The text is just for a quick introduction to the topic in in general terms(formulas and drawings may not be displayed accurately). Displayed better in PDF file higher):

Extremely useful, although unfortunately not received
still due distribution in the teaching of mathematics, materials
with a printed base, intended for filling
pupil gaps in texts and drawings. Notebooks with a printed base
(TPO) is the most valuable of these materials.
1. At present, as well as 5-6 years ago, materials from
printed base are still a new kind educational equipment.
There is a need to move to mass them
manufacturing. Of course, it is necessary to think critically
the experience that has already been accumulated.
a) For example, in Latvian SSR notebooks were recently published
mathematics. On the left half of each page of ‘these
notebooks printed examples. Right half of each page
empty. For example! (4a+36)3=….
Examples are located one per line. The student, having received
at the lesson such a notebook, imposes on the empty half
pages Blank sheet paper and against assignments writes his answers.
This makes senseless rewriting unnecessary.
conditions. The answers are written in the form
convenient for verification. The same notebook can be used
repeatedly.
However, this benefit has limited use: it
may contain only such tasks in which we are interested
only answer. Meanwhile, in a notebook with a printed base, you can
include much more diverse tasks.
b) An interesting modification of materials with a printed base
are perforated cards designed by employees
research institute pedagogical sciences Uzbek SSR. At work
the student fastens the card with a sheet placed under it
paper and enters the missing text into the "windows". And here are the materials
can be used repeatedly, but the nature of the tasks
becomes more diverse.
Both of these types of benefits have one thing in common important property: answers
and the texts of the assignments are on different sheets, recalled by another
each other, and for reading it is required to combine them. For example, this
may be inconvenient when parsing in a result class
work. And, of course, the work done on these assignments,
cannot be used in the future (say, to repeat
material).

82 . Task materials.

An additional disadvantage of perforated cards is
the complexity of their manufacture: each card is perforated
in my own way, p. change in shape and location
"windows".
2. Notebooks with a printed base different from those described.
perforated cards so that the student, working with them, writes
their answers directly in a notebook, fills in the left for
gaps for this purpose. This alone makes the use of TPO
preferred over the types of benefits described: TVET
convenient for checking and can be used by the student to
analysis and repetition of the material, as both tasks and answers
students are located together. In addition, TPO may contain
and fundamentally different jobs that require changes to the printed
material in it. These are tasks of the same type as
when working with contour maps in geography, - assignments for
completion of drawings, underlining and strikethrough, inscriptions,
coloring, etc. In the materials described above, such tasks
impossible. True, this makes the use of TPO disposable,
which makes them more expensive. However, these costs are justified,
since TVET is incomparably richer in its didactic possibilities
and notebooks published in Latvia, and developed in
Uzbekistan cards. However, it should be noted that
TPOs are easy to manufacture and do not differ in this respect from
regular brochure.
3. Among the tasks included in notebooks with a printed basis
a significant place is occupied by those that “save students
from pedagogically unjustified copying
conditions, drawings, etc.,
It is with such tasks that a notebook with a printed
basis, compiled by K. S. Muravin (82): Here is a characteristic
task in this notebook. The coordinate grid shows
square” It is proposed to shade the area of ​​the square in
where all points are located, the sum of the coordinates of each of which
over 9.
Everything here is auxiliary,’ not essential from the point of view of
of this task, the constructions are made in advance; student may not
distracted, proceed to its implementation. Working with a drawing -
organic part of the solution, and copying it into a notebook
from a textbook would be of little value to this case operation.
4. With the help of notebooks with a printed base can be given
activity patterns.
a) In each of the components developed by our laboratory
complexes of educational equipment for notebooks with a printed basis
belongs especially important role. In particular, tasks placed
they help students learn new concepts.
Let's take the first two tasks of the notebook as an example.
with a printed basis on the theme "Rectangular parallelepiped and
and its volume.

83 . Task materials.

Task 1. Fill in the gaps in the following
offers.
To find out if a body is rectangular
box:
1) you need to count how many faces it has.
At a rectangular parallelepiped; _________
faces;
2) need to see if all are

Rice. 15 faces of the body are rectangles. Rectangular
box all faces
Task 2. Determine if this body is rectangular
parallelepiped (Fig. 15).
Decision. Let's count how many faces this body has. This
face bodies. At cuboid
__________ faces.
Answer. This body is not _________________.
I would like to draw the reader's attention to the following features.
given tasks.
Relatively few words are omitted from them: we sought
free the student as much as possible from unproductive
for a labor math lesson. Of course, not random
words, but those that will make the student once again
look at the definitions, think about the sequence
operations, etc.
Tasks represent patterns of both design and reasoning
and at the same time require the fulfillment of a strictly defined
activities. At the same time, students are forced to work with the definition,
which in the notebook in question was given here
or before assignments. During these (and other) tasks
the definition was remembered. As the experiment showed, no
no pre-learning required.
So, it is useful to include an explanation in a notebook with a printed basis
how and in what order
operations must be performed during which the assimilation
knowledge. This clarification is often contained in entire job cycles.
For example, when studying the topic "Rectangular parallelepiped
and its scope” students should get an idea
about volume as a number showing how many units of volume
contained in this body.
The activities necessary to master the concept of "volume
rectangular parallelepiped "is to count the unit
cubes into which the given body can be "cut".
In the course of this activity, a convenient way should be opened
Count: formula for calculating the volume of a cuboid.

84 . Task materials.

In the complex of educational equipment on this topic, the
The recalculation of unit cubes is carried out using
various items of educational equipment, including with the help of
tasks 32-34 notebooks with a printed base, which we
cite.
Task 32. Determine the volume of the body (Fig. 16).
Decision. To find out the volume of the body, you need to count how many
This body contains This body contains 4
volume units. So, its volume is _______________ ______.
Answer. The volume of the body is equal.
Task 33. This cube has one of the edges increased by three
times, and the rest of the measurements did not change. Draw the resulting
rectangular parallelepiped (Fig. 17).

parallelepiped.
Decision. To find the volume of a cuboid,
you need to calculate __________5 Answer. The volume of the body is ________,
Task 34. This cube has two dimensions increased by two
times, and the third dimension was not changed. Draw the resulting rectangle
parallelepiped (Fig. 18).
Considering a cube as a unit, determine the volume of a rectangular
parallelepiped.
Answer. The volume of a rectangular parallelepiped is equal to.
However, recalculation of single cubes, of which
the body is folded, - an irrational way to determine the volume.
There is a need for teaching aids to explain
the idea of ​​indirectly counting the number of unit cubes that make up
rectangular parallelepiped. This problem is also solved
with help various items educational equipment,
and in particular tasks 35-37 of a notebook with a printed base.
Task 35. Find the volume of this rectangular parallelepiped
(in cubic centimeters) (Fig. 19).
Decision. The volume of one layer equals cube. see total eat-*
ev ____ . The volume of a rectangular parallelepiped is _________
cube cm.
Answer _________ .

