in essays about themselves - how much more subtle, versatile these younger students can characterize themselves.

The ability for self-control, for self-regulation of one's actions, deeds, behavior, and not only in educational, but also in everyday situations, is associated with the rudiments of reflection.

For example, a teacher says: “Recently, we were solving a difficult problem in class. After a joint analysis, everyone began to solve in notebooks. Suddenly, one student stands up and says that he still did not understand something. And the class suddenly seemed to break loose - interrupting each other, the children began to explain the problem. Then one of the students gets up and loudly declares: Guys, what are you? Do you really think that Sasha will understand anything with such a cry? Everyone fell silent, and one of the boys said dumbfounded: is it really us? laughed, sat down in their places, someone alone began to explain. The incident was resolved without my participation."

The children themselves, the class collective itself regulates their behavior.

The next feature of schoolchildren is the attraction to mental, intellectual activity, and, above all, to activities related to the independent acquisition of knowledge. It evokes bright intellectual feelings in children. Connected with this is the enthusiasm of children for learning (so difficult to achieve under normal conditions of learning).

It is especially necessary to single out such an important orientation of schoolchildren as the attitude towards oneself as a value. Not in an egoistic sense, but in a high human sense, when self-love, attitude towards oneself as a value acts both as the basis of self-esteem, and as the basis for understanding the other as a value, the basis of friendliness, love of life. A person cannot perceive another as a value if he does not realize himself as such. Through himself, a person knows the pain and joy of another person, through understanding himself, he understands the other. No wonder the biblical truth says: love your neighbor as yourself. The basis for cultivating such an attitude towards oneself is in the depths of the training system. Even initial observations of children in Zank classes convince us that everyone in the class is a person, a person who respects himself, but is also respected by others, respecting others. This can be seen from the communication of children in the classroom: how attentively and respectfully they listen to everyone! At the same time, everyone recognizes himself as an individual, asserts himself before the collective of the class. “How interesting Seryozha told, - you can hear in the lesson. But I want to add to it. Thus, conditions are created when everyone satisfies his need to be represented in the minds of others.

It is important to emphasize the following feature. Children develop not only a sense of respect for an individual, but also a sense of community with classmates. This is manifested in their great desire for communication, in the desire to be together, to spend holidays together, to participate in joint affairs. And not only in desire, but also in the ability to spend leisure time together.

teaching zankov didactic

Conclusion

During the experiment, L.V. Zankov widely used the methods of psychological study of students. This made it possible to conduct a thorough study of the effectiveness of the pedagogical innovations being implemented.

Based on the work carried out under the direction of L.V. Zankov's research, the following results were obtained:

the position on the leading role of education in development has been proved: a change in the structure of education entails changes in the mental make-up of schoolchildren;

it was revealed that education does not act in a straight line, but, refracting through the internal characteristics of the child, through his inner world, as a result of which each child, under the influence of the same form of education, reaches his own stages of development;

the concept of “general development” was introduced as a common goal and indicator of the effectiveness of primary education;

the lines and methods of studying the general development of schoolchildren are revealed;

it is shown that until now in practice the huge reserves of the development of the child have not been used.

The most important result of this work was the description of the didactic features of the education system, effective for the overall development of schoolchildren, and the creation of practical guidelines for the school: programs, textbooks, teaching aids.

Proposed by L.V. Zankov didactic system proved to be effective for all stages of the learning process. However, despite its productivity, so far it remains insufficiently demanded in school practice. In the 60-70s. attempts to implement it in mass school practice did not give the expected results, since teachers were unable to provide new programs with appropriate teaching technologies.

The orientation of the school in the late 80's - early 90's. on personality-developing education led to the revival of this didactic system. But, as practice shows, proposed by L.V. Zankov didactic principles are not fully used.

Replace L.V. Zankov is impossible, based on his theoretical and practical research, it is possible to improve schooling.

System L.V. Zankova is interesting to the teacher and students. However, the teacher should start working on it only after a thorough study of it, when all its advantages become visible to him. Then you need to set a goal: teaching, do no harm.

