The main educational program of primary general education for educational institutions working on the teaching materials “Perspektiva. Analysis of the educational program of the elementary school of the mou "tauride gymnasium" Didactic principles of the UMC perspective

The concept of UMK "Perspective"

The Federal State Educational Standard for Primary General Education (FSES), meeting the requirements of the time and not wasting the potential of the traditional school, not only shifts the focus to the spiritual and moral development and education of the student, the formation of his ability to learn, personal qualities of the creator and creator, but also offers specific tools, providing this transition:

Changing the teaching method (from explanatory to activity);
Changing the assessment of learning outcomes (assessment of not only subject ZUN, but primarily personal and meta-subject results);
Changing the system of certification of teachers (assessment of the quality of management of educational activities of students);
Changing the system of certification of schools and regional educational systems (assessment of the quality of the organization of the school's transition to the implementation of the Federal State Educational Standard from the standpoint of achieving new educational results).

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

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Explanatory note

Explanatory note to the educational and methodological complex (system of textbooks *) "Perspective"

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

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

Positioning the system of textbooks "Perspektiva" as the most important component of the modern information and educational environment for elementary school allows, first of all, its unified ideological, didactic and methodological basis, implemented in the completed subject lines that make up this system of textbooks.

ideological basistextbook system "Perspective" is "The concept of spiritual and moral development and education of the personality of a citizen of Russia", aimed at forming in the younger generation a system of values of humanism, creation, self-development, morality as the basis for successful self-realization of the student in life and work and as a condition for the security and prosperity of the country .

Didactic basisThe system of textbooks "Perspektiva" is a didactic system of the activity method (L.G. Peterson), synthesizing, on the basis of the methodological system-activity approach, non-conflicting ideas from modern concepts of developmental education from the standpoint of the continuity of scientific views with the traditional school (Conclusion of the Russian Academy of Education from 14.07.2006 of the year, Prize of the President of the Russian Federation in the field of education for 2002).

The basis of the information and educational environment for elementary school are the completed subject lines of the system of textbooks "Perspektiva". Textbooks effectively complement workbooks and creative notebooks, dictionaries, books for reading, methodological recommendations for teachers, didactic materials, multimedia applications (DVD-video; DVDs with lesson scripts that implement the activity method of teaching; CD-ROMs; presentation materials for multimedia projectors; interactive whiteboard software, etc.), Internet support and other resources in all subject areas of the GEF curriculum (FSES, section III, p. 19.3.).

Another distinctive feature of the Perspektiva system of textbooks, which provides it with the status of the core of the information and educational environment for elementary school, is the developed special navigation system that allows the student to navigate both inside the teaching and learning center and go beyond it in search of other sources of information. Thus, the system of textbooks "Perspektiva" is integrated into a single ideological, didactic and methodological system that helps the teacher to meet the requirements of the modern educational process, determined by the Federal State Educational Standard.

In order to ensure the effectiveness of the use of the system of textbooks "Perspektiva" in the practical activities of teachers, a multi-level system of advanced training for teachers of different categories (teachers of primary and secondary schools, teachers of preschool educational institutions, head teachers, directors, methodologists, teachers of pedagogical colleges and pedagogical universities, psychologists, etc.) .), which creates conditions for the gradual mastering of the pedagogical tools of activity-based learning both at the federal level (in the Center for System-Activity Pedagogy "School 2000 ..." of the AIC and PPRO), and in the regions based on the principle of network interaction.

The created mechanisms for improving the quality of the work of teachers in accordance with the requirements of the Federal State Educational Standard on a unified ideological, didactic and methodological basis open up the prospect for a real transition of the school to the implementation of the new goals and values of education and the construction of a single educational space for teaching, educating and protecting schoolchildren.

Download full version -http://www.prosv.ru/umk/perspektiva/info.aspx?ob_no=25602

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Approximate basic educational program of an educational institution

In accordance with the Federal State Educational Standard, all educational institutions with state accreditation are required to develop a basic educational program for primary general education.

To help the teaching staff who implement the training of younger students in the educational and methodological complex "Perspektiva", the Prosveshchenie publishing house presents an Exemplary Basic Educational Program of Primary General Education. On its basis, the main educational program of primary general education of educational institutions is developed, taking into account the type and type of a particular educational institution, as well as the educational needs and requests of participants in the educational process.

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GEF and its implementation

by means of UMK "Perspektiva"

Dear colleagues!

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

Presentations

Implementation of new educational standards in elementary school by means of teaching materials "Perspektiva", doc (5519 Kb)

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Series "Standards of the second generation"

For the orientation of educational institutions and teachers in the existing variety of educational and methodological complexes, we present their brief description.

Currently, in the Russian Federation there are traditional and developing systems of education.
Traditional programs include:"School of Russia", "Primary School of the XXI century", "School2000", "School 2100", "Harmony", "Perspective Primary School", "Classical Primary School", "Planet of Knowledge", "Perspective". Development systems include two programs: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

Below is a brief description of the above educational and methodological complexes (TMC). More detailed information on each EMC can be found on the indicated sites.

Educational and methodological complex "School of Russia"

(under the editorship of A. Pleshakov)

Publishing house "Enlightenment".
Website: http://school-russia.prosv.ru

The traditional program "School of Russia" has existed for decades. The author himself emphasizes that this set was created in Russia and for Russia. The main goal of the program is to "develop a child's interest in learning about their country and its spiritual greatness, its significance on a global scale." The traditional program allows you to carefully practice the skills of learning activities (reading, writing, counting) that are necessary for successful education in high school.

The educational and methodological course "Literacy and speech development" by the authors V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya meets all modern requirements for teaching children in elementary school.

During the period of literacy, work is being done to develop the phonetic hearing of children, teaching initial reading and writing, expanding and clarifying children's ideas about the surrounding reality, enriching the vocabulary and developing speech.

In addition to the "Russian alphabet", the set includes two types of copy-books: the copy-books of the authors V. G. Goretsky, N. A. Fedosova and the "Miracle-copy" of the author V. A. Ilyukhina. Their distinctive feature is that they not only form the skills of literate, calligraphic writing, but also provide an opportunity to correct handwriting at different stages of learning and in different age groups.

For the development of the cognitive abilities of each child in the course "Mathematics" the subject of tasks has been updated, a variety of geometric material has been introduced, entertaining tasks have been given that develop the logical thinking and imagination of children. Great importance is attached to comparison, comparison, opposition of interrelated concepts, tasks, clarification of similarities and differences in the facts under consideration.
The set includes textbooks and teaching aids of a new generation that meet all the requirements for a modern textbook.
Produces textbooks and teaching aids UMK "School of Russia" publishing house "Prosveshchenie".

The system of textbooks "School of Russia":
1. ABC - V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya and others.
2. Russian language - V.P. Kanakina, V.G. Goretsky.
3. Russian language - L.M. Zelenina and others.
4. Literary reading - L.F. Klimanova, V.G. Goretsky, M.V. Golovanova and others.
5. English language - V.P. Kuzovlev, E.Sh. Peregudova, S.A. Pastukhova and others.
6. English (extended content of teaching a foreign language) - I.N. Vereshchagina, K.A. Bondarenko, T.A. Pritykina.
7. German language - .I.L.Bim, L.I.Ryzhova, L.M.Fomicheva.
8. French - A.S. Kuligina, M.G. Kiryanov.
9. Spanish - A.A. Voinova, Yu.A. Bukharova, K.V. Moreno.
10. Mathematics - M.I.Moro, S.V. Stepanova, S.I. Volkova.
11. Informatics - A.L. Semyonov, T.A. Rudnichenko.
12. The world around - A.A. Pleshakov and others.
13. Fundamentals of the spiritual and moral cultures of the peoples of Russia - A.V. Kuraev, D.I. Latyshina, M.F. Murtazin and others.
14. Music - E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagin.
15. Visual arts - L.A. Nemenskaya, E.I. Koroteeva, N.A. Goryaev.
16. Technology - N.I. Rogovtseva, N.V. Bogdanova and others.
17. Physical culture - V.I. Lyakh.

Educational and methodical complex "Perspective"

(under the editorship of L.F. Klimanova)

Publishing house "Enlightenment".
Website: http://www.prosv.ru/umk/perspektiva

The educational and methodical complex "Perspektiva" has been produced since 2006. The composition of the teaching materials includes lines of textbooks in the following subjects: "Literacy", "Russian language", "Literary reading", "Mathematics", "The world around us", "Technology".

The educational and methodological complex "Perspektiva" was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical Russian school education.

EMC ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a younger student, taking into account his age characteristics, interests and needs. A special place in the UMC "Perspektiva" is given to the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include tasks for independent, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.

The EMC uses a unified navigation system for teachers, students and parents, which helps to work with information, organize and structure educational material, plan the student's activities in the lesson, organize homework, and form the skill of independent work.

The literacy course is distinguished by a communicative-cognitive and spiritual-moral orientation. The main goal of the course is the active formation of all types of speech activity: the ability to write, read, listen and speak, the development of speech thinking in first graders, the ability to communicate and understand themselves and others. The effectiveness of the new system is ensured by educational material selected in accordance with the level of development of the child's cognitive interests, game and entertaining exercises, structural-figurative models of words that are inscribed in various communicative speech situations. In this regard, the word is presented in a different way, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form.

All the conditions for a differentiated approach to students with different levels of preparation for school have been created on the pages of the TMC "Teaching Literacy".
Teaching the Russian language is organically linked with literacy and has a common focus. The peculiarity of the course is a holistic view of the language, which provides the study of the language (its phonetic, lexical and grammatical aspects), speech activity and text as a speech work.