85 . Task materials.

Task 36. The length of the rectangle is 5 cm, the width is 2 cm.
How many cubes with an edge of 1 cm can be placed on this rectangle
in one layer? four layers? Draw the resulting
while rectangular parallelepipeds and determine them
volumes (Fig. 20).
Decision. In one layer on a rectangle, you can place
cubes. Four layers on a rectangle can be placed
_____ cubes-.
Answer. The volume of a rectangular parallelepiped composed
of cubes in four layers, equal to _________ cu. cm,
Task 37. Each dimension of the cube was reduced by three times
(Fig. 21).
1) Draw the resulting cube.
. 2) Divide the bottom base into squares such that
each square could put a small cube.
3) How many small cubes can fit on the bottom base
big cube?
On the lower base of the large cube can fit _____
small cubes.
4) How many small cubes can fit on the front face
big cube? —
On the front face of a large cube, you can fit
small cubes. ■
5) Considering the small cube as a unit, determine the volume of the large
Cuba.
Answer. The volume of the big cube is equal to „
It is easy for students to count the number of unit cubes that make up
a given rectangular parallelepiped, if
when it is divided into cubes. It is easy for the teacher to explain that
the volume of a cuboid is obtained by multiplying
its measurements or by multiplying the area of ​​the base
to height. However, if we limit ourselves to this and immediately go to you—
numbering volumes using formulas, and train students
only in multiplying numbers, they will soon forget
all our reasoning: in their minds, counting cubes will not be connected
with the calculation of volumes by formulas. But the complex provides
gradual "removal of materialization". For example,
for some time, students must determine the volume directly

86 . Task materials.

coal parallelepiped, whose measurements are indicated, telling
and showing how to count single
cubes. Even after students have successfully computed several
times the volume by formulas, it is useful to return (and not one
times) to counting unit cubes. For this purpose, can be used
in particular, tasks similar to task 40 of the notebook
with printed base.
Task 40, Measuring a cuboid
are equal to 6, 3 and 2 units of length (Fig. 22).
1) Determine the volume of this rectangular parallelepiped.
The volume of a rectangular ^parallelepiped is equal to "
The resulting number shows _______________________ _.
2) Draw the unit of volume with which you measured
the volume of the given cuboid.
b) A notebook with a printed base makes it possible to practice
concepts and instill in students the skills to solve typical
tasks. She can also suggest ways to solve non-standard
tasks.-Here, for example, are two tasks from the same notebook.
Task 14. How many centimeters of wire went into production
frame of this rectangular parallelepiped
(Fig. 23)? Solve the problem in two ways.
First way:
1) On the ribs of the lower base, see
2) ___ cm went to the ribs of the upper base.
3) On the vertical ribs, see
,4) In total, _____ cm went to the frame.
Second way:-
1) It went to three unequal edges. ____ cm.
‘ 2) Total went to the frame, see
Task 44. The volume of the first cube is equal to the sum three
the rest (Fig. 24). What is the edge of the first cube?
Decision. According to the table of cubes (see cover1) we find,
what:
The volume of a cube with edge 3 is
1 The table of cubes of numbers of the first hundred is printed on the cover.

87 . Task materials.

The volume of a cube with reb, rum 4 is equal to _____ g
The volume of a cube with edge 5 is _____ *
This means that the sum of the volumes of all three cubes (is equal to 27+’________ +
4- - and this is the volume of the first cube.
According to the table of cubes, we find that its edge is equal to
Answer. The edge of the first cube is
5. The use of materials with a printed base leads to
to a great time saving of the student and the teacher, allows the teacher
implement individual approach every lesson, on time
help lagging students, “load” the strong ones with additional
tasks.
Here is a task that can be used with the indicated
above goals, from the same TPO on the topic "The volume of a rectangular
parallelepiped.
Task 28. According to the table, calculate the floor area
each room, and then the volume of each room. Count up
the total volume of all three rooms

A notebook with a printed base is successfully used even then,
when the problem statement associated, for example, with a drawing,
takes a disproportionate amount of time and effort compared to
with the decision process. Here is an example.
Task 7. Draw the image of the cube (Fig. 25),

88 . Task materials.

Task 8. Circle the edges of the depicted
here is a rectangular parallelepiped,
to make them turn out to be dyed in!
one color (Fig. 26).
6. An important feature notebooks with printed
its basis is its pronounced
didactic focus. C well
with a notebook, the student can
work at home. We are aware of cases where
4th grade students completed all the tasks on their own
tasks of the notebook "Volume of a rectangular parallelepiped".
By selecting the correct sequence of tasks and freeing
student from writing out part of the decision text (offering
this text in ready-made), we thus give him a direction
in problem solving. Such guidance is necessary for the initial
learning new concepts and operations.

89 . Task materials.

,

It is not the first year that spears have been broken in our schools about the use of workbooks for printed basis.

Is it legal to purchase them at the expense of parents? - most actual question, given at school parent meetings in May, that is, at the end of the school year. Some moms and dads are ready to spend money. They trust the advice of teachers, their professionalism. If teachers say to buy training kits, then we will buy them. Let notebooks diversify and complement the educational process, make it more effective. For some parents, a thousand rubles is not the amount that needs to be argued over, if we are talking about the quality of knowledge of their children, if only the adored children would study and develop with dignity. It is understandable: an educated child is a hope for good dividends in the future.

For other parents, every penny counts. They are ready to go into conflict: since secondary education in our country is free, then not only textbooks, but also printed workbooks attached to them should also be free! No arguments of school teachers had any effect on such parents, they filed complaints with the department of education of the mayor's office, the prosecutor's office, it came to litigation. Since no one was in a hurry to give free notebooks to their children, it took the fighters a lot of nerves and health to restore justice.

As explained to us in the Department of Education, workbooks on a printed basis belong to the auxiliary educational literature of individual (one-time) use and are not required for use in educational process. They are designed to organize independent activity students in order to consolidate the acquired knowledge and develop universal learning activities. For organization independent work teachers may also provide other didactic materials.

