Analysis of educational and methodological complexes on the surrounding world. Comparative analysis of programs on the subject “Environment”

1. This teaching aid implements the activity approach through a number of activity-oriented principles, namely:

a) The principle of learning activities. In accordance with the technology of problem dialogue, students in the lesson participate in the joint discovery of knowledge based on the purpose of the activity formulated by the students themselves. Children develop the ability to set a goal for their activities, plan work to implement it, and evaluate the results of achievement in accordance with the plan. This is supported by the student article “How to Work from a Textbook,” which describes in detail how to study from a textbook, as well as methodological apparatus. The most important activity is the implementation of productive tasks, the answers to which cannot be found in a textbook, but must be obtained as a result of mental actions to analyze and synthesize the information available in it.

b) Principles of controlled transition from activity in a learning situation to activity in a life situation and from joint educational and cognitive activity to independent activity. The educational complex provides a system for the work of the teacher and the class to develop skills in problem solving. At first, together with the teacher, students perform reproductive tasks that allow them to understand the topic, then comes the turn of productive tasks, in which students try to apply the acquired knowledge in a new situation. Finally, at the end of studying the topics, the children solve life problems (simulating real-life situations) and participate in working on projects.

2. In all lessons of learning a new educational complex, it is based on the technology of problem dialogue. In accordance with this technology, in the textbook, starting from grades 2-3, problematic situations are introduced that stimulate students to set goals, questions are given to update the necessary knowledge, and a conclusion is given that students should come to during the lesson. Dividing the text into sections allows you to teach schoolchildren how to draw up a plan. Finally, when presenting material in accordance with this technology, the presentation of educational material itself is problematic.

3-4. The organization of the textbook promotes the use of various forms of learning activities. There are joint educational and cognitive activities with the teacher, work in groups and independent work of children. So, for example, working with textbooks from the surrounding world in the problem-dialogical technology specified by methodological recommendations, a teacher can use textbook tasks to organize frontal, group and individual forms of learning. The tasks formulated in the textbook allow you to use all these forms when creating a problem situation, finding a solution to a problem, and consolidating knowledge. For example, already on the first pages of the 1st grade textbook there are both relatively simple tasks for frontal work (What kind of fairy tale is this? Tell us who is drawn here. How did the wolf help Ivan Tsarevich?), and more complex problem tasks for joint discussion (How is it easier something to do: alone or with friends?), finally, tasks for working in pairs, in which the role of each student is clearly stated (Make up a story with a friend. Let one start, and the other continue). Later, starting from the second half of 1st grade, tasks appear for work in small groups (Play this game with friends. First player: “I can’t do without the book that is printed for me...” Second player: “... a printing house worker who cannot do without...” - and so on. The one who was unable to continue the chain is eliminated from the game.)

Tasks in 2nd and especially 3rd grade become more complicated, the roles of students when working in a group are differentiated (Play the game “Detective”. The goal of the game is to be the first to guess the intended word using the questions asked. One of the players will be a WITNESS, he guesses the word and answers the questions The rest of the players are DETECTIVES. They ask questions and guess the word.)

Starting from the 2nd grade, the educational complex uses tasks for independent work, including homework (task from the workbook: Carry out an experiment. Build a mountain out of sand and clay. Draw it. Then make it rain: water the mountain with a watering can. Draw what happened to mountain Read the conclusion, filling in the words.

5. Teaching and learning on the surrounding world harmoniously combines subject and meta-subject results. Subject skills are listed in the program, the table of requirements in the school diary of the School 2100 educational system, at the beginning of each section of the textbook and next to each task in the notebook for tests and tests. General educational skills (metasubject results) are listed in the student’s diary, and in addition, they are an integral part of the methodological apparatus of the textbook. Thus, organizational skills (regulatory in the terminology of the Federal State Educational Standard), being the most important result of the technology of problem dialogue, are included in the form of symbols in all textbooks. Intellectual (cognitive in the terminology of the Federal State Educational Standard) and evaluative (personal results) are marked in all tasks, starting from 3rd grade. Thus, both the student and the teacher are informed about their success in achieving subject and meta-subject results.

6. The educational complex is based on modern scientific ideas about the age characteristics of students of a given school age. All textbooks were created in accordance with the principle of adaptability and psychological comfort for children.

The specificity of understanding the experience of a modern child is that his experience is unusually broad, but largely virtual, i.e. received not through direct communication with the outside world, but indirectly, through the media and, above all, television. The role of virtual experience will only increase in the future due to the widespread use of the computer and the Internet.

Television is not focused on systematic children's education, although it is becoming the main “window” into the world around us. Therefore, without being able to resist the negative influences of virtual experience, the school should, if possible, use it for educational purposes. This leads to the need to expand the content of the subject “The World Around Us,” which should provide answers to the various needs of children’s experiences, including virtual ones. This textbook allows every student to find answers to questions that interest him.

7. The notebook for tests and tests (in the 1st grade, independent and final) offers an assessment mechanism that allows you to track the dynamics of students’ personal achievements. All tests and tests “monitor” students’ achievements along subject lines of development at three main levels: necessary, program and maximum. They are provided with an indication of the skill that is being tested. At the same time, the tasks are designed in such a way that students themselves can see at what stage of their personal trajectory they are currently located.

As part of the educational system “School 2100”, a technology for assessing educational success has been created and approved by the Russian Academy of Education, which is aimed at involving students in the process of their assessment and developing self-esteem.

8. The educational tasks of this educational complex are designed from the point of view of the development of learning skills in accordance with the age capabilities of children.

1) Regulatory– choose the goal of the activity, act according to the plan, compare your actions with the goal, find and correct errors, check and evaluate the result:

The 1st grade textbook offers problematic questions for students to discuss and conclusions in a frame to check the correctness and effectiveness of actions. Thus, schoolchildren learn to compare their actions with a goal.

A significant part of the lessons of the 2nd grade and all lessons of the 3rd-4th grades include problem situations that allow students, together with the teacher, to choose the goal of the activity (to formulate the main problem (question) of the lesson); the author’s versions of such questions will help to assess the correctness of the students’ actions. The main conclusion given in the framework at the end of all topics in all textbooks without exception will help you check and evaluate the result.

Examples of problem situations:

Textbook for grade 2, part 1 (p. 62)
Lena: It's warmer in the south. It's hot there even in winter.
Misha: What about the South Pole? It's Antarctica!
What do you think: where is it warmer?
Textbook for grade 4, part 1 (p. 12)
Lena: The cells of our body are so delicate! They probably feel good inside the body. But what about those who are outside!?
Misha: Just on the very surface of the body, the cells are not afraid of anything: after all, they are dead.
How can dead cells protect our body?

2) Communication– conduct a dialogue, understand the point of view of another, extract information given in implicit form, be able to formulate a statement:

A system of tasks aimed at organizing communication in a pair or group of students is devoted to the formation of communicative universal educational actions.

Textbook for 1st grade, part 1 (p. 29)
Build a city from cubes. Now let's play as the driver and co-driver of a racing car. The navigator mentally plots the route and explains to the driver where he should go.
Textbook for 1st grade, part 1 (p. 33)
Let's play! Let one of you be a robot and the other an inventor. We carry out tests: the robot searches for a hidden object. The tester gives him commands - words indicating directions.
The 2nd grade textbook teaches students to discover knowledge through dialogue with the teacher. For this purpose, in each topic, the most important material is organized in the form of dialogue. Students listen to a specific question about a drawing, try to answer it, and compare their answer with the more general answer in the textbook. We give an example of text for organizing dialogue in part 1 on p. 26.
Question: Is it possible to reach the horizon?
Answer: It is impossible to reach the horizon: it “runs away” from us all the time. He doesn't even get closer no matter how much we walk. This means that the horizon is not the edge of the earth, but an imaginary line. The land continues behind her.
Question: Look at the ball: you see its “edge”. Will the “edge” of the ball move if you take a step to the side?
Answer: This is exactly how it should be on earth if we walk on the surface of a ball. Looking at the Moon - a spherical celestial body - people began to guess that the Earth also has the shape of a ball. Over time, evidence of this was found.
Continuation of the line of tasks on organizing work in a group. Workbook for grade 2 (p. 32)
You and your seatmate are going on a flight. The starting place is your home school. One of you will be the pilot: he chooses the flight direction and writes it down in the table. Another writes the name of the continent or ocean under the wing. Then you switch roles and continue your journey without flying anywhere twice.
Continuation of the line of tasks on organizing work in a group. Workbook for grade 3 (p. 4)
Play with a friend. One of you names a living being or mechanism, and the other - the source of its energy. If the second player correctly named the energy source, then the players change places. The one who will be the leader more often wins.
In the 2nd grade textbook, part of the time is devoted to teaching children how to prepare messages (reports). For this purpose, a memo is provided to students, the topics of the reports and the text are given in the format of ordinary children's encyclopedias (the topics of the reports do not exactly correspond to the rubric of the “built-in encyclopedia”, etc.).