The main objective of the course "Literary Reading" is the formation of the personality of a younger student, acquaintance with the cultural and historical heritage and the formation of reading competence. To do this, the textbook uses highly artistic texts, folklore works of different peoples. The system of questions and tasks contributes to the formation of a culture of speech communication, the development of students' creative abilities, introduces them to spiritual and moral values, introduces them to ethical and aesthetic norms, develops figurative and logical thinking of students and forms in younger students an interest in a work of art as the art of the word. The headings “Independent reading”, “Family reading”, “Going to the library”, “Our theater”, “Reader-educator”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of work with a literary work, systematize knowledge and enrich the practical experience of the child, they present a system of working with a book both in class and in extracurricular activities.

"Teaching not only mathematics, but also mathematics" is the leading idea of the TMC line in mathematics, aimed at strengthening the general cultural sound of mathematical education and increasing its significance for the formation of a child's personality. The content of the material is focused on the formation in younger students of the ability to observe, compare, generalize, find the simplest patterns, which allows them to master heuristic methods of reasoning, their logic, develops divergence of thinking, as an essential component of mental activity, speech culture and allows them to expand their understanding of the world around them by means of mathematics. Much attention is paid to the development of numerical literacy of students, the formation of computational skills based on rational methods of action.

The textbooks have the same structure and consist of 3 sections: numbers and actions with them, geometric shapes and their properties, quantities and their measurement.

The leading idea of the course "The World Around" is the idea of the unity of the world of nature and the world of culture. The surrounding world is considered as a natural and cultural whole, man - as a part of nature, the creator of culture and its product.

The course reveals the structure of the concept of "world around" in the unity of its three components: nature, culture, man. These three components are consistently considered at different socio-cultural levels of society (family, school, small homeland, native country, etc.), due to which the main pedagogical approaches to mastering the subject are determined: communicative-activity, cultural-historical, spiritually-oriented.

The main objective of the subject "Technology" is to create conditions for students to gain experience in project activities from conception to product presentation. Younger students master the techniques of working with paper, plasticine and natural materials, constructor, study the properties of various materials and the rules for working with them. This approach creates conditions for the formation of regulative universal educational activities in younger students, allows the formation of specific personal qualities (accuracy, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), the ability to work with information and learn basic computer skills.

The material in the textbooks is built in the form of a journey that introduces students to human activities in various areas: Man and Earth, Man and Water, Man and Air, Man and Information Space.

The textbook "Technology" introduced a sign system for assessing the quality and complexity of the product, which allows you to form the motivation for success and self-esteem of the student.

The composition of the UMC "Perspective" includes:
Textbooks in subjects (grades 1-4)
Workbooks
Creative notebooks
Didactic materials for the student: "Reader", "Magic power of words", "Mathematics and Informatics", "Fundamentals of life safety".
Methodological aids for teachers: lesson developments in subjects, additional teaching materials, calendar and thematic planning, technological maps.

Calendar-thematic planning and technological maps that provide the teacher with effective and high-quality teaching by moving from lesson planning to designing the study of the topic are posted on the pages of the Internet site of the UMC "Perspektiva".

Textbooks included in the UMK "Perspektiva":

1. Alphabet - L.F. Klimanov, S.G. Makeeva.
2. Russian language - L. F. Klimanova, S. G. Makeeva.
3. Literary reading - L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky.
4. Mathematics - G.V. Dorofeev, T.N. Mirakova.
5. The world around - A.A. Pleshakov, M.Yu. Novitskaya.
6. Technology - N.I. Rogovtseva, N.V. Bogdanova, N.V. Dobromyslova

Educational and methodological complex "School 2000 ..."

Publishing house "Juventa"
Website: http://www.sch2000.ru

The didactic system of the activity method "School 2000 ..." offers a solution to urgent educational problems in the system of continuous education (DOE - school - university). It is based on a continuous course of mathematics for preschoolers, primary and secondary schools, focused on the development of thinking, the creative powers of children, their interest in mathematics, the formation of strong mathematical knowledge and skills, readiness for self-development. The program "Learn to learn" takes into account the possibility of working on this program in the conditions of various options for the educational plan of the educational institution (4 hours or 5 hours per week).

The main goal of the program "School 2000 ..." is the comprehensive development of the child, the formation of his abilities for self-change and self-development, a picture of the world and moral qualities that create conditions for successful entry into the culture and creative life of society, self-determination and self-realization of the individual.

The selection of content and the sequence of studying the basic mathematical concepts was carried out in the program "Learn to learn" on the basis of a systematic approach. Built by N.Ya. Vilenkin and his students, the multi-level system of initial mathematical concepts (SNMP, 1980) made it possible to establish the order of introduction of fundamental concepts in school mathematical education, ensuring successive links between them and the continuous development of all the content-methodological lines of the mathematics course 0-9.

The basis for the organization of the educational process in the program "Learn to learn" is the didactic system of the activity method of teaching "School 2000", which can be used at two levels: basic and technological.

The course of mathematics "Learning to learn" for elementary school can be used in conjunction with courses in other academic subjects included in the Federal lists of textbooks of the Ministry of Education and Science of the Russian Federation, based on the teachers' own choice. In this case, the technology of the activity method at the basic level can be used as a didactic basis that streamlines the work of teachers in the context of the variability of education.

Teaching materials for mathematics for elementary school of the program "Learning to learn" ("School 2000 ..."

1. Mathematics - L.G. Peterson

Textbooks are equipped with teaching aids, didactic materials and a computer program for monitoring progress.

additional literature
2. Peterson L.G., Kubysheva M.A., Mazurina S.E. What does it mean to learn. Teaching aid.-M.: UMC "School 2000 ...", 2006.
3. Peterson L.G. Activity method of teaching: the educational system "School 2000 ..." // Building a continuous sphere of education. - M .: APK and PPRO, UMC "School 2000 ...", 2007.

Educational and methodical complex "School 2100"

(supervisor - L.G. Peterson)

Balass Publishing House
Website: http://www.school2100.ru/

In the process of learning according to the EMC, in accordance with the activity approach, the task of forming a functionally literate personality is realized. On different subject content, the student learns to acquire new knowledge, to look for answers to his questions. All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the minimax principle. He assumes that the authors of textbooks and the teacher enable the student (if he wants) to take the material to the maximum. In textbooks for this there is redundant information that allows the student to make a personal choice. At the same time, the most important facts, concepts and connections included in the minimum content (FSES and program requirements) must be learned by each student. The minimum is presented to the student at the lessons of the discovery of new knowledge, fixed and submitted for control. The maximum allows the student to satisfy their personal needs and interests.

Thus, each child has the opportunity to take as much as he can.

With the help of the technology of problematic dialogue used in the educational system "School 2100", students at each lesson learn to set a goal, draw up a plan to achieve it, search for a solution, and reflect on the results of working with a text. For the formation of communicative general educational skills, the technology of working with text is used. Thus, a teacher who works according to the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by delivering quality lessons using the technologies adopted in this system.

List of textbooks for teaching materials "School 2100"
1. Primer - R.N. Buneev, E.V. Buneeva, O.V. Pronin.
2. Russian language - R.N. Buneev, E.V. Buneeva, O.V. Pronin.
3. Literary reading - R.N. Buneev, E.V. Buneeva.
4. English - M.Z. Biboletova and others.
5. Mathematics - T.E. Demidova, S.A. Kozlova, A.P. Thin.
6. The world around - A.A. Vakhrushev, O.B. Bursky, A.S. Rautin.
7. Visual arts - O.A. Kurevina, E.D. Kovalevskaya.
8. Music - L.V. Shkolyar, V.O. Usacheva.
9. Technology - O.A. Kurevina, E.L. Lutzev
10. Physical culture - B.B. Egorov, Yu.E. transplant.

Educational and methodological complex "Perspective elementary school"

(supervisor - N.A. Churakova)

Publishing house "Akademkniga/textbook"
Website: http://www.akademkniga.ru

The concept of WCU is based on the humanistic belief that all children are capable of successful learning if the necessary conditions are created for them. Taking into account the age of students makes the learning process successful. All textbooks of the set provide teachers with opportunities to implement the regional component.

When selecting educational material, developing the language of presentation of the material, developing the methodological apparatus of the set, the following components were taken into account.

The age of the student. A first grader can be either six or seven or eight years old. And this is not a problem of lowering the age of a first-grader, but the problem of the simultaneous presence of children of different ages in the lesson, which required a combination of play and learning activities throughout the first year of study.

Different levels of student development. A schoolchild who has not attended kindergarten often comes to school with unformed sensory standards. This required solving the problem of forming sensory standards during the adaptation period of training.

Topographic affiliation of the student. The selection of material takes into account the experience of a student living in both urban and rural areas.

Different class content. The detailed wording of tasks, along with indications of the organizational forms of their implementation (in a group, in pairs), allows schoolchildren to study independently for a sufficiently long time, which is important for a small and small school. A similar structure of textbooks within each subject area and a common external intrigue for all textbooks of the set help students of different age groups located in the same room to be in a single educational space.

Different levels of Russian language proficiency. When developing the “Promising Primary School” teaching materials, it was taken into account that not all students have Russian as their native language and that today's student has a large number of speech therapy problems. The search for a solution to this set of problems required a revision of some important theoretical positions of the Russian language, the development of special lines of orthoepic work and work with a reverse dictionary.