An important feature of the L.V. Zankov is that the learning process is thought of as the development of the child's personality, that is, learning should be focused not so much on the class as a whole, but on each individual student. In other words, training should be personally oriented, developing. At the same time, the goal is not to “pull 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. That is why there are no “main” and “non-main” subjects in school.

Bibliography

1.Vygotsky L.S. Pedagogical psychology. M., 2006.

2.Davydov V.V. Problems of developing education. - M., 2006.

.Zak A.Z. The development of theoretical thinking in younger students. - M., 2010.

.Zankov L.V. Selected pedagogical works. - M., 2010.

.Zvereva M.V. Commonwealth of scientist and teacher: L.V. Zankov. - M., 2011.

.Zimnyaya I.A. Pedagogical psychology. - M., 2009.

.New time - new didactics: Pedagogical ideas of L. V. Zankov and school practice / Comp. M.V. Zvereva, R.G. Churakov. - M., 2011.

.Pedagogy: Pedagogical theories, systems, technologies / Ed. S.A. Smirnova. - M., 2010.

.Pedagogical psychology / Ed. V.V. Davydov. - M., 2010.

.Rubinshtein S.L. Fundamentals of General Psychology - St. Petersburg, 2009.

.Selivanov B.C. Fundamentals of general pedagogy: Theory and methods of education. - M., 2010.

.Sitarov V.A. Didactics. - M., 2012.

.Slastenin V.A., Isaev I.F., Shiyanov E.N. General pedagogy. - At 2 o'clock. 1. - M., 2012.

.Stepanova M. "Developmental education" // School psychologist 2007. No. 15, - p. 19.

.Tsukerman G.A. Types of communication in education. - Tomsk, 2013.

.Churakova R.G. Didactic system of L.V. Zankov. - Samara, 2011.

.Chutko N.Ya. "Zankov yesterday, today, tomorrow" // Primary School 2013. No. 6, - p. 5.

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L.V. Zankov and employees of the laboratory "Training and Development" led by him in the 1950s - 60s. developed a learning technology called system of intensive comprehensive development for elementary school.

Development of L.V. Zankov understands it as the appearance in the psyche of a student of neoplasms that are not directly set by training, but arise as a result of internal, deep integration processes.

Such neoplasms of younger students are:

1) analytical observation (the ability to purposefully and selectively perceive facts, phenomena);

2) abstract thinking (the ability to analyze, synthesize, compare, generalize);

3) practical action (the ability to create a material object, to perform coordinated manual operations).

Each neoplasm is considered as the result of the interaction of the mind, will and feelings of the child, that is, as the result of the activity of a holistic personality, therefore their formation promotes the development of the personality as a whole.

Didactic principles of developmental education according to L.V. Zankov:

1) training at a high level of complexity (students learn the interdependence of the studied phenomena, their internal connections);

2) the leading role of theoretical knowledge in primary education (younger students learn not only ideas, but also scientific concepts);

3) the study of program material at a fast pace (the essence of this principle is not to increase the volume of educational material, but to fill the material with versatile content);

4) the student's awareness of the learning process (children are brought to master mental operations at a conscious level).

Features of the experimental methodology of teaching in primary classes according to L.V. Zankov:

1. The curriculum includes new subjects: natural science, geography - from the 1st grade, history - from the 2nd grade.

2. The division of subjects into main and secondary ones is being eliminated, since all subjects are equally important for the development of the personality.

3. The main forms of organization of learning are the same as traditional ones (lesson, excursion, students' homework), but they are more flexible, dynamic, and are characterized by a variety of activities.

4. The student is provided with ample opportunities for individual creative manifestations (for example, children are engaged in literary creativity).

5. A special trusting atmosphere in the classroom, the use in the educational process of the personal experience of the children themselves, their own assessments, views on the phenomena being studied.

6. Systematic work on the development of all students - strong, average, weak (which means identifying and taking into account the individual characteristics of students, their abilities, interests).