3) Cognitive– extract information, draw logical conclusions, etc.

A distinctive feature of all textbooks of the educational system “School 2100” and the textbook of the surrounding world in particular is the widespread use of productive tasks, i.e. tasks for which there is no direct answer in the text of the textbook, but only hints. Such tasks allow students to learn how to apply knowledge in a new situation, i.e. to form cognitive universal educational actions. Similar tasks aimed at explaining the world around us are marked in blue in the text of the textbook, starting from grade 3 - the first letter of the first word.

Examples of productive tasks:

1st grade textbook, part 2 (p. 46)
What properties of living organisms can we detect in inanimate objects? What properties of living organisms do they not possess? Find common features and differences in each pair of pictures.
Textbook for 1st grade, part 2 (p. 53)
The little frog jumped and shouted: “I’m green, which means I’m a plant!” What did the smart duckling Quack answer him?
Textbook for grade 2, part 1 (p. 23)
Imagine that you are on a desert island. How do you tell the time without a watch? How do you determine the cardinal directions?
Textbook for grade 4, part 1 (p. 41)
Imagine that you feel all the signals coming from your internal organs and must monitor their work. What difficulties and advantages would you have if you did this?

Another feature characteristic of textbooks in the world around us is the minimax principle, according to which not only the educational material required for study is included (the minimum, which is tested in tests), but also additional material (the maximum). During the lesson, students look for the answer to the question they formulated and learn to find and select the necessary information, checking the accuracy of their work using the conclusion in the box.

4) Personal.

One of the goals of the subject “The World Around us” in the authors’ program is to teach schoolchildren to explain their attitude to the world. This approach allows the teacher not to impose the “correct” attitude towards the environment, but to correct the child’s worldview, his moral attitudes and values. A whole line of development serves these purposes. Starting from grade 3, such tasks in the textbook are marked in red - the first letter of the first word.

Examples of tasks to explain your attitude to the world:

Textbook for 1st grade, part 2 (p. 72)
In what pictures does a person behave like a rational being? Where is he being unreasonable? Explain why you think so.
Textbook for 3rd grade, part 2 (p. 21)
Explain what the words mean to you: “My Motherland is Russia!”
Textbook for 4th grade, part 1 (p. 25)
Formulate your own healthy eating rules and explain their meaning.

9. Children's independence in this educational complex is formed if the teacher, in his lessons and in extracurricular interaction with students, fully and consciously follows such pedagogical technologies as problem-dialogical, assessment of educational success and project-based.

For example, at the end of each section of the textbook there is a life task that allows you to learn to apply the knowledge acquired in this section in everyday situations that may occur. There are also examples of projects that schoolchildren can choose and implement.

10. Control actions in this educational complex are carried out on the basis of the technology for assessing educational success proposed by the authors. Recommendations for conducting control based on students’ self-assessment and comparing this self-assessment with the assessment of class students and the teacher are given in the methodological recommendations for each subject.

The notebooks for testing and control work included in the teaching materials (in 1st grade, independent and final) contain the necessary set for control, including the final one. At the same time, the tasks are provided with instructions on the skills being tested and include multi-level options.

11. This educational complex really creates the conditions for motivating a student to learn by taking into account the age characteristics of children, adequately selected problem situations in lessons, the selection of non-standard productive tasks that activate the intellectual sphere of activity of students, through the design and design of teaching aids that are interesting for children.

12. Author's texts with the participation of cross-cutting characters require collaboration between the teacher and the class in an equal dialogue between readers, and also involve work in pairs and small groups. In the introductory text, students receive information about what the goals of the subject are (Why will we learn?), what ways the authors propose to learn (How will we learn?), and what the authors want students to learn (What will we learn?). Confidential conversation allows you to explain to students the goals of the authors and ensure effective interaction between the student and the textbook under the guidance of the teacher. This is also facilitated by conventional signs, which are explained in detail. It is this co-creation of students and authors that allows us to hope for the achievement of personal, social and cognitive development of students.

13. Each textbook of this educational complex is written personally for each child and is addressed to him. It is expected to work in a personal development trajectory, select tasks, and a system of working on them, focused on the child’s individuality. This approach, characteristic of all authors of this teaching aid, is based on the minimax principle common to the School 2100 OS. Moreover, in each topic, the student can master the content both at the minimum level (tested in tests) and at the maximum level. In this way, the student will be able to build his own individual trajectory for studying the subject.

Analysis of the teaching materials of the course “The World around us” of the educational system “School 2100”

At the present stage of education, schools operate a variety of didactic systems, represented by various programs and proprietary developments.

In order to determine what is the place of formation of ideas about the interrelations of living and inanimate nature among younger schoolchildren, it is necessary to analyze the program material on the surrounding world in elementary school. The program course of the educational system “School 2100” was chosen for analysis.

The program by A.A. Vakhrushev, O.V. Bursky, A.S. Rautian and S.V. Tyrin “World and Man” is one of the quite interesting in terms of structuring the material, although quite complex in terms of work.

The program is aimed at educating a person who is aware of his place and the place of humanity in the world around him, i.e. for the education of biospheric ethics. The latter is impossible without familiarizing the child with the elements of a holistic picture of the world, which should become a kind of personal imperative in his behavior. This is reflected in the peculiar arrangement of the material: an interdisciplinary following from bioecology to global ecology with a parallel consideration of issues of human ecology as a part of nature and at the same time somewhat deviated in its development from animals. At the same time, the meaning of communicating a picture of the world is seen by the authors to be, with a minimum of knowledge imparted to children, to make them conscious participants in life, which in turn presupposes the creative and research nature of the work on the part of both the teacher and the students. That is, it is intended not only to introduce schoolchildren to the image of the world, but also to teach them to use their experience. Therefore, solving problematic creative problems is considered as the main way of understanding the world [goats, p.403].

To facilitate work in the textbook, the main concepts are highlighted in a box at the end of each paragraph, and their interpretation is clearly given in the dictionary (at the end of the manual), in a structured order [goats, p. 405].

In the process of work, students consciously develop the ability to put forward hypotheses and convincingly defend their point of view (look for ways to verify), accept someone else’s position (listen and choose the correct answer), diagnose and predict what is happening. This kind of search orientation makes it possible to prepare a person for constantly changing environmental conditions. Therefore, it is precisely the diverse reflection of the one and its explanation that becomes the subject of this course [goats, p. 406].

1st class. “Me and the world around” (66 hours) - Vakhrushev A.A., Rautian A.S.

What surrounds us (10 hours). Human dependence on nature. Living natural resources: animals and plants. Non-living natural resources: air, soil, water, underground reserves. Forces of nature - wind, sunlight, river flow. The role of natural resources in the human economy. Careful attitude towards natural resources. Solid, liquid and gaseous bodies, their display in Russian. Three states of water: solid (ice, snow), liquid (water), gaseous (steam).

Living inhabitants of the planet (9 hours). Plants, mushrooms, animals, humans are living organisms. Growth, respiration, nutrition, reproduction - properties of living organisms. Mortality of living organisms. Caring attitude towards living inhabitants of the Earth.

Similarities between plants and animals: breathing, nutrition, growth, development, reproduction. Plants are the “breadwinners”. Animals are “eaters”. Variety of plants (flowering and non-flowering plants). Mushrooms. Variety of animals. The connection of living organisms of different “professions” with each other. Their adaptability to their place of life.

Seasons (12 hours). Autumn. Signs of autumn: cooling, short days, falling leaves, ice on puddles. Leaf coloring. Preparing animals for winter.

Winter. Signs of winter. Weather in winter. Snow, snowflake, icicle, frosty patterns. Animals and plants in winter. Help animals.

Spring. Signs of spring: ice drift, snow melting, leaves blooming, birds arriving, plants beginning to bloom, birds nesting. Flowers are primroses. Birds and their nests.

Summer. Signs of summer: long days, short nights, bright sun, thunderstorm (thunder, lightning). Folk signs. All living things bring offspring, ripening fruits. Mushrooms. Journey of water. Rules of behavior during a thunderstorm. Nests and dens of animals.

Excursion to the park "Autumn Nature".

Excursion to the Winter Nature Park.

Excursion to the “Spring Nature” park.

2nd grade. “Our Planet Earth” (68 hours) - Vakhrushev A.A., Rautian A.S.

Introduction (4 hours). Living and inanimate nature.

Earth and sun (16 hours). Determining the time of day and year by the Sun and Moon. Determination of directions by the Sun and the North Star. The main sides of the horizon.

The change of night and day. The main source of light on Earth is the Sun. The rotation of the Earth around its axis is the reason for the change of day and night. The proportionality of the rhythm of human life to the day. Daily regime. Practical work with the globe.

Change of seasons. The life of nature changes with the seasons. The height of the sun above the horizon in different seasons of the year. Changes in the angle of the sun's rays throughout the year. The rotation of the Earth around the Sun is the reason for the change of seasons. The Earth's axis is directed towards the North Star. Due to the tilt of its axis, the Earth turns towards the Sun either with its northern hemisphere (summer of the northern hemisphere) or with its southern one (winter of the northern hemisphere). The earth retains the heat of the sun's rays.