As a result of mastering the subject content included in the set, each student gets the opportunity to acquire general educational skills and abilities. Master those methods of activity that meet the requirements of the state educational standard. These are, first of all, the initial skills of searching for the necessary information in dictionaries, reference books, the library catalog. , reverse, explanatory, phraseological, etymological and encyclopedic dictionaries.

The placement of a methodological apparatus for organizing children's activities in the classroom in the body of each textbook allows the set to fulfill such a requirement of the Federal State Educational Standard as the formation of educational cooperation activities - the ability to negotiate, distribute work, evaluate your contribution to the overall result of educational activities.

A unified system of symbols in all textbooks is designed to organize individual, pair, group and collective work.

List of textbooks of the TMC "Promising Primary School"

1. Alphabet - N.G. Agarkova, Yu.A. Agarkov
2. Russian language - Kalenchuk M.L., Churakova N.A., Baikova T.A., Malakhovskaya O.V., Erysheva E.R.
3. Literary reading - Churakova N.A., Malakhovskaya O.V.
4. Mathematics - A.L. Chekin, O.A. Zakharova, E.P. Yudin.
5. The world around - O.N. Fedotova, G.V. Trafimova, S.A. Trafimov, L.A. Tsareva, L.G. Kudrova.
6. Informatics - E.N. Benenson, A.G. Pautova.
7. Technology - T.M. Ragozina, A.A. Grinev.

additional literature
1) Churakova R.G. Technology and aspect analysis of the modern lesson
Churakova N.A., Malakhovskaya O.V. Museum in your class.

Educational-methodical complex “Development. Individuality. Creation. Thinking" (RITM)

(EMC "Classical Primary School")

Publishing house "Drofa"
Website: http://www.drofa.ru

Educational-methodical complex “Development. Individuality. Creation. Thinking” (RITM) was created on the basis of the “Classical Primary School” teaching materials, the main feature of which is the combination of modern approaches to solving methodological problems and proven didactics principles, which allows students to achieve consistently high educational results.

Educational-methodical complex “Development. Individuality. Creation. Thinking” (RITM) was revised in accordance with the Federal State Standard and supplemented with new textbooks (foreign language, the world around us, physical education). The composition of the teaching materials includes programs, teaching aids, workbooks. Educational lines in the main subjects are provided with didactic materials, tests and sets of visual aids. All components of the teaching materials are integrated into a single methodological system, have a modern layout, a voluminous methodological apparatus, and professionally executed illustrations.

In the subject line on the Russian language and literary reading, the native language is considered not only as an object of study, but also as a means of teaching children other disciplines, which contributes to the formation of meta-subject skills. The texts and exercises contained in the textbooks expand knowledge about the native country, its nature, contribute to the education of patriotism, the development of norms and rules of behavior, traditional moral values, tolerance, and hence the formation of the necessary personal qualities, which is the most important result of education.

In the course of studying the course of mathematics, textbooks are included in active independent and group activities, the most important result of which is the development of flexibility, criticality and variability of their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding the educational task, independent planning of one's actions to solve it, choosing the best ways for this.

The methodology underlying the subject lines in a foreign language is designed to form elementary foreign language communicative competence in younger students. The principle of the dialogue of cultures, implemented in the course of the English language, allows the child to smoothly enter the foreign language communicative space. The German language course is aimed at the interconnected formation of all types of communication skills - listening, speaking, reading and writing. The content of foreign language courses contributes to the formation in the child of a sense of belonging to a certain linguistic and cultural community - Russian civil identity.

In the subject line around the world, the integration of natural-science and social-humanitarian knowledge is carried out, which lays the foundations for the formation of a holistic picture of the world, solves the problems of forming ecological thinking, a culture of a healthy and safe lifestyle, a system of national values, ideals of mutual respect, patriotism, based on ethnocultural diversity and general cultural unity of Russian society.

The subject line in fine arts is focused on the aesthetic development of the individual based on mastering the best examples of the artistic heritage of the peoples of Russia and the world. It is built on the principles of a system-activity approach to learning and reflects the communicative and moral essence of art education.

The aesthetic and spiritual and moral development of students when using the subject line in music is carried out through familiarization with musical culture as the most important component of a harmoniously developed personality. The course of music is built on a broad integrative basis with subjects of the humanitarian and aesthetic cycle. It is based on the principle of forming universal educational actions - personal, regulatory, cognitive, communicative.

The subject line on technology and physical culture contains extraordinary methodological methods for the formation of the necessary subject and meta-subject skills, as well as personality traits of a primary school graduate. The lines are practice-oriented and provide ample opportunities for organizing educational and extracurricular activities of younger students.

UMC “Development. Individuality. Creativity, Thinking” (RITM) is aimed at achieving the results of education defined by the Federal State Standard and the implementation of the “Concept of Spiritual and Moral Development and Education of a Russian Citizen”.

Textbooks that are part of the EMC "Classical Primary School":
1. Alphabet - O.V. Jezhel.
2. Russian language - T.G. Ramzaev.
3. Literary reading. - O.V. Dzhezheley.
4. English language - V.V. Buzhinsky, S.V. Pavlova, R.A. Starikov.
5. German language - N.D. Galsakova, N.I. Gez.
6. Mathematics - E.I. Aleksandrova.
7. The world around - E.V. Saplin, A.I. Saplin, V.I. Sivoglazov.
8. Visual arts - V.S. Kuzin, E.I. Kubyshkin.
9. Technology.- N.A. Malysheva, O.N. Maslenikov.
10. Music - V.V. Aleev, T.N. Kichak.
11. Physical culture - G.I. Pogadaev.

Educational and methodological complex "Primary school of the XXI century"

(supervisor - N.F. Vinogradova)

Publishing house "Ventana - Graf"
Website: http://www.vgf.ru

The set is based on the theory of A.N. Leontiev, D.B. Elkonin and V.V. Davydov. The overall goal of training is the formation of a leading activity for this age. The goal of elementary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The aim of the student is to acquire the ability to learn. Educational subjects and their content act as a means to achieve this goal.

The forms, means and methods of teaching are aimed at forming the prerequisites for the younger student (in the 1st half of the first grade), and then the skills of educational activity. In the course of primary education, the primary school student develops the skills of learning activities that allow him to successfully adapt in the main school and continue subject education according to any educational and methodological set.

The leading characteristics of a primary school graduate are his ability to think independently, analyze any issue; the ability to build statements, put forward hypotheses, defend the chosen point of view; the presence of ideas about one's own knowledge and ignorance on the issue under discussion. Hence, there are two methodological features of the UMK. So, working with the educational and methodological kit "Elementary School of the XXI century", the student masters a fundamentally different role - "researcher". This position determines his interest in the process of cognition. As well as increasing attention to the creative activity of students, based on the initiative and independence of each student.

List of textbooks of the teaching materials "Primary school of the XXI century"

1. Primer - L.E. Zhurova.
2. Russian language - S.V. Ivanov, A.O. Evdokimova, M.I. Kuznetsova.
3. Literary reading - L.A. Efrosinina.
4. English language - UMK "FORWARD", M.V. Verbitskaya, O.V. Oralova, B.Ebbs, E.Worell, E.Ward.
5. Mathematics - E.E. Kochurina, V.N. Rudnitskaya, O.A. Rydze.
6. The world around - N.F. Vinogradov.
7. Music - O.V. Usacheva, L.V. Schoolboy.
8. Visual arts - L.G. Savenkova, E.A. Ermolinskaya
9. Technology - E.A. Lutsev.
10. Fundamentals of the spiritual and moral culture of the peoples of Russia (Grade 4) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.

The content of the educational subjects of the EMC is focused on stimulating and supporting the emotional, spiritual, moral and intellectual development and self-development of the child; to create conditions for the manifestation of independence, initiative, creative abilities of the child in various activities. At the same time, the importance of children's assimilation of knowledge and mastery of skills and abilities as a means of development remains, but they are not considered as an end in itself of primary education.

In the subjects of the EMC, the humanitarian orientation and its influence on the emotional and social and personal development of the child are strengthened. The EMC presents content that helps the child to maintain and recreate the integrity of the picture of the world, provides him with an awareness of the various connections between objects and phenomena and, at the same time, forms the ability to see the same object from different angles. The main feature of this set is its integrity: the unity of the structure of textbooks and workbooks for all classes and subjects; the unity of the through lines of standard tasks, the unity of approaches to the organization of educational activities.

They publish textbooks and teaching aids for the "Planet of Knowledge" teaching materials of the "Astrel" and "AST" publishing houses.
The UMC includes:

1. Primer - author T.M. Andrianova.
2. Russian language - author T.M. Andrianova, V.A. Ilyukhin.
3. Literary reading - E.E. Katz
4. English language - N.Yu. Goryacheva, S.V. Larkina, E.V. Nasonovskaya.
5. Mathematics - M.I. Bashmakov, M.G. Nefedova.
6. The world around - G.G. Ivchenkova, I.V. Potapova, A.I. Saplin, E.V. Saplin.
7. Music - T.I. Balanova.

Educational and methodical set "Harmony"

(supervisor - N.B. Istomina)

Publishing house "Association of the XXI century".
Website: http://umk-garmoniya.ru/

The educational-methodical set "Harmony" implements: ways of organizing the educational activities of students related to the formulation of a learning task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; ways of forming concepts that provide awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

The course is based on the methodological concept of purposeful and systematic work on the formation of mental activity techniques in younger students: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided by the program.