Since printed workbooks are not included in the federal list textbooks, they cannot be ordered with funds allocated from the regional budget. Workbooks on a printed basis can be bought by parents on a voluntary basis by decision of the class parent meeting. School administration and teachers have no right to require parents to purchase workbooks.

As one mother I know told me, at the end of each school year, a weighty stack called “Workbooks” accumulates in her apartment, which all summer is bashfully shifted from corner to corner, but in the end it still migrates to trash cans. The son-schoolboy moved to the next class - we buy new workbooks.

In her opinion, workbooks are an amazing invention, designed to make the work of the teacher easier and make learning more interesting for the child. AT primary school really children work in these bright manuals with crosswords, rebuses, logic puzzles and coloring quite actively. In the fifth and sixth grades, workbooks are filled at the most by 40 percent, and in some subjects even less. Every summer, mom tries to get her son to complete tasks in workbooks in order to throw them away with a clear conscience. It doesn't work out very well.
So what are workbooks? - the parent asked the question and answered it herself: these are tons of paper and labor costs. These are decent amounts (from 1,500 to 2,500 rubles) that parents spend on them every year. This weighting is already unbearable school bag. And the saddest thing is the disrespect for someone else's work invested in the publication.

“But there is no need to feel sorry for the publishers,” my friend, who has a tenth-grader daughter, expressed her opinion. In her opinion, the release of various books for reading, anthologies, problem books, workbooks, other additional literature, which makes the work of both the teacher and the student easier, is a great business that brings good income to publishers. Otherwise, they simply would not be printed and sold, demand creates supply. The logic of this mother is simple: do you think that workbooks are expensive? You can not donate money to the common cauldron after the parent-teacher meeting in the classroom. Buy everything yourself or print from the Internet, and you can also photocopy notebooks from classmates.

And what do the teachers themselves think about the raised problem? According to Tatyana Kupaeva, Deputy Director for Educational Work at School No. 61, printed workbooks help to diversify the educational process and change the type of activity. Jobs are printed different levels- for weak and strong students, there is a base that is required by the current federal state general educational standards (FSES), good selections verification work by options. The teacher does not write assignments control work on the board, they lie on the desk in front of each student. There are bug fixes. It's convenient and useful. But you can do without it.

Another deputy director for teaching and educational work of school No. 61, Tatyana Yudina, believes that it depends on each teacher how competently he turns the work with a workbook. For example, in grades 1-2, the textbook material is small, and there are printed workbooks to help it. In the 4th grade, the volume of the textbook, on the contrary, is large, so there is not enough time for workbooks. Notebooks are well-designed and well-composed. It is difficult for English teachers to give up workbooks due to the limited material in textbooks.

However, no one is going to force anyone to buy workbooks. Next academic year at school number 61 they ordered a lot educational literature, in particular - free textbooks, the library fund is constantly replenished. If parents wish to voluntarily purchase workbooks, that is their business. They should discuss the issue at the class meeting and make a common decision.

Interesting:
From September 1, 2015, the first thousand Russian schoolchildren will begin to receive knowledge through the computer. The Prosveshcheniye publishing house prepared 415 electronic textbooks for all subjects and for all grades for future testing. Electronic textbooks can be installed on any device, from a desktop computer to a smartphone. They will work in the three most common operating systems: Windows, iOS and Android.

When testing electronic textbook on the different devices the following standard was set: any page or section of the application should open in a maximum of 15 seconds.

Especially for 14 million Russian schoolchildren, one of the companies has developed a tablet computer worth 8,000 rubles. Who will supply the guys with equipment is still unknown.

Olga Pimantieva, Freedom Square

E.V. Makulina, student of FF BSPU

The most important of the tasks that the teacher must solve are the tasks of ensuring the students' solid assimilation of the basics of science, the development of their creative and cognitive abilities, ensuring the connection of learning with life, labor, moral and aesthetic education. For successful solution these tasks the teacher applies various means learning. To help the teacher, we decided to develop a learning tool that allows you to solve a whole range of pedagogical problems.

Such a learning tool is a notebook on a printed basis. The creation of notebooks on a printed basis was carried out by many authors, including A.N. Mansurov, S.A. Chandaeva, A.A. Shapovalov, groups of authors of the Moscow State Pedagogical Institute and Blagoveshchensk State Pedagogical Institute, I.N. Vereshchagin and V.I. Sirotin and others.

Notebooks are designed for physics, geography, English language, ecology, mathematics and other academic subjects. At our faculty, students A.E. Baun, E.A. Volkova, P.G. Starodubov, I.N. Goncharova, A.S. Gladkikh, I.A. Zaitsev.

A characteristic feature of many notebooks is that students, filling in the places specially provided for this, must answer questions, write down individual words or phrases, perform drawings, drawings, solve problems. This feature was taken into account when compiling our notebook, which was called "Notebook physical discoveries".

This learning tool was developed by us on the material of the topic "Pressure solids, liquids and gases." In accordance with the current seventh grade physics textbook by A.V. Peryshkin and N.A. Rodina, it included the following tasks:

Frontal experiments with written instructions, which ensures an individual pace of their implementation;

Questions, the answers to which students fix in a notebook on free lines;

Conclusions after the experiment, for which a special place is allotted;

Homework including:

1) home experiments accompanied by written instructions;

2) a task for the corresponding paragraph of the textbook;

3) "general conclusion"which the student must write down, comparing the knowledge he received in the lesson during the frontal experiments, while doing home experience, and information from the text of the textbook;

4) a task that establishes a connection between the values ​​obtained in the lesson and life.

One of the tasks, for example, sounds like this: "Remember where you observed similar phenomena. Draw and write about it." Free space is provided for recording answers and drawings.

The student completes all the tasks listed above in a notebook and records the results in it. Work on these assignments is provided for in almost every lesson. To the tasks indicated in the notebook, compiled example their implementation, which simplifies control.

Frontal experiments are selected in such a way that students use simple equipment available in each school when working. Some elements are easy to make yourself.

No special equipment is needed for home experiments. Usually, necessary items and materials are available in the house of each student.

A feature of the notebook of physical discoveries is that all tasks are selected in such a way as to maximize the learning process. As the notebook is filled in, students not only acquire skills and abilities, acquire new knowledge, but also develop logical thinking, overcome the formalism of knowledge. Also important is the role of this teaching tool in educating students perseverance, purposefulness, aesthetic tastes and attitudes towards work.