The earth is our common home (11 hours). The interconnection of all living things in an ecosystem. Their mutual adaptability. Cycle of substances.

Natural zones are land areas with similar natural conditions, receiving similar amounts of solar heat and light and changing in a certain order from pole to equator.

Natural areas.

3rd grade. Section 1: “Inhabitants of the Earth” (34 hours). - Vakhrushev A.A., Rautian A.S.

The shell of the planet, engulfed in life (5 hours). The living shell of the Earth is the biosphere. Life is widespread in the region of mutual penetration of the atmosphere, hydrosphere and lithosphere.

Participants in the cycle of substances. Plants are producers and their role in providing food and oxygen. Animals are consumers, their role in limiting the number of plants. Fungi and bacteria are decomposers and their role is in converting dead organisms into mineral nutrients for plants.

The role of the Sun as a source of energy. Storage of solar energy by living organisms.

Ecological system (9 hours). The great cycle in the biosphere connects all ecosystems. An ecosystem is a unity of living and inanimate nature, in which a community of living organisms of different “professions” is capable of jointly maintaining the circulation of substances. Community. Living and nonliving components of an ecosystem. Power circuits. Soil is the unity of living and nonliving.

Lake ecosystem. A swamp is an overgrown lake. Meadow ecosystem. Forest ecosystem.

A field is an artificial ecological system.

An aquarium is a small artificial ecosystem. Non-living (sand, stones, water) and living components of the aquarium. Algae, crustaceans and fish, bacteria. The relationship of all living and non-living components in an aquarium. Possible mistakes of a novice aquarist.

Excursion “Inhabitants of the lake, meadows, forests.”

3rd grade. Section 2: “My Fatherland” (34 hours) - Danilov D.D., Tyrin S.V.

Your family and your homeland in the flow of time (4 hours)

Times of Ancient Rus'. IX - XIII centuries (5 hours)

Times of the Moscow State. XIV - XVII centuries (4 hours)

Times of the Russian Empire. XVIII - early XX centuries (5 hours)

Times of Soviet Russia and the USSR. 1917 - 1991 (4 hours)

Modern Russia (8 hours)

4th grade. Section 1: “Man and Nature” (34 hours) - Vakhrushev A.A., Rautian A.S.

This section contains the following topics:

Man and his structure (14 h)

Origins of Man (2 hours)

Man-made nature (10 hours) Animal husbandry and crop production, their role in the human economy.

Water, its properties. The device of a simple steam engine, a hydraulic press and a jack.

Air, its composition and properties. Balloon.

Rocks and minerals, their use by humans. Precious and ornamental stones.

Metals, their properties. Use of various metals.

Peat, coal, oil and natural gas - fossil fuels, their origin. Steam engine. Internal combustion engine, rocket engine.

Electricity in nature. Human use of electricity. Magnets, their features.

Sound and its properties. Communications and musical instruments. Light and its properties.

4th grade. Section 2: “Man and humanity” (34 hours) - Danilov D.D., Tyrin S.V.

This section is represented by the following topics:

Man and his inner world (9 hours)

Man and society (4 hours)

Picture of the world history of mankind (6 hours)

Man and the many faces of humanity (5 hours)

Man and united humanity (4 hours) [Educational system “School 2100”. Collection of programs. Preschool education. Primary school / - M.: Balass, 2010. - 400 p.]. -WITH. 245-267

In general, the natural history course in its essence has an ecological orientation with a historical and cultural orientation, reflected both in the presented material and in the approaches to its construction. It contains many interesting author’s findings, rich illustrative material, a sophisticated selection of information and experiences, and is also based on the research, problematic, activity-practical principle of obtaining information as fundamental, although it is mainly devoid of socio-historical material. Its effective character and the idea of integrity as the dominant line of construction are reflected in the final result: to understand the world means to know what and why this happens in it, to predict what can happen to it, and to decide how to further behave in it [goats, with .409].

Analysis of textbooks of the educational system “School 2100”

Textbooks are in A4 format; for each class there are 2 parts of the textbook, which undoubtedly makes it easier for a child to use the textbook - it is light in weight, contains large font, and is colorful. All this is due to the age characteristics of a child teaching in primary school.

1st grade, part 1, 2 “Me and the world around”

On the first pages of the textbook there is information for teachers and parents. Further in the content there is material on how to use the textbook. Here the student can get acquainted with the conventions found in the text of the textbook and how he should respond to them.

Each topic starts on a new page. The author of the textbook seems to be conducting an unobtrusive dialogue with the child, which makes the learning process freer in terms of assimilation of information.

Explanatory dictionaries are located at the end of the textbooks.

The relationship between living and inanimate nature is studied in topics about the seasons.

Grade 2, part 1, 2 “Our planet Earth”

Starting from the second grade, in addition to illustrations and diagrams, the textbook also contains photographic materials, which allows the child to better imagine certain objects of the surrounding world.

In part 1 of the textbook, there are 3 applications: 1. Learning to solve life problems; 2. Project “My Country”; 3. Maps (6 different physical maps are placed).

The second part also contains applications: 1. Learning to solve life problems; 2. Project “World Exhibition”; 3. Cards (15 cards); 4. Game “The Path of Humanity.

As in each of the 1st grade textbooks, the second has an explanatory dictionary at the end of the textbook.

The relationship between living and inanimate nature can be seen in topics about natural areas.

Grade 3, part 1 “Inhabitants of the Earth”

On the first pages of the textbook, the authors introduce the student to how to work with the textbook, explain to them why we study, how we will study, and what we must remember. The following is a route to the land of knowledge and from this page the authors introduce the student to their assistants Misha and Lenna.

Part 1 of the textbook contains more text material, printed in smaller font than the textbooks of grades 1 and 2. Lots of colorful diagrams and illustrations.

In this part of the textbook, there are 2 applications: 1. Learning to solve life problems; 2. Project “Let's preserve the beauty of nature.”

At the end of the textbook there is an explanatory dictionary.

The relationship between living and inanimate nature can be traced in Chapter 3 “Ecological system”.

Grade 3, part 2 “My Fatherland”

Here the team of authors has not changed its tradition of introducing students to the structure of the textbook. In the textbook, in each topic, a problematic issue is spelled out, which the heroes of the textbook, Anyuta and Ilyusha, propose to discuss. Next, on the spread of the textbook, there is a map “Journey along the “River of Time” of the Russian Empire.”

The textbook contains 6 chapters regarding the history of our country.

Chapter 1. Your family and your homeland in the stream of time

Chapter 2. Times of Ancient Rus'. 9th-13th centuries

Chapter 3. Times of the Moscow State. 14th-17th centuries

Chapter 4. Times of the Russian Empire. 18th - early 20th century

Chapter 5. Times of Soviet Russia and the USSR. 1917-1991

Chapter 6. Modern Russia.

At the end of the textbook there are 2 applications: 1. Learning to solve life problems; 2. The project “Let’s preserve the history of our native land” and the project “Celebrating public holidays.”

The course of study ends with an explanatory dictionary.

Grade 4, part 1 “Man and Nature”

The first part of the textbook consists of two chapters:

Chapter 1. How the human body works

Chapter 2. Man-made nature

After each chapter, students are provided with applications. In the first chapter there is appendix 1. Learning to solve life problems, and in the second chapter there are appendices: 2. Learning to solve life problems; 3. Repetition. Nature, substances, phenomena; 4. Repetition. Earth is the planet of life; 5. Repetition. Plants and Animals; 6. Repetition. Natural areas. Ecosystems.

At the end of the entire course, an explanatory dictionary is offered.

In the first part of the textbook, the relationship between living and inanimate nature is repeated in Appendices 5 and 6. Where the student is asked questions regarding plants and animals, their relationships, as well as questions regarding natural areas and ecosystems.

Grade 4, part 2 “Man and humanity”

The second part of the textbook consists of two sections. The first section has two chapters with paragraphs included in it.

Section 1. Man

Chapter 1. Man and his inner world

Chapter 2. Man and the world of people

After Chapter 1, students are offered additional material, and after the first section there is Appendix 1. Learning to solve life's problems.

Section 2. Humanity

Chapter 3. Man and the past of humanity

Chapter 4. Man and the many faces of humanity

Chapter 5. Man and united humanity

After Chapter 4, additional material is offered, and after Chapter 5, Appendix 2. Learning to solve life's problems; Appendix 3. Project “My Humanity”.

And upon completion of the material covered, students are offered an explanatory dictionary.

In the second part of the textbook, the relationship between living and inanimate nature is not studied.

Chapter 1 Conclusion

The first chapter is aimed at considering the theoretical foundations of the relationships between living and inanimate nature.

The relationships between living and inanimate nature are characterized: characteristics of environmental factors are presented; The most important environmental factors - temperature, light and humidity - are considered.