Primer "My first textbook", designed for the course "Literacy", provides not only the development of elementary reading and writing by first graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as the accumulation of experience in working with an educational book.

The primer involves the active promotion of both children who are just starting to learn to read, and those who are already at different stages of mastering the reading technique.

In general, this primer creates the conditions for the successful continuation of learning to read and the Russian language within the framework of individual subjects.
The Russian language course, presented in the textbooks "To the Secrets of Our Language", ensures the formation of language and speech skills in junior schoolchildren, their functional literacy simultaneously with the formation of the whole complex of universal educational activities.

This is facilitated by the implementation of an activity approach to the organization of learning, in which the development of language and speech concepts, rules, work on skills goes from motivation and setting a learning task - to its solution and through understanding the necessary mode of action - to the use of acquired knowledge, to the ability to control the implementation actions and their results.

Language learning has a communicative orientation, as it is subordinated to the development of students' speech, the improvement of all forms of their speech activity.

Formation of literacy schoolchildren is carried out on the basis of the purposeful development of their spelling vigilance and spelling self-control.

Course "Literary Reading" involves the formation of the reader's competence of a younger student, which is determined by the possession of reading technique and methods of mastering a literary work, the ability to navigate in books and the acquisition of experience in independent reading activity.

Teaching literary reading is also aimed at:
enrichment of the spiritual and moral sphere of junior schoolchildren, the formation of ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improvement of all types of speech activity, the ability to build a monologue and conduct a dialogue;
development of creative abilities;
education of an aesthetic attitude to the art of the word, interest in reading and books, the need to communicate with the world of fiction;
broadening the reader's horizons.

Mathematics course, presented in the textbook, in the process of assimilation of the program material purposefully forms all types of universal learning activities (UUD) for students. This is facilitated by: the logic of constructing the course content, a variety of methodological methods for organizing the educational activities of younger students, a system of educational tasks aimed at performing various types of actions by students.

In the process of studying the course, children master: mathematical knowledge, skills and abilities provided for by the course program, and learn how to use them to describe the surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: to build reasoning; to argue and correct statements to distinguish between reasonable and unreasonable judgments; identify patterns; establish causal relationships; to analyze various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in basic school.

Features of the content of the course "The world around" are: the integrative nature of the presentation of natural science, social science and historical knowledge; purposeful formation of UUD in the development of subject knowledge and skills.

The study of the surrounding world is aimed at:
formation of a holistic picture of the world of the natural and socio-cultural world, environmental and cultural literacy, moral, ethical and safe norms of interaction with nature and people among younger schoolchildren;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in the main school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
upbringing of a citizen who loves his Fatherland, who is aware of his belonging to it, who respects the way of life, customs and traditions of the peoples who inhabit, who strive to participate in environmental and creative activities.

The main course presented in the textbooks "Technology", is an objective transforming activity that allows you to integrate the conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.

The main features of the course "Fine Arts":
acquaintance of schoolchildren with the figurative language of fine arts as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, which ensures the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
activity approach to the study and further practical development of fine, design and decorative art activities;
problem-based learning, when the teacher, without suggesting a final answer, poses questions that help students themselves come to the right solution;
the formation of methods of cognitive activity and the development of interest in the field of artistic development of the world, the enrichment of the sensory and practical creative experience of the child.

Music course, presented in the textbooks "To the heights of musical art", has the following features:
development of musical thinking of schoolchildren through the development of various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child to form a holistic view of musical culture according to its reference samples;
formation along with the song type of musical thinking at the symphonic level;
the methodological principle of “recreating” the masterpieces of the world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as an art form capable of conveying the feelings and thoughts of people by its own means as a result of acquaintance with the musical images of various genres of music and the disclosure of the many-sided connections between music and life.

The purpose of the textbooks "Physical culture" is the formation of the basics of a healthy lifestyle among students, the ability to communicate and interact with peers, plan their own activities, distribute the load and rest in the process of its implementation, analyze and objectively evaluate the results of their own work, evaluate the beauty of the physique and posture, technically correctly perform motor actions.

The publishing house "Association of the 21st Century" publishes textbooks and teaching aids for UMK "Harmony".
To communicate with colleagues and exchange experience in the educational system "Harmony" created a social network - www.garmoniya-club.ru

The UMC includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasov.
4. Mathematics - author N.B. Istomin.
5. The world around - author O.V. Poglazova, N.I. Vorozheikin, V.D. Shilin.
6. Technology - author N.M.Konysheva.
7. Visual arts - (publishing house "Yakhont"), author: T.A. Koptseva, V.P. Koptsev, E.V. Koptsev.
8. Music - (publishing house "Yakhont"), author: M.S.Krasilnikova, O.N.Yashmolkina, O.I.Nekhaeva.
9. Physical culture - (publishing house "Yakhont"), author: R.I.Tarnopolskaya, B.I.Mishina.

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Communication with any child, and above all with your own child, is always communication with the unknown. What are they - our children? What do they want? What are they dreaming about? How do they perceive the worlds of other people - the world of adults, the world of teachers, the world of their parents and the world of peers? What place do all these different and mysterious worlds occupy in the mind of a growing person? And finally, how and when does a child make the most important discovery in human life - the discovery of his unique "I"?

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The concept of UMK "Perspective"

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

Children of "Perspective"

More than one generation of psychologists, educators and parents is looking for answers to all these questions. The authors of a new generation of textbooks for elementary school, who have teamed up to implement a project with a concise and capacious name "Perspektiva", initiated by the Prosveshchenie publishing house, are also busy searching for answers to these questions.

In order to reveal the meaning of the Perspektiva project, I will turn to one of the wisest guides to the country of childhood, Samuil Yakovlevich Marshak, for help. At one time, he wrote a short poem, which essentially puts a sad diagnosis of impersonal pedagogy:

He plagued adults with the question "why?",
He was nicknamed "the little philosopher".
But as soon as he grew up, they began to
Present answers without questions.
And since then he is no one else
Do not bother with the question "why?".

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

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

And through this flow of cognitive actions, the flow of communication, the "children of Perspektiva" become personalities open to the world, mastering the most difficult art on Earth - the art of BEING HUMAN.

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

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

The system of textbooks "Perspektiva" reflects modern achievements in the field of psychology and pedagogy and at the same time maintains a close connection with the best traditions of classical school education

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

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

Academic Supervisorsystem of textbooks "Perspektiva" since 2010 became a doctor of pedagogical sciences, laureate of the Prize of the President of the Russian Federation in the field of education L.G. Peterson.
Didactic basissystem of textbooks "Perspective" is a didactic system of the activity method (L.G. Peterson),synthesizing, on the basis of a system-activity approach, the ideas of modern concepts of developing education that do not conflict with each other and the traditional school.
The thematic unity of all subject lines of the system is expressed in the following theses:

"I am in the world and the world is in me":it is important that training contributes to the construction of the image of "I", which includes self-knowledge, self-development and self-esteem, the formation of a civic identity of the individual, the acceptance and understanding of moral and cultural values, the rules of interaction with the outside world.

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

“I communicate, therefore I study”:The learning process is impossible without communication. It seems to us extremely important to build the learning process as an improvement of subject-subject and subject-object communication, that is, firstly, to teach the child to freely conduct a constructive dialogue, listen and hear the interlocutor, and secondly, to form an information culture - to find the necessary sources of knowledge , learn to receive information from various sources, analyze it, and, of course, work with a book.

"In a healthy body healthy mind!":here it is important to preserve the health of students in the learning process, and to teach children to take care of their own health, understanding that health is not only a physical, but also a spiritual value. In this regard, the concept of health includes not only the rules of hygiene and the rules of safe behavior, but also certain values: the ability to empathize, sympathize, take care of oneself, nature, people around, protect and honor what they have created.

The authors of the Perspektiva system disclose the stated theses through thematic areas:"My family is my world", "My country is my Fatherland", "Nature and culture are the environment of our life", "My planet is Earth"which integrate the educational material of different subjects and allow the child to more effectively form a holistic picture of the world. Another advantage of teaching according to the system of textbooks for elementary school "Perspektiva" is that the nature of the construction of educational material allows each student to maintain and develop interest in discovering and learning new things. In textbooks, tasks are offered in such a form that the cognitive activity, cognitive interest and curiosity of the child develop into a need to learn new things, to learn independently. The student at each lesson, as it were, reveals the content of future topics.

Education is based on the dialectical principle, when the introduction of new concepts and ideas, initially presented in a visual-figurative form or in the form of a problem situation, precedes their subsequent detailed study. Each textbook is equipped with a system of tasks aimed at developing both the logical and figurative thinking of the child, his imagination, intuition. The textbooks systematically build theoretical material, to which practical, research and creative tasks are proposed, allowing to intensify the child's activity, apply the acquired knowledge in practical activities, and create conditions for the realization of the student's creative potential.

ideological basistextbook system "Perspective" is "The concept of spiritual and moral development and education of the personality of a citizen of Russia", aimed at forming in the younger generation a system of values of humanism, creativity, morality, self-development as the basis for successful self-realization of the student in life and work and as a condition for the security and prosperity of the country .

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

The main goal of the system of textbooks "Perspektiva" is to createinformation and educational environment,ensuring the inclusion of each child in independent educational activities, during which conditions are created for the reliable achievement of certain personal, meta-subject and subject results of mastering the main educational program of primary general education through the formation of universal educational activities as the basisthe leading educational competence is the ability to learn.