As a result of experimental training according to the system of L.V. Zankov manages to achieve intensive mental work from students, performing which, the children experienced a sense of joy from overcoming educational difficulties.

The system of developing education D.B. Elkonina - V.V. Davydov.

D.B. Elkonin and V.V. Davydov in the 1960s - 70s. developmental generalization technology was developed, which was originally called method of meaningful generalizations. This technology focuses the attention of the teacher on the development of ways of mental activity.

D.B. Elkonin and V.V. Davydov came to the conclusion that education in elementary school can and should have a higher level of abstraction and generalization than those that younger students are traditionally focused on. In this regard, they proposed reorienting the primary education program from the formation of rational-empirical thinking in children to the formation of modern scientific-theoretical thinking in them.

The developing nature of learning in D.B. Elkonina - V.V. Davydov is connected, first of all, with the fact that its content is based on theoretical knowledge. As you know, empirical knowledge is based on observation, visual representations, external properties of objects; conceptual generalizations are obtained by highlighting common properties when comparing objects. Theoretical knowledge, on the other hand, goes beyond sensory representations, is based on meaningful transformations of abstractions, and reflects internal relationships and connections. They are formed by genetic analysis of the role and functions of certain general relationships within an integral system of elements.

D.B. Elkonin and V.V. Davydov proposed to restructure the content of educational subjects in such a way that knowledge of a general and abstract nature precedes acquaintance with more particular and specific knowledge, which should be derived from the former as from its single basis.

The basis of the system of theoretical knowledge is the so-called meaningful generalizations . This is:

a) the most general concepts of science, expressing deep causal relationships and patterns, fundamental genetically initial ideas, categories (number, word, energy, matter, etc.);

b) concepts in which not external, subject-specific features are highlighted, but internal connections (for example, genetic);

c) theoretical images obtained by mental operations with abstract objects.

It is widely believed that the participation of the child in the educational process is a learning activity. This is what the child does while in class. But from the point of view of D.B. Elkonina - V.V. Davydov is not.

Purposeful educational activity differs from other types of educational activity, primarily in that it is aimed at obtaining not external, but internal results, at achieving a theoretical level of thinking.

Purposeful educational activity is a special form of a child's activity aimed at changing himself as a subject of learning.

Signs (features) of purposeful educational activity:

1. Formation in the child of internal cognitive motives and cognitive needs. Performing the same activity, the student can be guided by completely different motives: to ensure their safety; please the teacher perform duties (role) or look for an answer to your own question. Only the presence of a motive of the latter type determines the child's activity as a purposeful learning activity.

Motivation of the activity of the child-subject in the technologies of L.V. Zankov and D.B. Elkonina - V.V. Davydov is expressed in the formation of cognitive interests.

2. Formation in the child of the goal of conscious self-change (“I will find out, understand, solve”), understanding and acceptance by the child of the learning task. In comparison with the traditional approach, where the child is taught to solve problems and he is in the state of a learning individual, with developmental learning, the child is taught to set goals for self-change, he is in the state of the learner as a subject.

3. The position of the child as a full-fledged subject of his activity at all its stages (goal setting, planning, organization, implementation of goals, analysis of results). In the activity of goal-setting, the following are brought up: freedom, purposefulness, dignity, honor, pride, independence. When planning: independence, will, creativity, creation, initiative, organization. At the stage of achieving the goals: diligence, skill, diligence, discipline, activity. At the analysis stage, the following are formed: honesty, evaluation criteria, conscience, responsibility, duty.

4. Increasing the theoretical level of the studied material. Purposeful educational activity is not identical to activity. Activity can also exist at the level of operations (as in programmed learning), in this case, the search for generalized methods of action, the search for patterns, general principles for solving problems of a certain class is activated.

5. Problematization of knowledge and learning tasks. Purposeful educational activity is an analogue of research activity. Therefore, the method of problematization of knowledge is widely used in the technology of developing education. The teacher not only informs children of the conclusions of science, but, if possible, leads them along the path of discovery, makes them follow the dialectical movement of thought towards the truth, makes them partners in scientific search. This corresponds to the nature of thinking as a process aimed at discovering new patterns for the child, ways of solving cognitive and practical problems.