It is difficult, within the framework of student work, to investigate the degree of influence of the notebook of physical discoveries on all of the above aspects of the process of education and upbringing. A graduate of our faculty, I. Zaitseva, has already been studying the notebook as a tool aimed at overcoming the formalism of knowledge among students, A. Bown considered the issue of the formation of skills, and we decided to investigate how the use of this teaching tool will affect the development of the ability to draw conclusions and conclusions, highlight the main.

The learning tool we developed was created to help the physics teacher. By focusing on certain aspects of the learning process, the teacher can correct or change assignments, Special attention on the formulation of conclusions or the aesthetics of drawings, directing the process of mastering knowledge, skills and abilities in the right direction.

________

Lesson #1 Root. One-word words.
root
13SHAP
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Fill in the missing words in the poem:
_________ words are a meaningful part.
Above the words _________________
Holds power.
____________ skillfully line of kinship -
_______________ choose the words. (Wolina)

Exercise #1
____________________________
___________________________

________________________________
Exercise #2

cinquain

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root

word plants

___________________
____________________
_____________________

Homework
Exercise #1
Find the same root words on each line. Remember that words with the same root are similar in meaning and have same root.
Learn, student, student.
Freedom, free, conquer, liberate.
Strength, strongman, athlete, strong.
Sloth, lazy, lazy, lazy.
Water, submariner, underwater, sailor.
Underline the words with the same root, highlight the root.

Exercise #2
The game "Third extra"
find superfluous word. Cross it out.
Yolk, iron, yellow.
Watchmaker, part, hour.
Compasses, circus performer, circus.
Stove, seal, stove.

In single-root words, highlight the root.
Exercise #3
Match these words with the same root. Write them down. Select the root.
Cold, chill, _____________________________________________
Light, shine, _________________________________________________
Boiling water, boil, ____________________________________________
Spruce, _____________________________________________________________
Birch, _______________________________________________________

Lesson #2 Compound words
Exercise #1
Highlight in compound words ah roots (arc) and a connecting vowel E or O between the roots (circle).

Locomotive, polisher, plane, helicopter, icebreaker, vacuum cleaner, steelworker, hayfield, mousetrap, windbreak, deadwood, book lovers, beekeepers.

Exercise #2
Find complex words in the text, indicate from which roots they are formed.

Ice drift began on the Volga. Yesterday there was a snowfall. The beekeeper showed us the apiary. Haymaking has already begun. Beautiful autumn leaves. Lumberjacks
came back home. The sound of a waterfall can be heard in the distance. The angler checked his rods. The pedestrian walked five kilometers.

Exercise #3
Point out difficult words in the text.

Seven in the department - Void
everything is in business! sharpened the question
Pustoved idler
corrected the beret. filled the cauldron
Wastemaker Pustovar
looked proudly. brought up the heat.
Pustoley
Called: "Hurry!" kept track of everything
Thick smoke to the sky
and the cauldron is empty! V. Ivanov
What one word can replace all compound words?
Exercise #4
Compose and write compound words with the root forest. Make up a sentence with one of the words.
Timber carrier, forest park, timber rafting, lumberjack, ________________________________

Exercise #5
Sleep. Insert the missing letters. Highlight the roots and connecting vowels (circle)
Mukhed, chimney, timber rafting, water transport, agriculture, commander, stranger, pedestrian, bird catcher, musk ox.
______________________________________________________________________________________________________________________________________________________________________________________________________

cinquain
Sincwine "5 lines" - poetic form, consisting of 5 lines.
______________
____________________________________
______________________________________
_______________________________________
__________________

Homework
Exercise #1
Compose and write difficult words. Highlight the root, underline the connecting vowels.
He carries weapons, catches flies, breeds sheep, the stars fall, digs the earth, cuts the waves, cooks porridge.
____________________________________________________________________________________________________________________________________
Exercise #2
Guess riddles, write riddles.
1. Brings a glass eye, clicks once and remembers you. ________________
2. Miracle janitor in front of you,
With gripping hands.
In one minute raked
Huge snowdrift. _____________________________
3. I will see the dust - I will grumble,
I will grunt and swallow. ___________________________
4. Not a bird, but flies.
Not a beetle, but a buzz. _____________________
5. Top hole, bottom hole,
And in the middle is fire and water. __________________
Draw the answer!
13 SHAPE \* MERGEFORMAT 1415

Exercise #3
Fill in the missing letters in the words.
Pulmet, eyewitness, platypus, vegetable grower, flycatcher, friendliness, shrew, vodka, digger, fisherman.

Highlight the roots, underline the connecting vowels.

Lesson #3 Ending. The base of the word.
1. Insert the missing words into the poem:
The part of the word that changes
_______________ is called.
The rest of the word
We call __________.
2. Underline the words with zero ending.
Table, fox, shore, river, soap, ringing, house, girlfriend, vase.

difference
¬ stand
·
_________________________
________________________
________________________
_________________________
_______________________________

General: ________________________________________________________________________________________________________________________________

Exercise #1 Read.
Garlic
Lots of garlic useful substances. Garlic juice helps heal wounds. In the past, garlic was used to treat coughs.

Write down the words that are repeated in all three sentences. Pick a base and an ending.

Exercise #2
Complete the sentences by changing the words according to the model.
Sample: Boats are sailing - the boat is sailing
I var II var
Rockets fly - rocket Gardens bloom - garden
Cars are standing - car Raincoats are hanging - raincoat
The winds are humming - the wind The crowds are rushing - the crowd
Snowdrifts grow - snowdrift Calves moo - calf

Identify stems and endings in words.

Exercise #3
Change the words in brackets according to the questions. Highlight the ending and stem in these words.
1. Well treated (to what?)
Carefully handled (with what?) (books)

2. Make demands (to whom?)
Special demand (from whom?) (excellent student)

3. Admire (by whom?)
Look at (who?) (butterfly)

4. Save yourself from (what?)
Avoid (what?) (death)

5. Pay (for what?)
Pay what (travel)

cinquain
Sinkwine "5 lines" - a poetic form consisting of 5 lines.
______________
____________________________________
______________________________________
_______________________________________
__________________

Homework
Exercise #1
Write who has what cubs? Select an ending.
Example: Horse foal.

kitten at ____________ puppy at ______________
goat at _____________ piglet at ____________
bear cubs at ____________ calf at ____________
hares at ______________ squirrels at _____________
wolf cubs at _____________ goslings at _____________

Exercise #2
Fill in the missing endings using the questions what? which? which? Put the question from the highlighted word. Underline the ending and stem of the word.
The water in the stream is clear. The boy picked up a bucket full of mushrooms. A red berry looks out of the grass. There was a round window in the wall. On a good flower and a bee flies. The children were given a new ball. A good word is good for everyone. Kind words are more valuable than wealth.