The information and educational environment of the Perspektiva system is represented not only by textbooks, work and creative notebooks, teaching aids in subjects: literacy, Russian language, literary reading, mathematics, the world around us, technology (labor), but also auxiliary resources: didactic notebooks " Reader”, “Magic power of words”. All this allows organizing various types of students' activities, effectively using modern methods and technologies for organizing educational work.

Since February 2011 electronic supplements have been published in the Perspektiva system of textbooks.

THE CONCEPT OF THE EDUCATIONAL METHODOLOGICAL COMPLEX "PERSPECTIVE"

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

INTRODUCTION

The Federal State Educational Standard of Primary General Education (FSES), meeting the requirements of the time and not wasting the potential of the traditional school, not only shifts the focus to the spiritual and moral development and education of the student, the formation of his ability to learn, personal qualities of the creator and creator, but also offers specific tools to ensure this transition:

● changing the teaching method (from explanatory to activity);

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

● change in the system of certification of teachers (assessment of the quality of management of educational activities of students);

● change in the system of certification of schools and regional educational systems (assessment of the quality of the organization of the transition of the school to the implementation of the Federal State Educational Standard

With positions of achieving new educational results).

This suggests that there is not a formal, but a real transition of the school to a new, humanistic paradigm of education, giving our country a chance for a future worthy existence and development.

At the same time, given that the modern Russian school carries the "knowledge" tradition of the Soviet school, every teacher, methodologist, manager today must realize the depth and significance of the upcoming transition.

and to master the culture of self-development that the concept of “Our New School” should pass on to our children.

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

How to teach?

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

- With what to teach?

- How to check the compliance of educational results with the set goals

- How to prepare a teacher for the implementation of the Federal State Educational Standard (after all, the success of the reforms depends on the quality of his work)?

The educational methodological complex "Perspektiva" (EMC "Perspektiva") offers a variant of effective, instrumental answers to these and many other questions based on the pooling of resources accumulated in recent decades, on the one hand, in the Russian methodological and pedagogical scientific schools (RAGS, RAO, AIC and PPRO) and implemented in the didactic system of the activity method of teaching "School

2000...” (L.G. Peterson), and on the other hand, in a scientifically and methodological complex of completed subject lines of textbooks “Perspektiva” specially developed in accordance with the requirements of the Federal State Educational Standard, which makes it possible to create a modern information and educational environment in the classroom and school adequate to the targets of the "Our New School" concept.

What is the novelty of this approach? What advantages does it provide over other approaches?

First of all, Perspektiva UMC gives a clear and effective answer to the question “How to teach?”. At the stage of transition to a new activity paradigm of education, a new activity method of teaching, developed by L.G. Peterson, on the basis of the achievements of the Russian methodological school (G.P. Shchedrovitsky, O.S. Anisimov, etc.), passed a wide practical approbation, was accepted by teachers and proved its effectiveness both in terms of implementing the values of the traditional school, and in terms of forming personal and meta-subject results of the education of the Federal State Educational Standard in their sufficient completeness (the formation of universal learning activities and the ability to learn in general).

The fundamentally new didactic foundations for organizing an educational process of an activity type, the concept of spiritual and moral development and education of the personality of a citizen of Russia, the methodological potential of completed subject lines, in full accordance with the curriculum of the Federal State Educational Standard, provide for the creation of a health-saving, developing and educating information-image an educational environment that meets the requirements of the Federal State Educational Standard for the results of mastering the main educational program of primary general education.

The educational methodological complex "Perspektiva" has full software and methodological support for the curriculum of the Federal State Educational Standard (section III, clause 19.3) and includes sections new for elementary school, such as the basics of the spiritual and moral culture of the peoples of Russia, computer science, foreign languages. Thus, the “Perspective” complex gives a holistic answer to the question “With what help to teach?”, which fully meets the requirements of the Federal State Educational Standard for the methodological support of the educational process.

The activity method of teaching has the properties of manufacturability,

continuity with the traditional school, criteria-based, which in the future allows solving a number of urgent problems related to improving the quality of the implementation of the Federal State Educational Standard, such as the development of objective diagnostic tools of a new generation (for example, diagnostic tools for meta-subject learning outcomes, expert assessment of a teacher schools, etc.), building in the regions effective systems of methodological support for teachers at the stage of mastering a new activity method of teaching.

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

The activity method of teaching, implemented in the Perspektiva teaching materials, synthesizes ideas that do not conflict with each other from new concepts of education (P.Ya. Galperin, L.V. Zankov, V.V. Davydov, etc.) from the standpoint of continuity with the traditional school , which opens up the prospect of building a single educational space of an activity type, methodologizing the content of education, continuously and successively organizing

educated from preschool education to graduation from a general education school, and then in the system of secondary and higher vocational education. This determined the name of the educational and methodological complex - "PERSPECTIVE".

The created mechanisms for improving the quality of work of teachers in accordance with the requirements of the Federal State Educational Standards allow us to talk about the real transition of the school to personality-oriented education and the implementation of the concept of "Our New School", about building a unified educational space on a systemic activity basis that implements humanistic values and ideals and open to further development and improvement.

COMPOSITION OF THE EDUCATIONAL METHODOLOGICAL COMPLEX "PERSPECTIVE"

The scientific supervisor of the team of authors of the educational methodological complex "Perspektiva" is Doctor of Pedagogy, Director of the Center for Systematic Activity Pedagogy "School 2000 ..." of the AIC and PPRO, laureate of the Prize of the President of the Russian Federation in the field of education L.G. Peterson.

The Perspektiva UMC includes 15 complete subject lines of textbooks built on the basis of unified ideological, methodological and didactic principles that are adequate to the requirements of the Federal State Educational Standard.

1. Subject line “Mathematics “Learning to learn”” (author L.G. Peterson).

2. The subject line "Russian language" (authors L.F. Klimanova, S.G. Makeeva, T.V. Babushkina).

3. Subject line "Literary reading" (authors L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya, etc.).

4. Subject line "Informatics" (author A.L. Semyonov, T.A. Rudchenko).

5. The subject line "The world around" (author A.A. Pleshakov, M.Yu. Novitskaya).

6. Subject line "Technology" (authors N.I. Rogovtseva, N.V. Bogdanova, I.P. Freitag, etc.).

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

8. Subject line "Fine Arts" (author T.Ya. Shpikalova, L.V. Ershova).

9. Subject line "Physical culture" (author A.P. Matveev).

10. Subject line "Fundamentals of Religious Cultures and Secular Ethics" (authors A.V. Kuraev, D.I. Latyshina, M.F. Murtazin, G.A. Mindrina, M.A. Chlenov, A.V. Glotser, V L. Chimitdorzhiev, A. L. Beglov, E. V. Saplina, E. S. Tokareva, etc.).

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

12. Subject line "English language" (extended content of teaching a foreign language; authors K.M. Baranova, D. Dooley, V.V. Kopylova

and etc.).

13. Subject line "German language" (authors I.L. Bim, L.I. Ryzhova,

L.M. Fomichev).

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

To solve the main tasks of implementing the content of the subject area "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia" of the curriculum for primary general education (clause 19.3 of the Federal State Educational Standard), we recommend using

completed subject line of textbooks "Fundamentals of Religious

Cultures and Secular Ethics”1 (authors A. V. Kuraev, D. I. Latyshina, M. F. Murtazin, G. A. Mindrina, M. A. Chlenov, A. V. Glotser, V. L. Chimitdorzhiev, A. L. Beglov, E. V. Saplina, E. S. Tokareva, etc.).

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

For teachers, these are methodological recommendations, didactic materials, electronic and multimedia applications (CD ROM and DVD discs with lesson scenarios that implement the activity method of teaching, CD ROM and DVD discs with holiday scenarios for students; presentation materials for multimedia projectors for the proposed lesson scenarios and holidays; electronic applications with a system of objective monitoring of the quality of the educational process; software for an interactive whiteboard, DVD video, etc.). These are also work programs, technological maps, highlighting the UUD formed in the lessons, the over-subject course "The World of Activity", which gives the process of forming the UUD great depth and consistency. Finally, this is a system of preparation for work on the Perspektiva teaching materials: a system of seminars, master classes, conferences demonstrating many years of practice in the implementation of the activity method of teaching, a multilevel (full-time and distance) system of advanced training for teachers, Internet support through the websites of the Prosveshcheniye publishing house "- www.prosv.ru, as well as through the Internet resources of the UMC "Perspektiva" http://www.prosv.ru/umk/perspektiva and www.sch2000.ru.

For students, these are a variety of reading books, dictionaries, workbooks and creative notebooks (workbooks for speech development, for practicing reading skills, a block of reference notebooks "Build your own mathematics", notebooks on computer science, life safety, creative notebooks on literary reading, etc. ). The navigation system proposed in the textbooks allows each student to both navigate within the TMC and go beyond it in search of

other sources of information, including educational Internet resources.

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

For methodologists, this is a special scientific and methodological literature that describes the theoretical and methodological foundations of the activity method of teaching L.G. Peterson (DMO), scenarios for conducting refresher courses and consultations for teachers in the regions on the teaching materials “Perspektiva”, a criteria base for assessing the quality of the organization of the educational process of an activity type, advanced training courses for tutor methodologists that form the competence of methodological support for teachers’ self-development at the stage their transition to the implementation of the Federal State Educational Standard, full-time and face-to-face advisory support through the above websites.

For heads of educational institutions, this is scientific and methodological literature describing the process of creating an educational

1 The course was developed in accordance with the instructions of the President of the Russian Federation D.A. Medvedev dated August 2, 2009 No. Pr 2009 (VP P44 46 32).