Widely applied method of learning tasks. The educational task in the technology of developmental education is similar to a problematic situation, but the solution of the educational task does not consist in finding a specific way out, but in finding a general method of action, the principle of solving a whole class of similar tasks.

The educational task is solved by schoolchildren by performing certain actions:

1) acceptance from a teacher or independent setting of a learning task;

2) transformation of the conditions of the problem in order to discover the general relation of the object under study;

3) modeling of the selected relation in subject, graphic and letter forms;

4) transformation of the relationship model to study its properties in a "pure form";

5) building a system of particular problems that can be solved in a general way;

6) control over the implementation of previous actions;

7) assessment of the assimilation of the general method as a result of solving this educational problem.

6. Collectively distributed mental activity. To organize the purposeful activity of students is the main and most difficult methodological task of the teacher in developmental education. It is solved using various methods and methodological techniques: problem presentation, the method of learning tasks, collective and group methods, new methods for evaluating results, etc.

According to L.S. Vygotsky, the initial subject of mental development is not an individual, but a group of people. In their socio-cultural activity and under its decisive influence, an individual subject is formed, which at a certain stage of formation acquires autonomous sources of its consciousness and passes "to the rank" of developing subjects. Similarly, the sources of the emergence of purposeful educational activity lie not in the individual child, but in the controlling influence of the system of social relations in the class (teacher and student). Each student becomes either a subject - or a source of an idea, or an opponent, acting within the framework of a collective discussion of the problem.

Problematic questions cause the student to make certain creative efforts, make him express his own opinion, formulate conclusions, build hypotheses and test them in a dialogue with opponents. Such a collectively distributed mental activity gives a double result: it helps to solve the learning problem and significantly develops the students' skills to formulate questions and answers, look for arguments and sources of solutions, build hypotheses and test them with critical reason, reflect on their actions, and also promotes business and interpersonal communication.

The correct system of education is based on the acquisition of all these qualities. The child will be able to get communication skills from the beginning, solve problem situations, develop perseverance and a sense of curiosity.

A special Zankov education system has been developed, which in the era of computer development allows a person to quickly master the situation.

The overall goal of teaching schoolchildren is to develop knowledge on the basis of various educational subjects.

This means the development and strengthening of memory, feelings, will without harming the child's psyche.

The Zankov system was developed on the basis of the general education system, prioritizing depending on the situation. The priority is the assimilation of the material by the child, and not the amount of material subtracted. This program involves all students (weak and strong), which in the learning process allows everyone to reach the highest level.

The assimilation and consolidation of the material is aimed at the collective work of the whole class, where each child participates, thereby developing himself as a person whose opinion is important to others.

There is no main or secondary subject in the system: each subject contributes its own skills to the development and education of the student.

Many years of experience have shown that children who started training according to the Zankov system from an early age have very high rates in comparison with their peers. Such students often become winners of various olympiads and competitions, easily enter higher educational institutions.

Advantages of the Zankov technique

• Suitable for indecisive children (thanks to the individual approach, children quickly join the team and actively take part in conversations);
• Encourages independence and the development of new knowledge.

What is Zankov's developing system based on?

The training system is built on three criteria:

1. development of each child.
2. The study of the characteristics and abilities of the student.
3. Achieving maximum results.

All training courses are designed to motivate and develop the creative talents of the child, taking into account the age individuality of each. The educational material is designed so that when studying it, the student can be surprised what motivates the child to think about different options, analyze and draw the right conclusions.

The approach to the younger age category is taken into account on the unity of thinking. That is, to consider the facts not separately, but by linking them, which allows the child to perceive them more easily. Children begin to analyze the material they read, there is a greater interest in studying it.

In addition, the Zankov method is designed in such a way that a child, after passing it, can easily transfer to a general education school and easily continue his education.

The main priorities are as follows:

• Perception of information individually;
• To work, you need an emotional attitude and motivation.