Lesson #4 Prefix
1. Insert the missing words into the poem

There is ___________ before the root.
___________ is spelled
And with the help of an attachment
_______ are formed.

2. In the alphabetic text, find prefixes and select them
(¬) BPOYURREYUVSHDOFZAKNPNADUTSLZHPROENOTDROS
3. Select prefixes and roots in words:
Redistribution (divide), redistribute (divide), re-election, mix (interfere), race (race), run away (run).
Difference:
¬ form
·
________________________________
_________________________________
_________________________________ Similarity: _________________________________________________
_______________________________________________________________
Exercise #1
Name the opposite actions using prefixes from -, you -.
stick - unstick put in - take out
bring - invest -
bind - let in -
get used to - get in -
fasten - roll -
bring - fly in -
bend - crawl -
Make up sentences with some of them.

Exercise #2
What prefixes can express the beginning, and what - the end of the actions indicated by the verbs given below (for -, for -, from -, re-, for -).
Thundered, shone, worried, rustled, knocked, blossomed, laughed, sharpened.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise #3
Write in two columns the words with prefixes:
under - under -
He put, moved, pillow, footboard, plantain, divided, thought, window sill, made friends, blew, duvet cover, armrest, dozed, trimmed, trimmed, choked, served.

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Selective dictation(write down verbs with prefixes)

The sun mercilessly burned the earth. The birch leaves withered. The horses huddled in the bushes. A blue cloud appeared. She moved quickly, as if someone was pushing her, and soon covered the whole sky. The wind flew in, the dust swirled, the birches bowed, moaned, the glass in the windows trembled (According to G. Markov)

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cinquain
Sinkwine "5 lines" - a poetic form consisting of 5 lines.
______________
____________________________________
______________________________________
_______________________________________
__________________

Form new words
________________________
________________________
________________________
________________________

Homework
Exercise #1
Write down the phrases, choosing the appropriate prefix for the verb (in -, from -, under -, for -, y -, re -, on -, races -, with -)
__ run into the room, __ put up a chair, __ write a letter, __ take mushrooms, __ knit a wound, __ prick a nut, __ beat a nail, __ wrap up a doll, __ swing on a swing, __ confuse letters.

Exercise #2
Write by choosing the correct word
Car _______________ past the house.
____________ grandmother is visiting us. (arrived, passed)

The plane was made by ______________.
In Moscow, passengers will do _________. (landing, transfer)

From the trees _____________ leaves.
Birds ______________ to the south. (fly away, fly away)

Highlight the prefix in the words.
Exercise #3
Draw a picture for the sentence you like above, hide the prefix in it.

13 SHAPE \* MERGEFORMAT 1415

Lesson number 5 Prepositions and prefixes.
Write down phrases
____________________________________________________________________________________________________________________________________

Compare prefix and preposition:

Questions
Prefix
Pretext

1. What is it?

2. What is it used for?

3. How is it spelled?

4. Is it possible to insert a word between ¬ and
·, word and preposition?

5. Can it stand before a verb?
Yes
Never come before a verb.

Underline the words with the prefix do - in the alphabetic text
DORADOSHLADOHOMEDONESWEETPAY
Exercise #1
Write down an excerpt from a poem by S. Ya. Marshak and trace the ratio of prepositions and verb prefixes. Pay attention to the merged and separate spelling. Do you remember if there are prepositions before verbs?
And then you rolled
And did not turn back.
Rolled into the garden
reached the gate
rolled under the gate
ran to the turn
___________
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2
Write the text by opening the brackets. Underline the prepositions, highlight the prefixes.

Old Woman's Pranks - Winters
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·Homework
Exercise #1
Find puns in the poem, indicate prepositions and prefixes. Determine what part of speech these words belong to.

I once climbed into a cart, the foxes decided to bake a rabbit,
and dived into the water from it. And the rabbit from the oven jumped behind the oven.

It would depend on soap - Snowdrifts of snow blizzards swamped,
I would wash my freckles. And the truck, like a barge aground.

(Y. Kozlovsky)
Exercise #2
Correct the errors in the highlighted words, choose the prefix that matches the meaning.

The picture needs to be pasted onto cardboard. Try climbing this tree. A mosquito flew into the room. The dog led the boy out of the forest. Our house stands out from the neighbors by a small stream. You have to sign the application.
Exercise #3
Write by opening brackets. Underline the prepositions, highlight the prefixes.
“I would also like to draw,” said Alice at last.
- (At) a well.
- (Po) draw and (y) inject? - asked the Hare.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Draw pictures for the words:
1) prick 2) at the well

Lesson #6 Suffix

1. Disassemble the words by composition:
Palms, cheeks, backs and tummies.

2. In the alphabetic text, find and highlight the suffixes (^)

ENKRYUVNPIKONYUKUCHIKUSHKONOOKFLONOKNOCHFCHEK

3. Insert the missing words into the poem:
__________ is an important part of the word
They end with ________________.
After __________ he stands
Turning a house into a home
A gun friends in a gun.
Kota Murzik in __________,
And the dog in ____________.

4. Highlight the suffixes in the words:
Wrote, heroic, drew.

Comparison of ¬ and ^.
Similarity:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Difference:

¬ ^
_____________________________
______________________________

Exercise #1
Find the extra word
Hut, garden, porch, tree, window, patio, bench, door.

Exercise #2
Which of the words not only name the object, but also indicate its size? What part of the word contains the meaning of the quantity:
Ladder, river, swamp, hands, pond, knife, boots, bush, domina, melon, beads, little hand, beak, shoe, string, fence, yamina, bag, grain, little book, spider, bridge.
Write in the first column the words that have an augmentative value, and in the second column the words that have a diminutive value and highlight the suffixes:
magnifying diminutive
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exercise #3
Form words with the help of suffixes -ok or -ik.

City - town, oak, wind, mushroom, ball, ball, bridge, bush.
Write the words. Pick out suffixes. Compare words without suffixes and with suffixes. How has the meaning of the word changed?
cinquain
Sinkwine "5 lines" - a poetic form consisting of 5 lines.
______________
____________________________________
______________________________________
_______________________________________
__________________
Form new words
class + n _________________
city ​​+ sk __________________
north + n _________________
september + sc __________________

Homework
Exercise #1
Using suffixes, form words with the meaning of very small and very large from these nouns.
Sample: man - man - man
Fist - , nose - , voice - ., ., leg - ,
hand - .., ., boot - .., ......,
eyes - ., .., hair - , .,
mustache - ., ..
Exercise #2
For the diagrams below, select from the books the words of the corresponding structure according to the model and draw a picture for the word.