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

For teachers of pedagogical colleges and universities, this is a scientific and methodological literature that describes the theory and practice of preparing students for the implementation of the activity method of teaching in the Perspektiva teaching method, scenarios for conducting lectures and seminars that implement DME and allow students to form those meta-subject competencies that they must then form in their students. These are programs of special courses on the theoretical foundations of DME and advanced training courses for the teaching staff of pedagogical colleges and higher education institutions.

For the heads of regional education systems, this is a system for monitoring the quality of the educational process in accordance with the Federal State Educational Standards, mechanisms for translating DME into mass pedagogical practice, innovative regional network models for the implementation of the Federal State Educational Standards based on the systemic activity approach of L.G. Peterson and the Perspektiva textbook system, advanced training courses for regional teams of all categories of educators, which make it possible to coordinate the work of all parts of the regional education system at the stage of transition to the Federal State Educational Standard.

Thus, the educational and methodological complex "Perspektiva" is a holistic information and educational environment for primary school, which implements unified ideological, didactic and methodological principles that are adequate to the requirements of the Federal State Educational Standard for the results of mastering the basic educational program of primary general education.

LEADING GOALS AND COMPONENTS OF THE EDUCATIONAL AND METHODOLOGICAL COMPLEX "PERSPECTIVE"

IN THE CONTEXT OF GEF

The main goal of the educational and methodological complex "Perspektiva" is to create an information and educational environment that instrumentally ensures the inclusion of each child in independent educational activities, during which conditions are created for the spiritual and moral development and education of the personality of a citizen of Russia and the reliable achievement of certain personal, metasubject and the subject results of mastering the main educational program of primary general education through the formation of universal educational activities as the basis of the leading educational competence - the ability to learn.

It is the formation of students' ability to learn, abilities for self-change and self-development that most effectively contributes today to their spiritual and moral development, mastering the scientific picture of the world, successful entry into the culture and creative life of society, self-determination and self-realization of the individual (Law of the Russian Federation "On Education", art. 14, National Educational Initiative "Our New School", Federal State Educational Standard).

The fundamental core of UMK "Perspektiva" is the system of textbooks. The system of textbooks "Perspektiva" is integrated into a single ideological, didactic and methodological system that helps the teacher to comprehensively provide the whole range of requirements for the organization of the modern educational process, which is defined by the Federal State Educational Standard as a tool for implementing the current regulatory framework for education.

The ideological basis of the system of textbooks "Perspektiva" is the Concept of spiritual and moral development and education of the personality of a citizen of Russia, aimed at forming in the younger generation a system of values of humanism, creation, self-development, morality as the basis for successful self-realization of the individual in life and work and as a condition for the security and prosperity of the country . The concept of

humanistic school L.F. Klimanova1.

The didactic basis of the system of textbooks "Perspective" is di

dactic system of the activity method L.G. Peterson2, synthesizing, on the basis of a systemic activity approach, ideas that do not conflict with each other from modern concepts of developmental education from the standpoint of continuity with the traditional school (Conclusion of the Russian Academy of Education of July 14, 2006, Prize of the President of the Russian Federation in the field of education for 2002).

The methodological basis of the Perspektiva textbook system is the methodological toolkit of completed subject lines of textbooks in all subject areas of the GEF curriculum (FGOS, section III, clause 19.3) and a specially developed system of information and educational resources that creates conditions for the effective achievement of the modern formation of goals and objectives (subject content, didactic support, methodological support and artistic printing performance).

All components of the EMC "Perspektiva" have undergone extensive practical testing in various regions of Russia with positive results, which makes the solution of the tasks set for education reliable, systematic, predictable, and effective.

IMPLEMENTATION OF THE IDEOLOGICAL BASIS OF GEF - THE CONCEPT OF SPIRITUAL AND MORAL DEVELOPMENT

AND EDUCATION OF THE PERSONALITY OF A CITIZEN OF RUSSIA -

AT EDUCATIONAL METHODOLOGICAL COMPLEX "PERSPECTIVE"

AT The content of all components of the EMC "Perspektiva" has a significant developmental and educational potential that allows the teacher to effectively implement the goals of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen. The most important task of the Russian school - the formation of Russian civic identity, humanistic and democratic value orientations, the education of love and respect for one's Fatherland, the formation of the moral qualities of the creator, the creator - in the Perspektiva UMC is realized through the organization of self-education processes based on a systematic activity approach. As noted by P.P. Blonsky, it is necessary "not to give the student our truth, but to develop his own truth to ours."

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

2 See: Peterson L.G. Activity method of teaching: the educational system "School 2000 ...". - M .: APK and PPRO, UMC "School 2000 ...", 2007.

Thus, the success of education directly depends on the degree of participation of the pupil himself in the formation of his personality, on his involvement in the activities of self-education. Therefore, the key category of the concept of education within the framework of the systemic activity approach is the category of self-change - that basic process through which, in general, the assimilation of a new experience of behavior and activity by a person is carried out.

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

The educational environment of the EMC "Perspektiva", on the one hand, ensures the satisfaction of all the basic needs of children - in safety, belonging, self-affirmation (A. Maslow), and on the other hand, actualizes the fundamental need to test their strength, realize their potential (A.N. . Leontiev). This ensures the inclusion of students in the activity of self-change in the process of mastering cultural moral values, which gives the educational process an informal character and ensures its effectiveness.

The content of textbooks and teaching aids of the EMC "Perspektiva", focused on the formation of the values of the multinational Russian state among students, brings up respect for the national cultures, customs and traditions of all the peoples of Russia. Already at this age, children are aware of themselves as citizens of their country, the significance of their individual efforts for the development and prosperity of their homeland.

Taking into account the peculiarities of various subject areas and age-specific development of younger students, they get acquainted with the nature and history of their country, learn about its past and present, comprehend its spiritual and cultural greatness. At the same time, they get acquainted with the cultures of the peoples of other countries of the world, tolerance is brought up in them, a way

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

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

IMPLEMENTATION OF THE METHODOLOGICAL BASIS OF THE GEF - A SYSTEMATIC ACTIVITY APPROACH (L.G. PETERSON) - IN THE EDUCATIONAL METHODOLOGICAL COMPLEX "PERSPECTIVE"

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

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

1) the technology of organization of the educational process, which implements the activity method;

2) appropriate technology, a system of didactic principles for teaching, educating and supporting the health of children that are adequate to the requirements of the Federal State Educational Standard for the creation of a developing information and educational environment;

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

4) a system for preparing methodological support for teachers.

Technology of the activity method "School 2000 ..."

Based on the general methodological structure of educational activities, the educational process is built in such a way that each student has the opportunity to systematically perform the entire range of universal educational activities defined by the Federal State Educational Standard, while maintaining and strengthening their health and achieving personal, meta-subject and subject results sufficient for successful continuation of education in primary school.

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

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

Table. Universal learning activities performed by students in the lessons of discovering new knowledge on TDM1

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

1. Motivation (self-determination) for learning activities

This stage involves a conscious entry	Self-determination (L);
bringing the student into the space of the classroom	Meaning formation (L);
activities. To this end, it organizes	Goal setting (P);
motivation for learning activities
lesson, that is:	teacher and peers (K)

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

2) conditions are created for the emergence of an internal need for him to be included in educational activities (“I want”);

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

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

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

P - cognitive UUD; K - communicative UUD.



		Continuation

	Brief description of the stages of the lesson	List of UUD GEF performed
	discovery of new knowledge in TDM	students at these stages

2. Actualization and fixation of an individual difficulty in a trial educational action

At this stage, the preparation
students to discover new knowledge, you	analogy, classification, seriation (P);
their completion of a trial educational action and	Extracting the necessary information from
fixing individual difficulties.	texts (P);
Accordingly, this stage involves:
1) updating the studied methods of action	funds (P);
viy, sufficient to build a new
knowledge, their generalization and sign fixation	speech statement (P);
	Submission under the concept (P);
2) actualization of relevant thoughts	Performing a trial learning activity
telny operations and cognitive processes
	Fixing individual difficulty
3) motivation of students for trial training	niya in a trial educational action (P);
mu action and its independent implementation
confluence;	neniya (P);
4) fixing by students an individual
ny difficulties in performing a trial	completeness and accuracy (K);
educational action or its justification.
Completion of the stage is associated with the organization	communications (K);
exit of students in the reflection of the trial	Accounting for different opinions (K);
educational action
	judgment (K)

3. Identification of the place and cause of the difficulty

At this stage, students identify
and the reason for the difficulty.	analogy (P);
To do this, they do the following	Submission under the concept (P);
actions:	Definition of primary and secondary
1) restore completed operations	information (P);
and fix (verbally and symbolically) the place -	Statement and formulation of the problem
step, operation where the difficulty arose;
2) correlate their actions with the one used
method of action (algorithm, concept	Conscious and voluntary construction
etc.) and, on this basis, the fictitious	speech statement (P);
siruyut in external speech the cause of the difficulty	Volitional self-regulation in a situation of difficulty
niya - those specific knowledge, skills or	neniya (P);
abilities that are lacking to solve	Expressing your thoughts with sufficient
of the original problem and problems of this class	completeness and accuracy (K);
or type in general	Arguing your opinion and position in
	communications (K);
	Consideration of different opinions, coordination in
	cooperation of different positions (K);
	Conflict Resolution (K)



		Continuation

	Brief description of the stages of the lesson	List of UUD GEF performed
	discovery of new knowledge in TDM	students at these stages