Seasonal changes in the life of plants and animals in the Omsk Irtysh region are considered. A description of changes in living and inanimate nature is given according to seasonal frequency: spring, summer, autumn, winter. The concept of “photoperiodism” is considered.

The teaching materials of the course “The World Around us” of the educational system “School 2100” are analyzed. To summarize, we state that the relationship between living and inanimate nature is studied in 1st grade in 4 topics about each season; in 2nd grade when studying natural areas; in grade 3, part 1 - in chapter 3 “Ecological system”; in grade 4, part 1, at the end of the textbook, only questions are given to review natural zones and ecosystems.

Annex 1

Municipal budgetary educational institution

secondary school of Vysokogornensky urban settlement

Vaninsky municipal district of Khabarovsk Territory

I APPROVED

methodological association Director of Municipal Budgetary Educational Institution Secondary School in Vysokogorny

primary school teachers ______________/Zhavnerova L.V./

Protocol No.____ dated __________ “_____”______________2011

Head of the Ministry of Defense, first class

___________ /Soboleva S.A/

Work program on the subject

"The world"

UMK Educational system "School 2100"

The program was compiled by:

primary school teacher

Kadochnikova E.V.

I. Explanatory note

The most important tasks of education in primary school (formation of subject-specific and universal methods of action that ensure the possibility of continuing education in primary school; nurturing the ability to learn - the ability to self-organize in order to solve educational problems; individual progress in the main areas of personal development - emotional, cognitive, self-regulation) are being implemented in the process of teaching all subjects. However, each of them has its own specifics.

The subject “The World around us”, based on the skills acquired in reading, Russian language and mathematics lessons, accustoms children to a holistic, integral, rational (intelligible) comprehension of the world around them, prepares them for mastering the basics of knowledge in primary school, and in relation to the development of personality, its upbringing plays no less, if not more, role compared to other items.

The subject “The World around us” is the foundations of natural and social sciences. The purpose of the course on the surrounding world in elementary school is to comprehend personal experience and teach children to rationally comprehend the world.

Course objectives:

Formation of a holistic picture of the natural and social world with all the diversity of its phenomena.

Formation of an idea of the place and role of man in the world around him.

Development of an emotional and value-based attitude towards the world around us.

Acquaintance with a holistic picture of the world and the formation of an evaluative, emotional attitude towards the world are the most important lines of development of the student’s personality through the course of the surrounding world

Familiarity with the principles of science gives the student the key (method) to understanding personal experience, making it possible to make the phenomena of the surrounding world understandable, familiar and predictable. The subject “The World around us” creates the foundation for a significant part of the basic school subjects: physics, chemistry, biology, geography, social studies, history. This is the first and only subject in school that depicts a wide palette of natural and social phenomena. In the future, this material will be studied in various subjects. Therefore, it is within the framework of this subject that it is possible to solve problems, for example, environmental education and upbringing.

II. General characteristics of the subject

The means of upbringing and education of primary school students is familiarity with a holistic elementary scientific picture of the world. The meaning of communicating a picture of the world is to make a person a conscious participant in life with a minimum of communicated knowledge. It is very important from the very first steps of a child at school to teach him a holistic view of the world. Then the answer to any question a student may have can be easily found, since from the very first steps of studying the world around them, children are taught to look for the place of every natural phenomenon and human economy in it.

Schoolchildren are introduced to broad ideas about the world, which form a system that covers the entire world around them. At the same time, the most important concepts studied in detail (“islands of knowledge”) explain only a small part of the world around them, but the zones of proximal development formed around them make it possible to answer most of the questions that children have. Presenting a relatively complete picture of the world will make it possible to give a creative research character to the process of studying the subject, forcing students to ask more and more new questions that clarify and help to comprehend their experience.

A person must learn to understand the world around him and understand the value and meaning of his actions and the actions of the people around him. And even if a person does not always act in accordance with his knowledge, we must give him the opportunity to live wisely and meaningfully. By regularly explaining his experience, a person learns to understand the world around him. At the same time, he constantly begins to have questions (generated by “islands of ignorance”) that require clarification. All this contributes to the emergence of the habit (skill) of explaining and comprehending one’s experience. In this case, he can learn to do any new task by mastering it on his own.

Another goal of ours is to help the student form a personal perception, emotional, and evaluative attitude towards this world. It is within the framework of this line of development that the tasks of humanistic, environmental, civic and patriotic education are solved.

By achieving these goals, we can hope that our student will be able to use the picture of the world

The activity approach is the main way of acquiring knowledge.

During the learning process, children learn to use the acquired knowledge while performing specific tasks that simulate life situations. Solving problematic creative productive problems is the main way of understanding the world. At the same time, the various knowledge that schoolchildren can remember and understand is not the only goal of learning, but serves only as one of its results. After all, sooner or later this knowledge will be studied in high school. But later, the children will not be able to get acquainted with a holistic (taking into account age) picture of the world, since they will study the world separately in classes in different subjects.

In this case, we use the minimax principle, traditional for School 2100 textbooks. According to this principle, textbooks contain redundant knowledge that children can learn and redundant tasks that students can complete. At the same time, the most important concepts and connections that are included in the minimum content (standard) and make up a relatively small part of the course must be mastered by all students.

Textbooks vary significantly in the amount of material that students can and should learn.

Thus, in general, students should develop the ability to understand and learn about the world around them, i.e. meaningfully apply the acquired knowledge to solve educational, cognitive and life problems.

III. Description of the place of the subject in the curriculum

In accordance with the federal basic curriculum, the course “The World around us” is studied in grade 1 for two hours a week. The total amount of study time is 70 hours. A special place is occupied by excursions and practical work. (Excursions are allocated in a separate block and distributed among sections of the program throughout the year) Their required minimum is determined for each section of the program. Excursions include observations, practical work: observations, experiments, measurements, work with ready-made models, independent creation of simple models. A special place in the program is occupied by the regional component, the hours of which are distributed in accordance with the material being studied.

IV. Description of value guidelines for the content of the academic subject

The value of life is the recognition of human life and the existence of living things in nature as a whole as the greatest value, as the basis for true environmental consciousness.

The value of nature is based on the universal human value of life, on the awareness of oneself as part of the natural world - part of living and inanimate nature. Love for nature means, first of all, caring for it as an environment for human habitation and survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.

The value of a person as a rational being striving for goodness and self-improvement, the importance and necessity of maintaining a healthy lifestyle in the unity of its components: physical, mental and socio-moral health.

The value of goodness is a person’s focus on developing and preserving life, through compassion and mercy as a manifestation of the highest human ability - love.

The value of truth is the value of scientific knowledge as part of the culture of humanity, reason, understanding of the essence of being, the universe.

The value of the family as the first and most significant social and educational environment for the development of a child, ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thereby the viability of Russian society.

The value of labor and creativity as a natural condition of human life, a state of normal human existence.

The value of freedom as the freedom of a person to choose his thoughts and actions, but freedom naturally limited by the norms, rules, laws of society, of which a person is always a member in all social essence.

The value of social solidarity as the recognition of human rights and freedoms, the possession of feelings of justice, mercy, honor, dignity in relation to oneself and to other people.

The value of citizenship is a person’s awareness of himself as a member of society, a people, a representative of the country and state.

The value of patriotism is one of the manifestations of a person’s spiritual maturity, expressed in love for Russia, the people, the small homeland, and in the conscious desire to serve the Fatherland.

The value of humanity is a person’s awareness of himself as part of the world community, the existence and progress of which requires peace, cooperation of peoples and respect for the diversity of their cultures.

Teaching and learning on the surrounding world harmoniously combines subject and personal, meta-subject results.

The personal results of studying the course “The World Around us” in 1st grade are the formation of the following skills:

Evaluate life situations (people’s actions) from the point of view of generally accepted norms and values: in the proposed situations, note specific actions that can be assessed as good or bad.

Explain from the perspective of universal moral values why specific actions can be assessed as good or bad.

Independently determine and express the simplest rules of behavior common to all people (the foundations of universal moral values).

In the proposed situations, based on simple rules of behavior common to everyone, make a choice about what action to take.

The means to achieve these results are the educational material and textbook assignments, which provide the 2nd line of development - the ability to determine one’s attitude to the world.

The meta-subject results of studying the course “The World Around us” in the 1st grade is the formation of the following universal learning actions (UAL).

Regulatory UUD:

Determine and formulate the purpose of the activity in the lesson with the help of the teacher.

Talk through the sequence of actions in the lesson.

Learn to express your assumption (version) based on working with textbook illustrations.

Learn to work according to the plan proposed by the teacher.

The means of forming these actions is the technology of problem dialogue at the stage of learning new material.

Learn to distinguish a correctly completed task from an incorrect one.

Learn together with the teacher and other students to give an emotional assessment of the class’s activities in the lesson.

The means of forming these actions is the technology of assessing educational achievements (academic success).

Cognitive UUD:

To navigate your knowledge system: distinguish new things from what you already know with the help of a teacher.

Make a preliminary selection of sources of information: navigate in the textbook (on the double page, in the table of contents, in the dictionary).