1.
·^
· -

3.
·^ -

Exercise #3
What does not happen, circle with a pencil:

^¬
·
·,
·¬¬
·,
e
·^
·, ^
· about
·¬
·

Lesson number 7 Word composition ( morphemic analysis and synthesis)
Exercise number 1.
Write down the phrases that are acceptable in speech. Select the root.
Butter, old man, make jam, do business, do work, treat a guest, sing songs, fry a roast, write a letter, paint with paint, scream with a cry, stare with your eyes.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise #2
Write in 2 columns the words with the prefix re-
a) in the meaning of repetition of action;
b) in the meaning of excessive action (very)
Re-elections, overheated, overworked, rewrote, reloaded, alarmed, overripe, outgrown, rearrangement, rechecked, transferred, oversalted, transplanted, revised, digested, rearranged, moved.
repeat very

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________
Exercise #3
Write down the clue words and sort them out by composition:
1. I don’t argue, not white - 2. Blooms from under the snow
I, brothers, are simpler Before everyone meets spring
I usually grow (..)
In a birch grove.
3. At night at noon at dawn
He carries out his service in secret.
On the trail, on the beach
Blocks the path of the enemy. (..)

_________________________________________________________________

hedgehog - hedgehog

Exercise number 4
Read. What words are highlighted? Are they related words? Why? Which word is primary and which is secondary? Write down a couple of next of kin.
Fountain
I see rain
For a mile -
Rain
Throws in height!
Hey listen
Weird rain.
Why do you
Are you going up? (S. Protasevich)

rain - rain (..)

Homework
Exercise #1
Solve morphological charades and sort these words by composition.
The root is the same as in the word fairy tale,
The suffix is ​​the same as in the word cab,
The prefix is ​​the same as in the word expense. ()

The root is the same as in the word winter,
Suffix and ending as in the word grandfather. (.)

The root is the same as in the word gardener,
Prefix - as in the word transition,
Suffix and ending - as in the word loading (..)
Exercise #2
Select that part in the composition secondary word, with which it is formed, write the primary word.
Sample: calf - elk
Wolf cub - __________, breeze - _________, ostrich cub - _______________,
night - ______________, leaf - ____________.

Lesson #8 An interesting root

+ -
________________________
_________________________
__________________________

A bow is a weapon for throwing arrows. It has a curved part.
Lukoshko - a basket of twigs. They are bent when weaving a basket.
A crafty person is deceitful, cunning. And Lukomorye is a crooked Coast, sea ​​bay.

+ -
________________________
_________________________
__________________________
cinquain
Sinkwine "5 lines" - a poetic form consisting of 5 lines.
______________
____________________________________
______________________________________
_______________________________________
____________________
Homework
Try to make your little “discoveries”: from what words do the words outskirts, snowstorm come from? (Remember the bow lesson)
Outskirts ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Blizzard ______________________________________________________________________________________________________________________________________________________________________________________________________

Lesson #9 Morphemic (word-building) repetition
Exercise #1
Sleep. Find and highlight the prefix that repeats the words. What meaning does she attach to all these words?

The forest rang, groaned, crackled, _________________________
He listened to winter and ran away. (N. Nekrasov) _______________________
A storm covers the sky with darkness _________________________
Whirlwinds of snow twisting, __________________________
Like a beast she will howl, ____________________
That will cry like a child; __________________________
Then on the roof of a dilapidated _____________________
Suddenly straw rustles. ___________________________
The way a belated traveler ___________________________
There will be a knock on our window (A. Pushkin) __________________________

Exercise #2
In what works of oral folk art word-building repetition is used? (Russian folk songs, fairy tales, epics, riddles, proverbs).
Write out from the texts the words formed by one word-formation model.

I have already sowed, sowed flax, ______________________________
I sowed, I said
She nailed it with chabots.
Water spilled over the meadows, ______________________________
Birds flew through the gardens
One bird was left
swayed.

(((
The blue sea calmed down, despondent, ______________________________
Calmed down, dejected fast rivers,
The walking clouds have calmed down, the clouds have become despondent,
The blessed queen reposed

Exercise number 3.
Sleep. Find in the text words with the same root, highlight the root.
I will not return to my father's house,
The ever wandering wanderer
About the departed, over the pond
Let the hemp grower yearn (S. Yesenin)

And even the willows by the pond
I won't let you be weepy.
Let it rain sometimes
Cries under the clouds (L. Zubkova)

I built trenches and pillboxes
Hewn iron and stones.
And I myself from this work
He became iron and stone (Y. Smelyakov)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Word-building repetition

__________________________________
__________________________________
___________________________________
__________________________________
__________________________________

Homework
Exercise #1
Read an excerpt from A. Tolstoy's fairy tale. Which artistic technique used in text? Write out words with a repeating prefix, highlight it.

Pinocchio climbed up the resinous trunk to the top of the Italian pine, standing alone on the field, and from there, he shouted, howled, squeaked at the top of his lungs.
__________________________________________________________________
Reception ____________________________________________________________

Exercise #2
Read the poem by V. Ivanov. What artistic technique is used. Write out single words. Select the root.

About Pan Zlodievsky
AT wonderful city Khishchensk
In a quiet street Kradevskaya
There lived a famous villain
Pan Zlodislav Zlodievsky.
And the wife is a villain,
And daughter - Villain,
And son - Villain,
And the dog is a villain,
And the kitten? And a kitten
Nicknamed - Villain.
There is also a canary
An overbearing villain.
Draw any character from the poem.

Lesson number 10 Words with evaluation suffixes.
grade

+ -
_________________________
_________________________
__________________________
Exercise number 1.
Write out words from the text of epics that have evaluation suffixes and highlight them (^).

He saddled the horse, settled
He put on a silk sweatshirt
He put a Circassian saddle on the sweatshirt

(((
In it, the great power did not decrease,
And in him the heroic heart was not horrified,
At twenty-four hours
He beat this great powerhouse.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise number 2.
In Russian, the suffix - in - stands out in some nouns that call medicines (aspirin, ephedrine, amidopyrine, analgin). How is this feature of the language used in the poem, excerpts from which are given?

Tricky Pharmacy
There are many pharmacies in the world,
Useful to a person.
But I want to open for you
special pharmacy

From the earthworm
He runs without looking back.
In the corner I noticed a spider -
Trembling as if in a fever.
Aspirin won't help.
The poor fellow from chills.
In my pharmacy there is "khrabrin"
For this patient

Trudolyubin saved the boy
From laziness and from nobility,
But at home they keep in reserve
Magic medicine.