At first glance, it may seem that the training course is quite complex. However, the richness of the variety of material and the manner of teaching it is very captivating for kids, develops personal qualities in them. The child becomes more diversified and is able to correctly and concisely express his thoughts and assumptions.

How are lessons conducted in classes with the Zankov method of education?

The course of the lesson and its construction differs markedly from the usual classical methodology.

• Trust and respect.

The beginning of classes consists in building mutual understanding and trust between the teacher and students, as well as between the students themselves. It should not be thought that students can do whatever they want.

The teacher, without losing his authority, reveals in each child his abilities and basic interests. Carefully refers to the personal qualities of the student, monitors his ability to respond to various situations, avoiding rudeness and humiliation.

A child is a person who has his own opinion and character. Here it is very important to approach each child correctly and direct him to achieve maximum results.

• Self-learning and control.

Education is based on the fact that the student obtains information on his own, and the teacher guides and helps him in every possible way. All information is presented in the form of a discussion with students, and not a simple proofreading of the material.

Thus, children can argue, defend their opinion and vision. This helps not to be afraid to make a mistake, but to teach them to correct them with the help of the information they read and their conclusions.

Already after two months of training, children are not afraid to express this or that position, they see interlocutors in classmates, try to get ahead of their peers, and behave correctly in various situations.

• Non-conservative teaching methods.

Along with the usual school programs, Zankov believes that constant visits to museums, theaters, excursions, and libraries allow the active development of knowledge and abilities.

Learning is not easy as some people think. However, it is this system that allows you to grow a thinking, responsible and developed person who will easily reach heights in education and career.

Who can teach using the Zankov method?

The current education system allows the teacher to choose teaching methods that will help him raise a strong and intelligent generation. Therefore, the teacher independently chooses the system that he considers the most appropriate for children.

Remembering my childhood and my teachers, I always wanted to learn from a teacher with an extraordinary position. Where it was not scary to express your opinion, not to be afraid that you would be humiliated or shouted at. It is these teachers that can be called Zankovsky. That is, they have always been. However, today they are becoming more and more in demand in the educational industry.

And there are a number of irrefutable explanations for this:

• The child attends such lessons with pleasure (you can prove yourself, show your skills and talents);
• An extraordinary approach to teaching motivates them;
• Such a teacher becomes a true friend for children. In such classes, children are very friendly with each other, there is no aggression and bullying.
• Such children have a stable psyche, the ability to correctly assess the situation.

Many parents noted that although this technique is considered difficult, it is very interesting for children. The child does not even understand that he is several steps above his peers, he just learns and develops.

Is it only in elementary school or also in high school?

Today, the research team is developing educational materials for grades 5-9, which will allow them to continue their education. Teachers who wish to work on this system undergo appropriate training. Today, textbooks are being tested in the country's schools.

However, many years of practice have shown that students who have completed the junior course according to the Zankov method are much easier to perceive the senior school program and guarantee admission to higher educational institutions.

In conclusion, I would like to note that such a system of education is aimed at developing the abilities and talents of the child, taking into account his inner world. This helps to teach the child to explore the world, not to stop there, to develop, not afraid to express themselves.

Often, such children find a profession very easily, they are active, enterprising. All this will allow the child to adequately overcome difficult situations, to become a successful person.

At present, three school systems of education are recognized as state in the Russian Federation: traditional, L. V. Zankova and D. B. Elkonina - V. V. Davydov.

The traditional system of education has existed for almost 400 years. It was developed by the largest Czech scientist and teacher Jan Amos Comenius (1592-1670). He was the first to substantiate the idea of ​​universal education in the native language, created a coherent system of universal education, and developed a class-lesson form of education. The system contributed to the development in schoolchildren of those qualities that were necessary for a decent life in the conditions of handicraft production and the appearance of the first steam engines: complete obedience, the ability to repeat the actions of a teacher (master). Throughout his life, a person could be engaged in the same thing, performing it with the same methods.