Gain new knowledge: find answers to questions using the textbook, your life experience and information received in class.

Process the information received: draw conclusions as a result of joint work of the whole class.

Process the information received: compare and group objects and their images.

Convert information from one form to another: retell small texts in detail, name their topic.

The means of forming these actions are the educational material and textbook assignments, which provide the 1st line of development - the ability to explain the world.

Communication UUD:

Convey your position to others: express your thoughts in oral and written speech (at the level of a sentence or a short text).

Listen and understand the speech of others.

The means of forming these actions is the technology of problem dialogue (inviting and leading dialogue).

Jointly agree on the rules of communication and behavior at school and follow them.

Learn to perform different roles in a group (leader, performer, critic).

The means of forming these actions is work in small groups (this option for conducting lessons is given in the methodological recommendations).

The substantive results of studying the course “The World around us” in the 1st grade are the formation of the following skills.

1st line of development – to be able to explain the world:

Name surrounding objects and their relationships;

Explain how people help each other live;

Name living and non-living natural resources and their role in human life;

Name the main features of each season.

2nd line of development – to be able to determine your attitude to the world:

Assess the correctness of people’s behavior in nature;

assess the correctness of behavior in everyday life (rules of communication, rules of life safety, traffic rules).

1st class. “Me and the world around” (66 h)

How we understand each other (9 hours) Schoolboy, his responsibilities. School. The hand and index finger are the simplest way to communicate. Hand. The index finger, its role in showing objects. Speech is the main way people communicate. Using a word to name an object, sign, action. Objects that cannot be pointed out with a finger (distant, fabulous, objects in the future).

The benefits of sharing knowledge between people. The transfer and accumulation of life experience is the basis of people's well-being. Source of life experience: own experience, knowledge of other people, books.

The concepts of “right”, “left”, “middle”, “behind”, “in front”, “front”, “behind”, “forward”, “back”, “left”, “right”, “above”, “ below”, “top”, “bottom”, “earlier” and “later”.

How do we know what is in front of us (4 hours) Objects and their signs. The signs are common to other objects and unique. Distinguishing objects by characteristics. Comparing the characteristics of a given item with others. The properties of objects, their parts and actions with them allow us to distinguish objects. Combinations of items. Signs of combinations: objects as signs; objects with certain characteristics.

How do you recognize the world (4 hours) Human sense organs. The eyes are the organ of vision, the ears are the organ of hearing, the nose is the organ of smell, the tongue is the organ of taste, the skin is the organ of touch. Memory is a repository of experience. Mind. Helping parents and teachers help children learn about the world. The book stores the knowledge and experience of people. Encyclopedia.

Your family and your friends (7 hours) Your family and its composition. Mutual assistance in the family. The role of each member in the family, the “professions” of family members. Your help to the family. What qualities should a family have?

Rules for safe behavior at home. Dangerous and toxic substances. How to behave in the kitchen, in the bath. Rules for using electrical appliances. Fire safety rules. Be careful when interacting with strangers and strangers.

Friend and friends. Communication as the interaction of people, the exchange of thoughts, knowledge, feelings, influence on each other. The importance of communication in human life. Ability to communicate. The role of polite words in communication. Smile and its role. Expressing greetings and farewells, gratitude, requests, apologies, refusals, disagreements. How to listen to your interlocutor. Miracles of communication (listening, talking, music, drawings, dancing, etc.). Types of communication in humans and animals, their similarities.

What surrounds us (10 hours) The city and its features. Residential area: houses, streets, parks. Urban transport. Mutual assistance between people of different professions is the basis of city life. Traveling around the city: residential areas, plants and factories, business and scientific center of the city, recreation area. The village and its features. The life of people in villages and villages. Growing plants in vegetable gardens, orchards and fields, raising domestic animals. Rules for safe behavior on the street. Traffic light. Road signs.

The relationship between people of different professions in the process of bread production. Fairy-tale hero Kolobok and his journey. Human economy. The role of natural resources. Extraction from underground storerooms. Making things in factories and factories. Agricultural plants and animals, their help to humans. Agriculture: crop production and livestock production. Service sector. Transport.

Human dependence on nature. Living natural resources: animals and plants. Non-living natural resources: air, soil, water, underground reserves. Forces of nature - wind, sunlight, river flows. The role of natural resources in the human economy. Careful attitude towards natural resources. Solid, liquid and gaseous bodies, their display in Russian. Three states of water: solid (ice, snow), liquid (water), gaseous (steam).

Excursion “Safe road to school”.

Living inhabitants of the planet (9 hours) Plants, mushrooms, animals, humans are living organisms. Growth, respiration, nutrition, reproduction are the properties of living organisms. Mortality of living organisms. Caring attitude towards living inhabitants of the Earth.

Similarities between plants and animals: breathing, nutrition, growth, development, reproduction. Plants feed all the inhabitants of the Earth and saturate the air with oxygen. Plants are “breadwinners”. Animals are more often mobile, looking for prey, eating food. Their “profession” is “eaters”. The protection of living organisms in nature is the most important concern of humans. Variety of plants (flowering and non-flowering plants). Mushrooms. Variety of animals. The connection of living organisms of different “professions” with each other. Their adaptability to their place of life.

Cultivated plants and domestic animals are our friends. A person's concern for them. Dogs are human helpers. Origin and breeds of dogs. Houseplants are aliens from different countries. Plant care (regular watering, light). A rural house and its inhabitants - animals, their use by humans. Taking care of pets. Cultivated plants. Garden, vegetable and field plants are human breadwinners. Fruits and vegetables. Edible parts of plants.

A person, like an animal, breathes, eats and gives birth to young. Similarities between humans and animals. Familiarity with the purpose of various parts of the human body. Man is a rational being. Making things. Actions characteristic of a rational being. Caring for nature.

Ecology is the science of how to live in peace with nature without violating its laws. Rules of behavior in nature. Tasks for students to test their intelligence: what can and cannot be done in nature. Respect for the environment.

Why and why (2 hours) The sequence of events and its reasons. Cause and investigation.

Seasons (12 hours) Autumn. Signs of autumn: cooling, short days, falling leaves, ice on puddles. Leaf coloring. Preparing animals for winter.

Winter. Signs of winter. Weather in winter. Snow, snowflake, icicle, frosty patterns. Animals and plants in winter. Help animals.

Spring. Signs of spring: ice drift, snow melting, leaves blooming, birds arriving, plants beginning to bloom, birds nesting. Flowers are primroses. Birds and their nests.

Excursion to the park "Autumn Nature".

Excursion to the Winter Nature Park.

Excursion to the “Spring Nature” park.

Repetition of the covered material – 5 hours.

Hours at the discretion of the teacher - 4 hours.