Write out the words with suffixes - in -, highlight the suffix.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise number 3.
Now, imagine that you are a doctor and you need to prescribe medicine for unusual patients.
Come boasters
And lazy and liars,
And dirty, with crybabies
I will save you in an instant
Come, I will cure (L. Zubkova)

To braggarts - .., lazy people - ., liars - , dirty people - ., bullies - .
cinquain
Sinkwine "5 lines" - a poetic form consisting of 5 lines.
______________
____________________________________
______________________________________
_______________________________________
____________________

Homework
Exercise #1
Write out from the text of the Russian song words that have diminutive suffixes, highlight them.
Our hostess
She was smart
Everyone in the hut worker
Gave for the holiday
cupped doggy
Washes with tongue.
The mouse collects
Crumbs under the window.
There is a cat on the table
Paw scratches.
Doormat chicken
Sweeps with a broom.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Exercise #2
What is the assessment of the suffixes in the words worker, cat. Take these words apart.
____________________________________________________________________________________________________________________________________
Exercise #3
Draw any character from the song.

FROM THE AUTHOR
Creative notebook “The composition of the word. Word formation" was created to increase the level of knowledge and skills of students in morphemics, as a result of performing exercises aimed at concentrating attention and memory.
Given in the notebook lesson planning 10 lessons ("Root", "Single-root words", "Compound words", "End. Base", "Prefix", "Suffix", "Word composition (morphemic analysis and synthesis)", "Interesting root", "Morphemic word-formation repetition”, “Words with evaluation suffixes”). Each lesson has a homework assignment of 2-3 assignments.
The creative notebook contains a variety of practical tasks morphemic, suggesting vigorous activity schoolchildren who must not only read and write, but draw, guess, work with a dictionary of word structure. The notebook contains exercises related to the division of words into groups, the selection of words with the same root, finding the 3rd extra, entering missing words, letters, being in the text and highlighting prefixes, suffixes; selective write-off and others. It should be noted that the content of the exercises is focused on enhancing the attention and memory of students.
To increase the amount of attention in the creative notebook, I used the technique of comparing a new concept with a previously studied one, so that the features of each concept were clear. I compared the prefix and the root, the prefix and the ending, where they found common and different.
In the notebook there are exercises that are aimed at concentration and noise immunity. For example: Find and select prefixes, suffixes among the alphabetic text, underline the words with a zero ending.
Post-voluntary attention was developed by exercises designed to perform homework where students were involved in active mental activity, tasks are offered: the game "The Third Extra", find puns in the poem, indicate prepositions and prefixes, correct errors in the highlighted words, choose a prefix that is suitable for the meaning; find schemes that do not exist and circle them with a pencil; write out words with a repeating prefix and others.
Arbitrary attention develop exercises that force you to group words according to certain characteristics. For example: Write in the first column the words that have an augmentative value, and in the second column the words that have a diminutive value and highlight the suffixes.
visual memory I activated in children using schemes. For example, compound word schemes
e
·,
·about
Helped to complete the following exercises: make words according to the scheme, insert missing letters in words.
auditory memory helps to remember the material told by the teacher, other students. It is no coincidence that after getting acquainted with the rule in the creative notebook there is a task: Insert the missing words into the poem. To restore the rules in the memory of students.
Associative memory helps junior schoolchild memorize complex grammatical concepts, for this purpose, I use the “double diary” technique in the creative notebook, which helps memorize the material by establishing positive and negative associations. I used this technique when studying the word root, words with evaluation suffixes, when getting acquainted with the multi-valued root "bow" For example:
grade

+ -
five deuce
praise punishment
holiday sadness
I developed hand-motor memory when filling in a conceptual table, where a prefix and a preposition were compared; when coloring a picture on the cover of a creative notebook that helps to remember conventions prefix, root, suffix and ending (¬
·^
·).
cartoons 1607 in Russian "The composition of the word"

Let's start with the fact that in Part 1 of Art. 34 (paragraph 20) “Basic rights of students and measures for their social support and encouragement” enshrined the right of students “to free use of library and information resources, educational, industrial, scientific base educational organization". Importance and significance this issue It is also emphasized by the fact that it is considered in a separate article 35 “Use of textbooks, teaching aids, means of training and education”:

1. Students who master the basic educational programs at the expense of the budgetary allocations of the federal budget, the budgets of the subjects Russian Federation and local budgets within the federal state educational standards, educational standards, organizations implementing educational activities textbooks and teaching aids, as well as educational and methodological materials, means of education and upbringing, are provided free of charge for use during the period of education.

2. The provision of textbooks and teaching aids, as well as educational and methodological materials, means of training and education of organizations engaged in educational activities in basic educational programs, within the limits of federal state educational standards, educational standards is carried out at the expense of the budgetary allocations of the federal budget, the budgets of the constituent entities of the Russian Federation and local budgets.

3. The use of textbooks and teaching aids by students mastering academic subjects, courses, disciplines (modules) outside the federal state educational standards, educational standards and (or) receiving paid educational services is carried out in the manner prescribed by the organization carrying out educational activities.

Unfortunately, Federal Law No. 273-FZ "On Education in the Russian Federation" does not define such concepts as "textbook", "teaching aid", "educational materials", but at the same time in article 2 "Basic concepts, used in this Federal Law" is a definition of the concepts of "means of education and upbringing", which are defined as "instruments, equipment, including sports equipment and inventory, instruments (including musical ones), educational and visual aids, computers, information and telecommunication networks, hardware, software and audiovisual means, printed and electronic educational and information resources and other material objects necessary for the organization of educational activities.

Due to the fact that federal legislation in the field of education does not give definitions to such concepts as “textbook”, “teaching aid”, “educational materials”, this gives rise to a situation where parents refuse to purchase printed notebooks at their own expense, pointing out that the workbook is a teaching aid, without the use of which it is impossible to learn the material from the textbook or the workbook is classified as teaching materials, which is very difficult.

If the legislation in the field of education does not introduce the concepts of "textbook" and "training manual", then surely there is an interpretation of these definitions in other regulatory legal acts of the Russian Federation? Yes, there are documents in which such concepts are fixed. Let's take a look at the most important one - State standard"GOST 7.60-2003. Interstate standard. System of standards for information, library and publishing. Editions. Main types. Terms and definitions”, (introduced by the Decree of the State Standard of Russia dated November 25, 2003 No. 331-st).