The generations of Russians who grew up in the 20th century were practically subject to the same requirements; they also had the opportunity throughout their lives to engage in one profession in which little changed. However, it was in the 20th century that global changes took place in science and public life, the flow of information increased sharply, people began to live at fundamentally different speeds. All this led to the need to significantly revise the tasks and methods of teaching schoolchildren, and the Comenius system, successfully used for several centuries, could no longer meet the requirements of the 20-30s of the third millennium, when your child will look for his place in adult life.

What are the main ideas of L. V. Zankov's system?

At present, people with a high communicative culture, with a broad outlook, who can independently make a decision in a new situation, can become successful. After all, modern man is constantly faced with a choice. For example, now you are choosing a teacher, a teaching system. Your child will have to choose a profession, friends, place of rest, residence, etc. And it is unlikely that he will be able to limit himself to one profession in life, and if he succeeds, he will have to constantly improve himself, mastering new techniques. In order to make the choice the most acceptable for him, in order to quickly reorganize if necessary, you need to have the ability to analyze, compare, establish connections, and draw conclusions. A special role for the acquisition of these qualities is assigned to the educational start. It is at the start that the child must learn the basic ways of communication, not be afraid of problem situations, gain experience in solving them, develop curiosity, the need for knowledge.

The conditions for the development of the qualities necessary for a modern person are created by a system developed by your compatriot, the largest specialist in the field of psychology and pedagogy, academician Leonid Vladimirovich Zankov (1901-1977).

He called the goal of teaching schoolchildren the achievement of the optimal overall development of each student based on the assimilation of subject knowledge, skills and abilities. Under the general development, he understood the integral development of the child - his mind, will, feelings, morality while maintaining the health of the student, and he attached equal importance to each of these components. Education according to the system of L. V. Zankov in no way rejects or diminishes the importance of acquiring factual knowledge, which is necessary for every educated person; it only prioritizes somewhat differently, highlighting the acquisition of solid knowledge and skills through the advancement of the child in general development. A long-term mass experiment showed a direct dependence of the quality of education on the dynamics of its advancement in general development.

An important feature of the system of L. V. Zankov is that the learning process is conceived as the development of the child's personality, that is, learning should be focused not so much on the whole class as a whole, but on each individual student. In other words, learning should be student-centered. At the same time, the goal is not to “pull 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. That is why, in our opinion, there are no “main” and “non-main” subjects in the school: each of the subjects makes its own inherent contribution to the overall development of the child and for someone will be the subject that will determine his future life. Thus, we have already answered the question of whom we teach in Zank classes - all children, starting from the age of six, who are recommended to study in a comprehensive school.

Here is a quote from the normative document of the Ministry of Education of the Russian Federation "Standard of Primary General Education" (2004): "The federal component of the State Standard is aimed at implementing a personality-oriented developing model of a mass primary school." In fact, this is the same goal that Zankov formulated almost 50 years ago. Even then, he was able to correctly predict the main directions in the development of education in the third millennium. Therefore, now we can offer your child a time-tested, technologically developed holistic learning system that is able to take into account precisely his specific characteristics.

The main long-term results of the system's operation are high socialization of children, the choice of a life path in accordance with their aspirations, additional data - high rates in these classes in terms of participants and winners in olympiads, the number of medalists and those entering secondary and higher educational institutions.

Answer the question yourself, can the statement be reasonable: "We were taught the old fashioned way, and I became a worthy person. Why change school education?"

What content does the child learn in the Zankov class?

1. the purpose of education is the overall development of each child;
2. characteristics of trainees;
3. educational standards.

Now a complete teaching and methodological package for a four-year elementary school has been developed and recommended by the Ministry of Education; it has become the winner of the competition for the title of "Textbook of a new generation" held by the National Training Foundation and the Ministry of Education of the Russian Federation.

In accordance with the new goal of learning, the selection and structuring of the content of training courses, the nature of the tasks encourage children to search for creative activity filled with emotions and experiences. When selecting the content of books, when compiling texts and assignments, the authors proceed from the fact that surprise serves as an impulse to the beginning of knowledge. And in accordance with the age characteristics of students in training courses, priority is given to the emotional factor, which gives impetus to the intellectual, moral, and creative beginnings.