No.	Subject	Number of hours (2 hours per week)	Lesson type	Main types of educational activities of students: (N) – at the required level, (P) – at the program level	Type of control	date
	HOW WE UNDERSTAND EACH OTHER – 9 hours.
1	How will we learn	1	ONZ	Познакомиться with the teacher and classmates (N). Study find class, your place in the class, etc. during a tour of the school (H). Познакомиться And discuss rules of behavior at school, features of relationships with adults and peers (N). Model and evaluate various situations of behavior at school and other public places (P). Distinguish forms of behavior that are acceptable or unacceptable in school and other public places (N). Practical work: draw up daily routine (N). Model and evaluate various situations of using words showing direction (N). Work in groups and independently with sources of information about the world around us (P).	WITH
2	I am a schoolboy	1	ONZ		WITH
3	Travel without leaving the classroom	1	ONZ		IN
4	Valuable advice	1	ONZ		IN
5	Why do you need life experience?	1	ONZ
6, 7	Where and where	2	ONZ		WITH
8	Learning to identify top and bottom	1	ONZ		WITH
9	Earlier and later	1	ONZ		IN
	HOW DO WE KNOW THAT THERE IS 4 O’clock AHEAD OF US.
10, 11	Objects and their signs	2	ONZ	Call surrounding objects and their signs (H). Distinguish objects and highlight their signs (N.)	IN
12, 13	Item Combinations	2	ONZ		WITH
SEASONS – 3 hours.
14	Excursion “Autumn in Nature”	1	ONZ	Distinguish Characterize seasons (N). Install connections between the vital functions of plants and animals and season (N). Conduct	WITH
15	Autumn - nature is preparing for winter.	1	RF		IN
16	Autumn life of plants and animals and their preparation for winter in our region.	1	ONZ		IN
HOW YOU KNOW THE WORLD – 4 hours.
17	Our helpers are the senses	1	ONZ	Compare signs of objects and sensory organs with the help of which they are recognized (N). Explain how, with the help of the senses, memory and mind, we distinguish objects and their signs (P). Explain, what role parents, teachers and books play in the formation and education of a person (N).	WITH
18	Our helpers are memory and mind	1	ONZ		IN
19	Parents, teachers and books	1	ONZ		IN
20		1	ONZ		S/R
YOUR FAMILY AND FRIENDS – 7 hours.
21, 22	You and your family. Distribution of household duties	2	ONZ	Prepare a story about the family, household, and professions of family members based on conversations between schoolchildren and parents (N). Practical work: compiling a list of the student’s responsibilities in the family and discussing it with classmates (N). Give examples schoolchildren's care for younger family members, the elderly and the sick (N). Choose optimal forms of behavior in relationships with classmates and friends (N). Model and evaluate various situations of behavior with friends (P). Distinguish forms of behavior that are acceptable or not acceptable in friendship (N). Simulate situations of communication with people of different ages (N). Evaluate real and game communication situations (N). Explain basic rules for handling gas, electricity, water (H). Practical work on mastering the rules of behavior in the house (N). Simulate situations in which it is necessary to know the rules for using the telephone (N). Write down Emergency telephone numbers (N).	IN
23, 24	Learning to be independent. Workshop "Rules of behavior in the house."	2	ONZ P/R		IN
25, 26	You and your friends. Learning to communicate with people of different ages	2	ONZ		IN
27	Repetition and independent work	1	RF		S/R
SEASONS – 3 hours.
28	Excursion “Winter in nature”	1	E ONZ	Distinguish seasons according to signs (N). Characterize seasons (N). Install Conduct group and independent observations on the excursion “Seasons” (P). Application	IN
29	Winter - peace of nature	1			WITH
30	Life of plants and animals in winter.	1	ONZ RF		WITH
31(ppm)	Repetition and independent work	1	RF		S/R
32(ppm)	Final work No. 1	1	TO		AND
33(ppm)		1	ONZ		IN
WHAT SURROUND US – 10 o’clock.
34	The city where we are we live.	1	ONZ	Prepare a story about the activities of people in their hometown (village) based on conversations of schoolchildren with parents, older relatives, and local residents (N). Explain the role of people of various professions in our lives (N). Prepare small reports about the sights of your hometown (village) based on additional information (P). Pick up illustrations, video frames (P) for your message. Fulfill traffic rules during educational games (P). Lose training situations on compliance with traffic rules (N). Познакомиться with safety on the way home during the excursion (P). Characterize different types of transport (N). Demonstrate In the educational game, rules for using different types of transport. Simulate emergency call situations by telephone (P). Characterize the role of the division of labor between people as the basis of their lives (N). Give examples actions of people of different professions in creating the things around us (N). Drive examples of human use of natural resources (N). Analyze examples of human use of natural resources (P). Compare And distinguish natural objects and products (artificial objects). Characterize their properties (P). Compare And distinguish solids, liquids and gases using the example of water and its states (P).	IN
35, 36	Traveling around the city (virtual tour)	1	ONZ RF		WITH
37, 38	Learning to be pedestrians	2	ONZ		IN
39	Human economy	2	ONZ		IN
40	Repetition and independent work	1	RF		S/R
41	Riches of nature	1	ONZ		IN
42	Solids, liquids and gases.	1	ONZ		ETC
43	Repetition and independent work	1	RF		S/R
SEASONS – 4 hours.
44	Excursion “Spring in Nature”	1	E	Distinguish seasons according to signs (N). Characterize seasons (N). Install connections between the vital functions of plants and animals and the time of year (H). Conduct group and independent observations on the excursion “Seasons” (P).	IN
45	Spring: awakening of nature.	1	RF		WITH
46	Awakening the nature of our region.	1	ONZ		IN
47	Final work No. 2	1	TO	Application acquired knowledge and skills in lessons and in life (N).	AND
LIVING INHABITANTS OF THE PLANET – 9 hours.
48	Living and nonliving	1	ONZ	Compare and distinguish objects of living or inanimate nature (N). Group(classify) objects of living and inanimate nature according to distinctive features (P). Distinguish plants and animals, using information obtained through observations, reading, and working with illustrations (N). Compare And distinguish different groups of living organisms according to characteristics (P). Group by names of known wild and cultivated plants, wild and domestic animals (using the example of their area) (N). Group (classify) natural objects by characteristics: domestic - wild animals; cultivated, wild plants (P). Characterize features of wild and cultivated plants, wild and domestic animals (using the example of one’s own area) (P). Give examples edible and poisonous mushrooms (using the example of your locality (N).	IN
49	Plants and animals	1	ONZ		IN
50	Balance in nature	1	ONZ		WITH
51	Pets and indoor plants	1	ONZ		WITH
52	Our helpers are pets and cultivated plants	1	ONZ		IN
53	Repetition and independent work	1	RF		S/R
54	Man is a rational being	1	ONZ	Give examples characteristics of man as a rational being (H). Explain the role of man as a rational being in the surrounding world (P). Discuss in groups and explain rules of behavior in various situations (in the park, in the forest, on the river and lake) (N). Evaluate Conduct debate and analysis of life situations and choose acceptable forms of behavior that do not harm nature in the park, forest, river and lake (P). Evaluate specific examples of behavior in nature (P).	IN
55	Nature and us	1	ONZ		IN
56	Repetition and independent work	1	RF		S/R
SEASONS – 2 hours.
57	Excursion “Summer in nature”.	1	E	Distinguish seasons according to signs (N). Characterize seasons (N).	IN
58	Summer – nature blooms and bears fruit	1	ONZ	Install connections between the vital functions of plants and animals and the time of year (H). Conduct group and independent observations on the excursion “Seasons” (P).	WITH
WHY AND WHY – 2 hours.
59	Why and why	1	ONZ	Giving Examples the simplest cause-and-effect relationships (P).	WITH
60(ppm)	Repetition and independent work	1	RF	Application acquired knowledge and skills in life lessons (N).	S/R
61	Final work No. 3	1	TO		AND
62(ppm)	Learning to solve life problems	1	RF		WITH
63 – 66	Hours at teacher's discretion	4
	TOTAL:	66

The modern school needs a “new” type of teacher. He must be a creative thinker, possessing modern methods and technologies of education, methods of psychological and pedagogical diagnostics, methods of independently constructing the pedagogical process in the conditions of specific practical activities, and the ability to predict his final result.

My pedagogical concept has found scientific, methodological justification in the educational complex "Primary School of the 21st Century" and the educational complex "School of Russia".

I consider the goal of my work: to teach children to learn and at the same time master all the necessary knowledge and skills.

The system of my work is aimed at developing the leading (educational) activity of junior schoolchildren. At each lesson, I create conditions for the formation of its main components: educational and cognitive motives, educational tasks with corresponding educational operations of control and self-control, assessment and self-esteem.

My motto: “Teach and create! Develop and stimulate students’ interest in knowledge!”

Analysis of teaching materials"Primary school of the 21st century"

I worked under the program for four years"Primary school of the XXI century"

According to the site:drofa-ventana.ru

From the 2016-2017 academic year I switched to the “School of Russia” program

Link to the website of the publishing house "Prosveshchenie"

Analysis of teaching materials "School of Russia"

The educational and methodological complex "School of Russia" is built on conceptual foundations common to all academic subjects and has complete software and methodological support. Positive conclusions have been received from the Russian Academy of Education and the Russian Academy of Sciences on the “School of Russia” textbook system and all those included in the unfinished subject lines.

"School of Russia"is an educational and methodological complex (UMC) for primary grades of general education institutions, which ensures the achievement of the results of mastering the basic educational program of primary general education and fully complies with the requirements of the Federal State Educational Standard (FSES).

Program "School of Russia" (FSES)

UMK for 1st grade

Teaching materials for 2nd grade

Teaching materials for 3rd grade

Teaching materials for 4th grade

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Educational and educational complex "School of Russia"

The textbooks in the set are recommended by the Ministry of Education and Science of the Russian Federation; meet the requirements of the current State Standard for Primary General Education; ensure continuity with preschool and basic general education.

Teaching literacy and speech development Goretsky V.G. ABC. Textbook in 2 parts The methodological apparatus of textbooks allows the teacher to build a system of work with both non-reading and already reading students at each lesson. The content of the textbooks includes tasks for diagnostics (“Test yourself”), as well as materials for project activities of first-graders. Electronic application The main element of organizing the material of the electronic application is an electronic demonstration table with highlighted active zones. Each of the selected active zones contains tasks, animations, interactive models, and diagrams.

Goretsky V.G., Fedosova N.A., Copybooks for the “Russian ABC” 1,2,3,4 The copybooks present a system of work on teaching writing, which takes into account the age characteristics of first-graders. The recipes contain entertaining educational material.

Literary reading: A textbook in 2 parts Klimanova L. F., Goretsky V. G., Golovanova M. V. Classic and modern works of different genres will help instill in a child an interest and love for fiction books, broaden his horizons, and develop independent creative thinking.

Boykina M. V., Vinogradskaya L. A. Literary reading: Workbook

Mathematics: Textbook in 2 parts Moro M.I., Volkova S.I., Stepanova S.V. etc. The textbook presents material that allows younger schoolchildren to develop a system of mathematical knowledge, and presents a system of educational tasks aimed at the formation and consistent development of students’ ULD, spatial imagination and mathematical speech. Many tasks allow students to independently set educational goals, monitor and evaluate the progress and results of their own activities. In the electronic application, all lessons are grouped into sections.