AT this document the following definitions are given: "A training set is a set of educational publications intended for a certain level of education and including a textbook, a study guide, a workbook, a reference book." "Textbook - an educational publication containing a systematic presentation academic discipline, its section, part, corresponding curriculum, and officially approved as this type of publication. "A textbook is an educational publication that supplements or replaces partially or completely a textbook officially approved as this type of publication." " Workbook- a textbook that has a special didactic apparatus that contributes to the student's independent work on the development of a school subject. image Having considered these definitions, it becomes obvious that a printed-based workbook (we do not even consider the issue of a "regular" student's school workbook) is considered as a separate category teaching aids and stands out as an independent component of the training kit. Now let's return to the wording of Part 1 of Article 35 of the Federal Law No. 273-FZ "On Education in the Russian Federation" and carefully read - "textbooks and teaching aids are provided free of charge for use during the period of education." So, at the legislative level, no one guaranteed the provision training kits, of which the workbook is a separate component. What else is worth paying attention to - "in use for a while"! It is difficult to use a workbook "for a while".

Until December 2014, based on SanPiN 2.4.7.1166-02, depending on functional purpose in the process of learning, the publications were divided into: a textbook; tutorial; workshop. Educational publications a new generation - a textbook-notebook, an individual workbook, a book for independent work of students, an album-task book, a notebook for creative tasks etc. - should be referred to as workshops. To date, paragraph 2.2 of SanPiN 2.4.7.1166-02 has lost its force on the basis of the Decree of the Main State sanitary doctor RF dated December 2, 2014 No. 78. But even in this document, the workbook did not belong to the textbook, but was considered as a separate category. image Now back to the definition of "textbook" and "tutorial". Both definitions end with the phrase "officially approved as a given type of publication." On the federal level the procedure for the formation of a list of textbooks and other teaching aids was established (order of the Ministry of Education and Science of the Russian Federation dated July 18, 2016 No. 870 “On approval of the procedure for the formation of a federal list of textbooks recommended for use in the implementation of state accreditation educational programs of primary general, basic general and secondary general education”). Thus, not every published educational book can be considered a textbook, and even more so, used in educational process. Very often in practice there are situations when a subject teacher offers parents (legal representatives) of students to buy a manual, which, in his opinion, will better prepare children for the state final certification, deeper reveal the content of the subject at an in-depth level of study of the subject (profile training, in-depth study individual items). It is these situations that begin to give rise to all sorts of complaints to the authorities. executive power various levels. Let's take a look at this situation. At the expense of the budget, only what is allowed (recommended!) is guaranteed by Order of the Ministry of Education and Science of the Russian Federation dated March 31, 2014 No. 253 (as amended on April 21, 2016) “On approval of the federal list of textbooks recommended for use in implementation of educational programs of primary general, basic general and secondary general education with state accreditation” approved a list of textbooks and teaching aids that are purchased at the expense of the budget and issued to students free of charge for use for a while. In this list, we will never find manuals that can be recommended by the teacher for use in learning activities(for example, “USE for 100 points”, etc.), especially workbooks. image This absolutely does not mean that such manuals cannot be used or that they do not meet some requirements, they are simply not included in the federal list of textbooks and teaching aids, and, therefore, cannot be purchased for budgetary funds.

It is absurd to require an educational organization to issue such benefits free of charge for temporary use! The guarantee of free use of textbooks, teaching aids, means of training and education deserves special attention. This guarantee is established exclusively for students mastering the main educational programs implemented within the limits of federal state educational standards. Part 3 of Article 35 of Federal Law No. 273-FZ “On Education in the Russian Federation” states that “the use of textbooks and teaching aids by students mastering academic subjects, courses, disciplines (modules) outside the federal state educational standards, educational standards and ( or) receiving paid educational services, is carried out in accordance with the procedure established by the organization carrying out educational activities.

Therefore, the federal law gives the right to an educational organization to independently establish such a procedure and, most importantly, does not regulate the issues of payment for the use of textbooks and teaching aids. An analysis of such regulation allows us to conclude that it can be carried out both for a fee and free of charge at the discretion of the organization carrying out educational activities.

In this regard, we recommend that the educational organization develop and approve local act, which would regulate the procedure for using the library fund. Recall that such a local act must be agreed with all parties to the participants in educational relations, whose interests it affects. How to avoid a situation where the teacher recommends (sometimes insists) on the need to buy this or that allowance, and parents refuse and complain about the teacher, the educational organization to various executive authorities.

First, such complaints are an indicator low level explanatory work of an educational organization with parents (starting from an ordinary teacher, ending with the headmaster), and secondly, this is an indicator of the low level of legal literacy of the teaching staff who, making such initiatives and requests at parent meetings, do not explain to parents that no one is obliged to purchase such workbooks, manuals at the expense of the budget, and also that this can only be organized on a voluntary basis (we will not this publication address issues of illegal collection Money). Most often, the teacher actually dictates the need to purchase certain notebooks, manuals, and parents only have time to calculate the amount of necessary “investments”.

This style of work only contributes to the fact that the school is "drown" in the disassembly of the letters of disgruntled parents. It is clear that the most important thing in resolving such conflict situations is their prevention, i.e. explanatory work, which must be properly organized in an educational organization: administration with teachers, and the latter, in turn, with the parent community. The school administration has in its arsenal a public information resource- the official website of the educational organization, where it is necessary to place the documents required in accordance with the law, including the educational program of the educational institution, work programs in subjects. I hope it becomes clear to everyone that these documents should clearly indicate all the benefits that are used in the implementation educational program, work program on the subject.

And if it arises conflict situation that the teacher himself generates, then he can be held accountable for such actions. Another thing is when the documents of an educational organization indicate all teaching aids (now we don’t even consider the question “why” the teacher indicated them in work program), and the school principal approved everything .... If an educational organization, in order to implement the standard, indicated other teaching aids in the list of mandatory ones (specifically for students), then here parents have the right to ask other questions!

The last recommendation is to develop a local act of an educational organization that regulates the use of the library fund, especially since part 1 of Article 30 indicates the need to have such a document available, since it regulates educational relations. So, in the "bottom line" - a workbook on a printed basis does not belong to the list of teaching aids that are provided to the student for free. The use of such aids in the educational process can only be on a voluntary basis, while it cannot create situations of restriction of the right of students to receive free education. A printed workbook is paid by parents (legal representatives). http://eduface.ru/consultation/pravo/rabochaya_tetrad_na_pechatnoj_osnove_kto_zhe_platit/