Such a feature of younger schoolchildren as syncretism (unity) of thinking is also taken into account. Later, having gained learning experience and life experience, the child will develop analytical thinking. First, he perceives the world as a whole. We took advantage of this ability of children, providing for consideration not individual facts and phenomena, but their connections, which form a whole accessible to the child. Therefore, at the initial stage of training, we provide the child with a broad, holistic picture of the world.

To illustrate, we give examples from textbooks. Assignment from the textbook of the Russian language for the 2nd grade (beginning of the school year): "Read, inserting the names of animals that are appropriate in meaning. Write down the sentence." (A drawing is given for the task depicting a fox, a beaver, a wolf, a mouse, a bear, a stork and a swallow.)

_____ lives in a lair, _____ in a nest, _____ in a nest, _____ in a hole, _____ in a mink, _____ in a hut, _____ in a den.

"Find words with the same root, mark the root in them. Explain the difference in the meaning of these words. Compare how they sound the same vowel letters in the root."

The teacher offers to close the sentence with a ruler and open and read it gradually. Children smile, waiting for a secret.

Student 1: A bear lives in a den.

The class agrees, move the ruler to the right.

Student 2: Both a stork and a swallow can live in the nest.
Student 3: In the nest... ( falls silent.)
Exclamations:"No, not like that: in the nest there is a stork, it is large, and in the nest there is a swallow, it is small." Children laugh, exclamations: here it is a trap!
Student 4: There is a fox, a beaver, a wolf, a mouse in the hole.
Student 5: In a mink...

Again (let's call it in an adult way) a collision, a collision, and first the mouse goes into the mink, then the beaver goes into the hut, finally, the wolf goes into the lair, and only the fox remains in the hole (surprise, smiles). Then the children worked on grammar tasks. As a result, they significantly expanded their vocabulary by learning the names of the dwellings of various animals; having an idea only of the root of the word, they established how the suffix changes the meaning of the word; observed weak and strong positions of vowels in the root. Someone completed everything, and someone only part of the tasks, but most importantly, in this multifaceted task, each child found his niche.

When second-graders approach the study of the composition of the word and the unstressed vowel being checked, they will be ready to master this material. After studying it, this knowledge will be included in the new material. Thus, the content that is obligatory for assimilation passes through the entire textbook and, therefore, will be assimilated. So, in a traditional textbook, children learn to choose the right letter for an unstressed vowel sound in 38 exercises, and in our textbook - in 56, counting the example given. But the main thing is that when working with the task, the emotion of surprise appeared, and discovery followed it.

We have mentioned and illustrated by example only two positions that were taken into account in the selection and structuring of the content of primary education. One shows that we, adults, and our children are similar: everyone needs an emotional attitude to work; and the other is that we are very different, for example, we perceive and evaluate information and the real world differently. Therefore, adults must learn to evaluate the content offered to the child from the standpoint of the requirements of tomorrow (and not their own yesterday) and from the standpoint of his age capabilities. Give up the desire to compare modern textbooks and teaching style with your school experience.

We remind you that despite the richness and unusual content of textbooks, they contain a mandatory educational standard. Therefore, in case of everyday necessity, you can transfer your child to another system, starting from any grade. It will easily fit into new conditions.

Comment on the article "L. V. Zankov's learning system - what is it? Part 1"

Zankov program. Education, development. Zankov program. disagree: it depends on the child: Peterson is suitable for me, but Zankov is better. This program has more opportunities for the child’s creative development, teaching thinking skills is much more effective than ...

Discussion

honestly? I personally hate .. no, not like that .. NOT-ON-VI-ZHU Zankov's program .. my daughter is in the 3rd grade, I have not seen more terrible textbooks ((I bought textbooks for the regular program, hired a tutor in math and Russian language .. kapets in general ..
In this program, the teacher is VERY important, how he will be able to explain everything to the children ...
In general, I do not recommend.