Mathematics 1st grade

The world around us: Textbook: 1st grade Pleshakov A.A.

Pleshakov A.A. The world around us: Workbook in 2 parts Workbooks are focused mainly on isolating and carefully practicing the most essential elements of the content of textbooks, provide recording of the results of observations, experiments, practical work, as well as the creative activity of children. Inserts in workbooks for grades 1 and 2 - “My Scientific Diary” - are designed specifically for family activities. It contains tasks that the child, with the help of adults, must complete during the school year.

Methodological support for the course “The World around us” Tests allow the student to test their knowledge; an atlas-identifier that will allow the student to understand the huge variety of natural objects surrounding him. Atlas will become a child’s constant companion during school excursions, lessons, walks with parents, and summer holidays. The electronic application consists of 60 lessons corresponding to the topics of the textbooks. All lessons are grouped into sections “What? Who?”, “Where? Where? As where? When?”, “Why? For what?".

Technology: Textbook, workbook: Rogovtseva N. I., Bogdanova N. V., Freytag I. P. The main objective of the subject “Technology” is to create conditions for students to gain experience in design activities from concept to presentation of the product, mastering techniques for working with paper , plasticine and natural materials, designer. This approach makes it possible to develop in younger schoolchildren regulatory universal actions, personal qualities (neatness, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), the ability to work with information and master basic computer techniques . The workbooks contain templates for products, cut cards, drawings, technological maps and additional material.

Music: Textbook, workbook Kritskaya E. D., Sergeeva G. P. Shmagina T. S. Children study the first Slavic alphabet, created by Cyril and Methodius. acquaintance with Russian folk instruments, Russian folklore.

Nemenskaya L.A. Art. A system of creative tasks is given on the topics to develop artistic thinking, observation and imagination

V. I. Lyakh Physical education: Textbook: grades 1-4 All sections of the textbook form the personal meaning of the teaching, since primary schoolchildren love to talk about themselves, and the words “I”, “Mine” are the main factors of communication for them. For example, read and explain the basics of proper behavior, posture, first aid for injuries, sportswear and shoes; about food and necessary drinking regime, etc.

We wish you success in your studies!

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About educational complex "School of Russia"

Main features"School of Russia" systems are

priority of spiritual and moral development and education of schoolchildren,
personality-oriented and system-activity nature of learning.

Advanced systemdiffers in the focus of educational material, methods of its presentation and teaching methods on the maximum inclusion of students in educational activities. This is reflected in the new artistic design.complex, and in the system of assignments, and inclusion in textbooks of the following headings: “Our projects”, “Pages for the curious”, “Express your opinion”, “Preparing for the Olympiad”, “What we learned. What have we learned”, “Let’s test ourselves and evaluate our achievements”, etc.

All subject lines, including subjects of the aesthetic cycle, form a holistic modern picture of the world in the child and develop the ability to learn. The system includes textbooks for the following courses:literacy, Russian language, literary reading, mathematics, the outside world, fine arts, technology, music, physical education, the foundations of the spiritual and moral culture of the peoples of Russia, computer science and foreign languages.

All textbooks of the system have completed lines from grades 1 to 4, as well as detailed educational and methodological support in the formworkbooks, didactic materials, test papers, lesson developments, reading books, demonstration tables, electronic supplements to textbooks, dictionariesand other benefits.

IN updated programsa modern approach to thematic planning has been implemented, reflecting not only the logic of the deployment of educational material and the logic of the formation of universal educational actions, but also those types of educational activities that are most effective in achieving personal, meta-subject and subject-specific learning outcomes.

The School of Russia textbook system is distinguished by significant educational potential, and therefore effectively implements the approaches laid down in the “Concept of spiritual and moral development and education of the personality of a citizen of Russia,” which is one of the methodological foundations of the federal state educational standard. This is confirmed by the goals laid down in the very concept of the “School of Russia” system and the curriculum for academic subjects for primary school.
One of the leading provisions of the standard isorientation of the content of education towards the formation of family values, cultural, spiritual and moral wealth of the Russian people.

This problem is solved by means of all academic subjects, among which the course occupies a special place“The world around us” by A. A. Pleshakov, where the formation of family values is one of the priorities. The peculiarity of the course is that knowledge of the surrounding world is proposed as a kind of project that is implemented through the joint activities of an adult and a child in the family. The following books are included to support this activity:"Green Pages"atlas-determinant "From earth to sky", "Giant in the clearing, or First lessons in environmental ethics."

The Federal State Educational Standard includes among the fundamentally important results of education in primary school:formation of universal educational actionsas the basis of the ability to learn.
In this regard, the structure and content of the entire system and each textbook are aimed both at organizing various types of student activities and at using modern teaching methods and technologies by teachers. An example would be the organization of learning activities in the classroomRussian language according to the course of V.P. Kanakina, V.G. Goretsky And mathematics according to the course M.I. Moro.

IN Russian language coursecommunicative-speech, system-functional, and personality-oriented approaches to teaching the native language have been implemented.
The tasks in textbooks and workbooks are presented as educational tasks (lexical, phonetic, phonetic-graphic, etc.), the solution of which is associated with the sequential implementation of a number of educational actions. While completing the task, students analyze, explain, compare, group language phenomena, and draw conclusions. The activity-based nature of the course is also consistent with the inclusion in textbooks of assignments for working in pairs, groups, and project assignments.

The methodological apparatus of textbooks allows you to organically combine activities aimed at learning both new material and systematic repetition of previously studied material.

IN mathematics courseThe authors pay special attention to such a presentation of educational material, which creates conditions for the formation of intellectual actions in students, such as actions to compare mathematical objects, carry out their classification, analyze the proposed situation and draw conclusions on identifying different functions of the same mathematical object and establishing its connections with other objects, highlighting essential features and eliminating non-essential ones, transferring mastered methods of action and acquired knowledge to new learning situations.

The methodology for working on word problems has also received further development (the structure of the problem, the stages of solving the problem: analyzing the problem, searching and drawing up a plan for its solution, checking the solution, composing and solving problems inverse to the given problem), including the development of the ability to write down a word problem first using diagrams, using chips and figures, and then using schematic drawings.

Mastering the techniques of comparison, analysis, and classification forms universal educational actions in students, develops the ability to make generalizations, and facilitates the inclusion of children in educational activities not only in mathematics lessons, but also when studying other school subjects.

The Federal State Educational Standard pays great attention to students’ work with information as one of the most important components of the ability to learn. In this regard, the “School of Russia” textbook system has developedspecial navigation system, allowing the student to navigate within the system, as well as go beyond it in search of other sources of information.
Undoubtedly, the value of the School of Russia textbook system lies in the fact that it has characteristics that are very significant for a teacher:fundamentality, reliability, stability, and at the same time openness to new things, compliance with the requirements of the modern information and educational environment. In this regard textbooks on the environment, mathematics and Russian language supplemented electronic applications, the content of which strengthens the motivational and developmental components of the content of the “School of Russia” system.

The School of Russia system of textbooks for primary schools successfully combines the best traditions of Russian education and innovations proven by practice in the educational process. That is why it allows you to achieve high results that correspond to the tasks of modern education, and is the most popular and understandable for the teacher.

Literature: http://school-russia.prosv.ru/

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Educational and training complex "Primary school of the XXI century"built on the same principles for all academic subjectsfundamental principles.
1. Student-centered learningassumes: preservation and support of the child’s individuality; providing opportunities for each child to work at their own pace; creating conditions for mandatory successful activities; training in the zone of “proximal development”, providing timely assistance to each child when learning difficulties arise; creating conditions for the realization of the student’s creative potential.
2. Natural conformity of trainingis considered as compliance of the content, forms of organization and means of teaching with the psychological capabilities and characteristics of children of primary school age, providing assistance to students who experience learning difficulties; creating conditions for the growth of creative potential and the successful development of gifted children. A measure of the difficulty of the content of education for each student, taking into account the pace of his progress in mastering knowledge, skills and universal actions, the level of current mental development and the stage of training.
3. The principle of paedocentrisminvolves the selection of educational content that is most adequate to the needs of children of this age stage of development, knowledge, skills, and universal actions that are most relevant for younger schoolchildren. This takes into account the need for socialization of the child, his awareness of his place not only in the “children’s” world, but also in the school community; mastering new social roles (“I am a student”, “I am a schoolboy”) with a gradual expansion of his participation in the “adult” world. The knowledge and experience of the primary school student in interacting with peers, with other people, with the environment, and the level of awareness of their belonging to human society (rights, responsibilities, social roles) are also taken into account.
4. The principle of cultural conformitymakes it possible to provide the student with the best cultural objects from different spheres of life (science, art, architecture, folk art, etc.) for knowledge, which allows for the integration of connections between the student’s educational and extracurricular activities.
5. Organization of the learning process in the form of educational dialogue (dialogic nature of the educational process)includes the teacher’s orientation towards a democratic style of relationship between teachers and students; giving the child the right to make mistakes, his own opinion, choice of educational task and activity partner. In elementary school, various forms of educational organization are used, during which children learn to cooperate and carry out joint learning activities (pair, group, general collective).
6. Continuity and prospects of training.Establishment of successive connections between the methodological teaching system and preschool, as well as the main link of education.