	4. Building a project for getting out of a difficulty

At this stage, students in communicative		Self-determination (L);
in some form, they are considering the project of future		Meaning formation (L);
educational activities, namely:		Analysis, synthesis, comparison, generalization,
Set a goal;		analogy (P);
Agree on the topic of the lesson;		Self-selection and formulation
Choose a mode;		knowledge goal (P);
Build a plan to achieve the goal;		Search and selection of necessary information
Determine the means, resources and timing.		macia (P);
This process is guided by the teacher: first		Choosing the most effective ways
with the help of an introductory dialogue, then by		problem solving (P);
awakening dialogue, and then with the help		Planning (P);
research methods		Forecasting (P);
		Structuring knowledge (P);
		Conscious and voluntary construction
		speech statement (P);
		Volitional self-regulation in a situation of difficulty
		neniya (P);
		Expressing your thoughts with sufficient
		completeness and accuracy (K);
		Arguing your opinion and position in
		communications (K);
		Accounting for different opinions (K);
		Using Justification Criteria
		niya own judgment (K);
		Planning educational cooperation with
		teacher and peers (K);
		Conflict Resolution (K)

	5. Implementation of the constructed project

At this stage, students put forward a hypo		Meaning formation (L);
theses and build models of the original problem		Analysis, synthesis, comparison, generalization,
situations. Various options offered		analogy, seriation, classification (P);
nye students are discussed, and selected		Volitional self-regulation (P);
the best option, which is fixed		Cognitive initiative (P);
verbally and symbolically in language.		Putting forward hypotheses and their justification
The constructed way of doing things is used
to solve the original problem that caused		Search for the necessary information (P);
difficulty.		The use of sign symbolic
Finally, the general nature		funds (P);
new knowledge and fixed overcoming		Modeling and Model Transformation
previous difficulty		different types (schemes, signs, etc.) (P);
		Establishing cause and effect
		connections (P);
		Independent creation of solutions
		problems of creative and search ha
		racter based on the method of reflexive sa
		mo-organizations (P);
		Conscious and voluntary construction
		speech statement (P);
		Building a logical chain of reasoning
		ny, proof (P);
		Moral and ethical assessment of learning

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

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Introduction

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

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

The significance of this work lies in the fact that the studied aspects can help teachers learn about the essence and structure of teaching materials, which in the future may encourage them to create their own complexes.

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

The purpose of our study is the scientific substantiation of the content of forms and methods for designing an educational and methodological complex in elementary school.

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

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

Conduct an analysis of the structure of educational and methodological complexes;

Investigate UMK "Perspektiva" for compliance with the requirements for the design of an educational and methodological complex.

The object of the study is an educational and methodological complex.

The subject of the study is the methods and methods of designing an educational and methodological complex in elementary school.

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

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

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

The second chapter analyzes compliance with all aspects of the development of an educational and methodological complex using the example of the teaching materials "Perspektiva".

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

1.1 The concept and essence of the educational and methodological complex in pedagogical theory and practice

An educational and methodological complex (EMC) is a set of systematized materials necessary for the implementation of the educational process, ensuring the success of students in cognitive, creative, communicative and other activities.

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

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

The educational demands of the society that changed at the beginning of the 21st century stimulated the transformation of the educational and methodological complex (hereinafter referred to as the EMC), turning it into a component of an open information and educational environment (hereinafter referred to as ISE). The concept of "information and educational environment" is relatively new for Russian pedagogy, therefore it has not received an unambiguous interpretation and is characterized as an open system, a multicomponent complex, a single information and educational space, a system of educational resources or a pedagogical system.

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

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

A distinctive feature of this model is its information redundancy, openness and mobility in a dynamically developing world, focus on the challenges of the information society, the characteristics of regional education systems and the individual needs of the personality of schoolchildren. These principles are implemented with the help of variable WCU shells that are able to quickly respond to changes in the information and educational spaces. At the same time, the core of the model allows the “foundation” of the CCM to withstand when its shells are updated.

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

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

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

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

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

At the heart of any subject and course is an educational (curriculum) program developed in accordance with the requirements of the standard and the concept.

Basic course programs are among the main elements of the normative component of the teaching materials. And the programs of elective and optional courses - to additional resources. Auxiliary - instructions and recommendations that help teachers adhere to the directions given in the concept.

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

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

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

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

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

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

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

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

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

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

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

2) focused on fundamental knowledge, which serves as the fundamental basis for continuous education, the formation of practical skills and abilities;

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

4) is aimed at the independent acquisition of knowledge by schoolchildren, the development of their creative, rather than reproductive thinking (therefore, it should not contain traditional practical work, because the constant acquisition of knowledge is one permanent practical work; the teacher, when working with such a textbook, acts as a leader of independent work of schoolchildren in obtaining knowledge);

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

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

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

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

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

3) the integration of knowledge, which allows solving the problems of the surrounding reality;

4) communication, which involves consideration of all learning from the perspective of the psychology of communication.

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

According to A.V. Khutorsky, a textbook is a complex information and activity model of the educational process that takes place within the framework of an appropriate didactic system and includes the necessary conditions for its implementation.

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

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

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

The second type is a specialized notebook designed to perform a specific function, for example, a practice notebook for the formation and development of practical skills, a simulator notebook for consolidating acquired knowledge and skills and developing creative experience, a control notebook for testing theoretical knowledge and practical skills .

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

No less popular is such a type of workbooks on a printed basis as a notebook-controller or notebook-examiner. The main function is to check the level of assimilation of the studied content and practical skills, which is implemented through a system of thematic and final control and verification work, both in tests and with the help of open tasks.

The combined workbook simultaneously performs the functions of a simulator and a controller.

The presence of several types of workbooks in one TMC allows the teacher to implement an activity-based approach to teaching.

Electronic simulators, special digital editions appeared in the educational component of the teaching materials, allowing teaching students to perform the actions necessary for the formation of special and meta-subject skills using information and computer technologies.

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

An analysis of anthologies and books for reading allowed us to identify several types of manuals of this type. The first type of anthologies is a kind of artistic and literary addition to the textbook. Readers for history courses include mainly historical sources. The most common type of anthologies are short popular science essays. They contain excerpts from scientific papers and reference publications, so the authors recommend using some articles for reading in class followed by a discussion, others for homework when preparing advanced assignments, and still others for compiling abstracts, systematizing tables and other types. transformations of information texts.

The third type of reader is its combination with a textbook, which is reflected in the teaching materials for correctional education.

The combination in one edition of two manuals at once, mandatory and additional material, makes it possible not only to make the reader as accessible as a textbook, but also to organize independent work of schoolchildren with its help after school hours.

The value of an anthology (partly books for reading) is determined by the opportunity to introduce students to different types of texts (scientific, journalistic presentation of the material) and teach them to distinguish them, as well as to master new techniques for working with unadapted texts. Readers, as well as other modern teaching aids, also have their own electronic modifications for courses in history, literature, world art culture, fine arts, music, etc.

The most common auxiliary elements of the educational component of the teaching materials are didactic materials containing source information in a variety of forms (cards, tables, sets of cards with text, numbers or drawings, reagents, models, etc.), on the basis of which students constructively work on educational and game tasks. Didactic materials are demonstrative and handouts, since they are designed for direct work with them by the schoolchildren themselves at various stages of education: when studying and consolidating new educational material, for self-control, etc.

Modern didactic materials are divided into:

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

Collections of tasks and exercises (accompanied by answers that allow you to get additional information);

problem books with entertaining questions (allow to organize the constructive work of schoolchildren in solving an educational or game problem);

· workshops for extracurricular activities (focused on the organization of independent research activities of schoolchildren);

reference books and determinants (used as sources of additional information that allows you to systematize, analyze objects and phenomena, evaluate and forecast).

As an element of a new generation of teaching materials, didactic materials have not only been digitized and become electronic, but include a section called "Development of teaching materials", which helps the teacher to develop their own teaching materials.

In addition, a group of additional resources can be identified in the educational component of the EMC, which include encyclopedias, fiction and popular science literature, educational games, manuals for university applicants, Internet courses, collections of video and photographic materials, natural objects, museum exhibits, media materials (TV, newspapers, magazines, etc.).

Additional and supporting resources of the training component should be related to the program and concept (normative component).

In turn, the educational component is closely connected not only with the concepts and the program, but also with the methodological component of the teaching materials. Currently, the methodological component, as a rule, performs the regulatory and prognostic functions of the teaching materials. The elements of this system should not only be organically interconnected, but also "work" for a comprehensive unification of all IOS resources (Appendix 4).

The methodological component of the teaching materials includes the main elements (methodological aids, methodological recommendations for individual courses, methodological recommendations for certain areas of work, didactic materials, technological maps, assignments for verification work); auxiliary resources (video tutorials, electronic presentations for lessons, materials from work experience); additional resources (local history essays, websites, video recordings of lectures, educational and methodological manuals of regional universities, regional magazines).

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

Some teaching aids also include didactic materials, a list of references, a dictionary. Didactic materials are presented in a variety of ways: in some cases, these are entertaining games, quiz questions, reference logic diagrams, charts, didactic games and crossword puzzles, in others - recommended forms of organizing training, cards with tasks of different levels of complexity.

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

Separate manuals cover general questions of the methodology of studying the school subject, characterize the methods and techniques of teaching, and pay great attention to the description of modern forms and means of teaching. In addition to the traditional course manuals, manuals have been published that highlight the experience of leading teachers.