Thank you very much for your replies and opinions!!! :)))

And Zankov is absolutely horror-horror? School. A child from 7 to 10 years old. Raising a child from 7 to 10 years old: school, relationships with classmates, parents and teachers, health, extracurricular activities, hobbies.

Discussion

We have Zankov. 2nd grade. Didn't notice any issues with any of the items. D / z the child does quickly and himself, we do not check. Both me and the child like the teacher. She has been working on this program for a long time. Also at one time I read passions about this program. Either it's still ahead or...

She is muddy. You can't spoil a capable child, an average child would be better off with something simpler.

What is your opinion on the Zankov system? Educational programs. Education of children. in our class, children study according to the Zankov system. But when they decided to send their daughter to the first grade, the determining factor was, of course, the teacher, and not the system. Zankov system. Education, development.

Discussion

in our class, children study according to the Zankov system. But when they decided to send their daughter to the first grade, the determining factor was, of course, the teacher, and not the system. It so happened that one of the strongest teachers teaches according to this system. There are statistics: her three previous releases are the strongest in terms of school performance. Children - winners of various Olympiads are also from among her former students. It is difficult to say that this is a system or a teacher. Perhaps all together.
My opinion is that it is necessary to choose a teacher.

I think it all depends on the teacher. Mine studied according to the usual system in grade 1, grade 2, and moved to the school where Zankov was. I didn't notice anything special. Those. if the school administration hadn’t told me that they had Zankov, I wouldn’t have noticed anything like that. It seems to me that the difference is more in what textbooks are taught, what subjects are taught and how much the child needs them. By the way, different schools in which they say that they teach according to Zankov, they also teach everything according to different textbooks, probably this should be decisive, and of course the personality of the teacher.

Zankov program. Education, development. Child from 7 to 10. Section: Education, development

Discussion

It's hard to talk about the program. The teacher is important here. We were lucky, the teacher tries to make everything out in the classroom (methodologically correct, and not as we were explained in childhood).
In Russian, Nechaev's textbooks are much more interesting and stronger than Polyakova's. I love being ahead of the curve. In class 2 they concerned the supplement, and this year they are already studying it thoroughly. The only thing I don't like is that the handles have to be changed. But we were allowed to just underline with a green pen.
Often tasks in mathematics (Arginskaya) are formulated in such a way that an adult can hardly understand. But now, in the 3rd grade, it is already easier. The teacher is trying to choose from the textbook more understandable for the child to do independently, and the child has probably already learned to understand what is meant.

14.02.2006 17:33:14, Irina

My child is studying according to Zankov. What can I tell you ..... To be honest, I would have strangled Mr. Zankov with my own hands ....
But seriously - in my opinion - extremely poorly substantiated methodologically, illogical, overloaded with unnecessary and underloaded with the necessary knowledge, and - perhaps most importantly - extremely poorly scalable, that is, the program is very dependent on the teacher who uses it .... I am very dissatisfied.

Zvonkov system. Education, development. The child is from 7 to 10. This is the Zankov system, probably. We just started learning from it. I looked through the prescriptions and textbooks given to us, something with the child. All the tasks there are somehow ambiguous.

Discussion

Have you only started in 3rd grade? Did you work on a different program for the previous 2 years?
Or did you study for 2 years according to Zankov, and only now found out?
The system itself is not bad, a lot of interesting things, but like any system, it is not perfect. A lot depends on the teacher. It is based on the right work with children. And if the teacher shifts this work to the parents, then the result will not be terrible (of course, if the parent is not a specialist). Naturally, the system is not suitable for all children; it teaches them to search, and not follow the pattern. I really like their Russian (they learn it gradually, already in the first and second grades they talked about nouns and verbs, and in the third they will finally study it). The topic is given ahead of time, but children are not required to know this clearly. And by the time of the study, almost everyone already knows, the information has been postponed. My son loves the environment very much. I like the versatility of the textbook.

15.09.2005 11:20:14, Irina