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

2) manuals “from the work experience” of teachers, the results of approbation, recommendations of the authors on working with the textbook;

3) combined methodological manuals, which present both the recommendations of the authors, and didactic materials, and additional, hard-to-reach sources, the experience of teachers, reference information, short dictionaries, scientific and methodological journals, etc.

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

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

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

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

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

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

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

CCM as a component of an open ITS is distinguished by a set of the following features:

· a common value-target setting for all components of teaching materials (personal results of general education);

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

Targeted, structural and meaningful links of educational and methodological manuals with exemplary and work programs;

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

· single orientation apparatus for all elements of the teaching materials (symbols, footers, indexes, headings, preface, bibliography, table of contents, hyperlinks, etc.);

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

· a unified approach to the creation of measures of educational achievements and educational outcomes.

Currently, in the conditions of the information and educational environment, the subject-information model of the classical WCU, which includes educational and methodological publications with one-way linear links between the components of the WCU, is increasingly turning into a student-oriented, system-activity model of the WCU, based on the ideas of "pedagogy development".

1.3 Principles for the development of an educational and methodological complex in elementary school

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

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

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

3. Carrying out a comparative analysis of an exemplary curriculum, textbooks, teaching aids for the formation of the necessary knowledge and skills.

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

5. Correction of UMK materials

6. Coordination and approval of the CMD.

After the creation of the teaching materials, they are tested in the educational process, during which, by analyzing the results of the current control of students, adjustments are made. After approbation of the CCM, if necessary, it is corrected, supplemented and approved, thus, it is constantly improved.

In more detail, the stages of developing a working version of the CCM can be presented as follows

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

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

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

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

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

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

7. Development of tasks for control points.

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

The structuring of the educational material and the selection technology are based on the implementation of the GEF OO;

The presentation of the educational material is logically consistent;

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

Compliance with modern scientific ideas in the subject area;

Ensuring interdisciplinary communications;

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

Usage for teachers and students is simple and affordable.

Designing a CCM is a labor-intensive and creative task that takes quite a lot of time.

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

Next, the teacher proceeds to develop and create methodological recommendations, a selection of materials on individual support for the development of students, the development of questionnaires, questionnaires, memos for students and parents, the development of scenarios for mass events and cases, game methods.

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

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

UMK can be developed by an individual teacher or a team of teachers, depending on the specifics of the structural unit (studio, club) and the type of additional educational program. EMC is designed to solve a full range of problems that arise in the educational process.

Chapter 2

educational methodical set school

2.1 The concept of "educational kit"

Teaching and Methodological Kit (TMK) - a set of educational products for one class in a specific subject, united by a single content composition and intended for different target audiences (teacher, student).

Educational-methodical set (EMC) is a set of educational and methodical materials and software and hardware tools that contribute to the effective development of the educational material included in the program of the subject course by students.

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

Consider as an example UMK "Perspective".

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

The main objectives of the UMC "Perspektiva" are: general cultural development, personal development, cognitive development, the formation of educational activities, the development of communicative competence.
Each of the subjects of the teaching materials not only provides knowledge, skills, skills, but also helps to form universal learning skills: communication skills, the ability to use sign systems and symbols, perform logical abstraction, comparison, finding common patterns, analysis, synthesis, etc. Formation universal learning skills in elementary school creates a good basis for self-study and self-education in secondary school. The principles of building the educational process: the humanistic principle, the principle of historicism, the communicative principle, the principle of creative activity.

All of the above tasks and principles of education are reflected in the programs, textbooks, teaching aids and teaching aids of the EMC "Perspektiva". The textbooks include blocks related to the generalization, integration and application of knowledge in practice ("Beyond the pages of the textbook"). A distinctive feature of the EMC is that the concepts of "culture", "communication", "cognition", "creativity" are the basis of all academic subjects.

An important condition for the success of the implementation of the program "Perspective" is an individual approach to each student. Textbooks contain tasks of varying degrees of complexity, providing the opportunity to vary the tasks, taking into account the level of preparedness of the student. The choice of tasks that lie in the zone of proximal development of the child, i.e. tasks, the implementation of which involves joint work with the teacher and at the same time requires the mobilization of their own efforts, allowing the student to experience a sense of success and pride in their achievements, makes learning truly developing. Training in the zone of proximal development forms such personal qualities as purposefulness, perseverance, self-confidence, readiness to overcome difficulties.

Training in the "Perspective" package will allow each student to maintain self-respect and interest in learning and discovering something new. Cognitive activity and student initiative are welcome. In textbooks, tasks are offered in such a way as to revive the cognitive activity, curiosity and cognitive interest of the child. The new system directs the child's activity into the sphere of culture and free creativity.

Another advantage of EMC "Perspektiva" is that, studying according to this program, the student at each lesson discovers future topics of study for himself. Education is based on the dialectical principle, when the introduction of new concepts and ideas, initially presented in a visual-figurative form or in the form of a problem situation, precedes their detailed study.

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

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

In addition, the positive aspects of "Perspective" are also the fact that children enter the world of communication in a playful way. The topics of the lessons, the tasks of the textbooks reflect the needs of the student, help him to competently communicate with the outside world, and therefore form a positive motivation for learning. The process of communication here is specially studied by children.

The communicative-cognitive line can be traced in all textbooks of the set. The communicative orientation brings up a culture of relationships, develops interest in the language, respect for the word. Through acquaintance with the world of people, numbers, nature, through self-knowledge, unity with the family, the school team, there is a comprehensive harmonious development of the individual.

The main goal of the Perspektiva textbook system is to create an information and educational environment that ensures the inclusion of each child in independent educational activities, during which conditions are created for the reliable achievement of certain personal, meta-subject and subject results of mastering the main educational program of primary general education through the formation of universal educational actions as the basis of the leading educational competence - the ability to learn.

The fundamental principles of the set are: humanistic, the principle of historicism, communicative and the principle of creative activity. Such a fundamental approach allows organizing the learning process, on the one hand, for the purpose of obtaining knowledge in accordance with the requirements of the new standard, on the other hand, as a means of forming universal learning skills and personal qualities, i.e. development and upbringing of the child.

The ideological basis of the system of textbooks "Perspektiva" is "The concept of spiritual and moral development and education of the personality of a citizen of Russia", aimed at forming in the younger generation a system of values of humanism, creation, self-development, morality as the basis for successful self-realization of the student in life and work and as a condition for security and prosperity of the country.

The didactic basis of the system of textbooks "Perspektiva" is the didactic system of the activity method (L.G. Peterson), synthesizing, on the basis of the methodological system-activity approach, non-conflicting ideas from modern concepts of developmental education from the standpoint of the continuity of scientific views with the traditional school (Conclusion of the RAE dated July 14 .2006, Prize of the President of the Russian Federation in the field of education for 2002).

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

Another advantage of teaching according to the Perspektiva UMC is that the system for constructing educational material allows each student to maintain and develop interest in discovering and learning new things. In textbooks, tasks are offered in such a form that the cognitive activity, cognitive interest and curiosity of the child develop into a need to learn new things, to learn independently. The student at each lesson, as it were, reveals the content of future topics. Education is based on the dialectical principle, when the introduction of new concepts and ideas, initially presented in a visual-figurative form or in the form of a problem situation, precedes their subsequent detailed study. Each textbook is equipped with a system of tasks aimed at developing both the logical and figurative thinking of the child, his imagination, intuition. The textbooks systematically build theoretical material, to which practical, research and creative tasks are proposed, allowing to intensify the child's activity, apply the acquired knowledge in practical activities, and create conditions for the realization of the student's creative potential.

The next feature of EMC "Perspektiva" in the context of its compliance with the requirements of the Federal State Educational Standard is a great opportunity for solving educational problems. The implementation of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen in the EMC is aimed at the formation of a valuable worldview, the education and formation of the moral position of the personality of a junior schoolchild. The teacher solves these tasks in the process of discussing a system of questions, problematic and practical situations, texts aimed at nurturing the kindest feelings, love and interest in his family, small and large Motherland, traditions and customs of the peoples living in Russia, their cultural and historical heritage.

For EMC "Perspektiva" a new methodological support has been developed - "Technological maps" that help the teacher to implement the requirements of the Federal State Educational Standard in the educational process. "Technological maps" is a new methodological toolkit that provides the teacher with high-quality teaching of a new curriculum by moving from lesson planning to designing the study of a topic. The "Technological maps" define tasks, planned results (personal and meta-subject), indicate possible interdisciplinary connections, propose an algorithm for passing the topic and diagnostic work (intermediate and final) to determine the level of mastering the topic by students. The maps are posted on the website of the publishing house "Prosveshchenie" in the "Perspective" for teachers section. In addition, additional Internet resources have been developed for teachers and parents, including lesson development, articles and comments, advisory support for teachers and parents (psychologists, teachers, and authors answer questions from parents and teachers).

2.3 Resource support of UMK "Perspektiva"

"Perspektiva" is an educational and methodological complex (EMC) for elementary grades of general educational institutions, which is a holistic information and educational environment that implements unified ideological, didactic and methodological principles that meet the requirements of the Federal State Educational Standard (FSES).

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

Physical Culture.

English "English in focus" ("Spotlight") (grades 1-4). Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.

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

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

ORKSE. Fundamentals of Orthodox culture.

ORKSE. Fundamentals of Buddhist culture.

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

ORKSE. Fundamentals of secular ethics.

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

Mathematics "Learning to learn."

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

Fundamentals of Orthodox culture.

Fundamentals of Buddhist culture.

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