The UMK system “Primary School of the 21st Century” includes a full set of benefits that ensure the achievement of the requirements of the basic educational program of primary general education:programs and textbooks for all subjects of the primary general education curriculum, study books for them, teaching aids, didactic materials (including electronic educational resources), programs and manuals for extracurricular activities. An integral part of the “Primary School of the 21st Century” system are publications that provide a procedure for assessing the achievement of planned results and pedagogical diagnostics.

The “Primary School of the 21st Century” program fully takes into account the age and individual characteristics of students at the level of primary general education and supports the intrinsic value of this level as the foundation of all subsequent education.Based on the experience of preschool childhood and laying the foundations of subject knowledge and universal educational activities, the “Primary School of the 21st Century” system ensures continuity with the main educational programs of preschool and basic general education.

EXPLANATORY NOTE

The program on the surrounding world was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education (hereinafter referred to as the Standard), taking into account the approximate program for academic subjects and the main idea of the educational complex “Prospective Primary School” - the optimal development of each child based on pedagogical support for his individual age, psychological and physiological characteristics in conditions of specially organized classroom and extracurricular activities.

The purpose of studying the course “The World around us” is to form a holistic picture of the world and awareness of a person’s place in it based on the unity of scientific knowledge and the child’s emotional and valuable understanding of personal experience of communication with adults and peers, with nature; spiritual and moral development and education of the personality of a Russian citizen in the context of the cultural and religious diversity of Russian society.

When selecting educational material on the surrounding world, developing the language of presentation, and the methodological apparatus of textbooks for a completed subject line, the following provisions of the “Prospective Primary School” were taken into account:

Topographical affiliation of the student. This includes both urban and rural schoolchildren, which necessitates taking into account the life experience of a student living both in the city and in rural areas. A selection of material was carried out that takes into account not only what the rural schoolchild is deprived of, but also the advantages that life in the countryside provides. Namely: the richest natural environment, a holistic image of the world, rootedness in the natural, objective and cultural environment, natural rhythm of life, folk traditions, family way of life, as well as a high degree of social control;

Features of the worldview of a schoolchild who, in a city school, has the opportunity to use all the riches of world artistic culture, reference and educational literature provided by the city, and in a rural school, at best, the information potential of the Internet.

Among principles of educational complex “Prospective Primary School” ensuring the development of the content of a completed subject line on the surrounding world, the following became priorities:

The principle of the integrity of the picture of the world, which involves the selection of integrated educational content that will help the student maintain and recreate the integrity of the picture of the world, will ensure awareness of the various connections between its objects and phenomena; inclusion of students in the processes of cognition and transformation of the out-of-school social environment (settlement, district, city) to gain experience in real management and action;

The principle of practical orientation that forms the UUD provides for the possibility of acquiring knowledge through experimental and experimental activities, in the conditions of searching for the necessary information in various sources of information (textbook, reader, workbook, dictionaries, popular science and fiction books, magazines and newspapers, the Internet); through collaboration with adults and peers;

The principle of protecting and strengthening mental and physical health, based on the need to develop children’s habits of cleanliness, neatness, compliance with the rules of personal safety, hygiene, daily routine, and active participation of children in recreational activities (classroom and extracurricular).

The main content lines of the subject “The World around us” presented in the program throughout all four years in three content blocks: “Man and Nature”, “Man and Society”, “Rules for a Safe Life”.

The priority objectives of the 1st grade course are the formation in the minds of students of a single image of the world around them, systematization and expansion of children’s ideas about the family, about school, about the need to comply with the rules of social behavior, about natural objects, and the development of interest in knowledge and experimental activities.

Basic source of knowledge surrounding world by children who cannot yet read - their sense organs. Vision, hearing, taste, smell, and touch help children study the observation of experiments designed to generalize all senses.

Thematic planning is designed, in accordance with the Standard, for integration in one subject area of social science and natural science and provides for the following distribution of hours among content blocks: “Man and Nature” - 187 hours, “Man and Society” - 83 hours. The content of the “Safe Life Rules” block is studied as the first two blocks are studied, as a result of which separate hours are not allocated for its study (the estimated time for studying the integrated content of this block in each class is 4-5 hours).

The goals of studying the course “The World Around us” in elementary school are to form initial ideas about natural and social objects and phenomena as components of a single world; practice-oriented knowledge about nature, man, society; meta-subject universal educational activities (personal, cognitive, communicative, regulatory).

The main objectives of implementing the content, in accordance with the Standard, are:

Preservation and support of the child’s individuality based on his life experience;

Formation of learning skills in schoolchildren, based on the child’s ability to observe and analyze, identify essential features and make generalizations based on them;

Development of skills in working with popular science and reference literature, conducting phenological observations, physical experiments, and simple measurements;

Instilling in schoolchildren a caring attitude towards objects of nature and the results of people’s labor, a conscious attitude towards a healthy lifestyle, the formation of an environmental culture, and skills of moral behavior;

Formation of a respectful attitude towards the family, locality, region, Russia, history, culture, nature of our country, its modern life;

Awareness of the value, integrity and diversity of the surrounding world, one’s place in it;

Formation of a model of safe behavior in everyday life and in various dangerous and emergency situations;

Formation of psychological culture and competence to ensure effective and safe interaction in society.

Implementing the principle of the activity approach, the teaching and learning complex for the course “The World Around Us” in the developing personality-oriented system “Prospective Primary School” considers the learning process not only as the assimilation of a system of subject knowledge, which constitutes the instrumental basis of students’ competence, but also as a process of cognitive development and development students' personalities through the organization of a system of personal, cognitive, communicative, regulatory educational actions. In this regard, the subject content and the methods of action planned for children to master are presented in the educational complex in interrelation and interdependence through a system of questions, tasks, experimental and experimental studies, educational excursions and extracurricular activities.

The problematic nature of the presentation of educational texts in textbooks is achieved through:

Demonstration of at least two points of view when explaining new material;

Going beyond the textbook into the area of dictionaries, reference books and the Internet;

A system of observations, experimental and experimental studies of the phenomena of the surrounding world;

A special location of questions and tasks that focus students on the creative work of researchers and discoverers of patterns and rules;

Illustrative material (photos, tables, maps, paintings, etc.).

GENERAL CHARACTERISTICS OF THE SUBJECT

The specificity of the subject “The World around us” is that it has a clearly integrated character, combining natural science, history, social science and other knowledge in equal measure, which makes it possible to familiarize students with some provisions of the natural and social sciences that are understandable to them. The integrated nature of the course itself, as well as the implementation of interdisciplinary connections with literary reading, Russian language, mathematics, technology in the educational complex “Prospective Primary School” ensure the full formation in children of a holistic picture of the world, awareness of a person’s place in this world, determination of their place in the near future. environment, in communication with people, society and nature.

The course of primary education on the surrounding world is aimed at familiarizing students with some elementary ways of studying nature and society by methods of observation and experimentation, identifying and understanding cause-and-effect relationships in the world surrounding the child, using a variety of material about the nature and culture of the native land.

With the introduction of the Standards, the most important task of education in primary school becomes the formation of universal (meta-subject) and subject-specific methods of action that ensure the possibility of continuing education in primary school. This problem is solved during the educational process by all areas of the integrated course “The World Around us”, each of which has its own specifics.

A system of various forms of organizing educational activities is provided by interdisciplinary connections of content and methods of action aimed at the personal, social, cognitive and communicative development of children.

For example, to develop in schoolchildren the general educational skill of “searching for (checking) necessary information in dictionaries and reference books,” it is not enough that dictionaries and reference books of various kinds be included in all textbooks. In this regard, in textbooks for grades 1-4 on the world around us, situations are systematically created when the use of dictionaries, reference books, and the Internet is really necessary (without their use, learning new material or solving a specific problem situation is impossible).

A choice of sources of additional information (reader on the world around us, books and magazines in the library, Internet sites, reference books and dictionaries from textbooks on other subjects, additional material in the textbooks “Preparing for the School Olympiad”);

Participation in the work of the scientific club of junior schoolchildren “We and the world around us” or project activities in the calculation and design bureau through correspondence with the club’s activists or via the Internet;

Social games in the classroom (the role of a consultant, experimenter, speaker, chairman of a junior school student’s science club meeting, etc.);

The educational texts of the textbooks in the set are constructed taking into account the possibility of assessing educational achievements (both by the student and the teacher), primarily:

Self-check and mutual check tasks (work in pairs);

Tasks of increased complexity, olympiad tasks, introductory tasks and control tasks for members of the scientific club of junior schoolchildren;

A veiled demand to be careful when reading the text.

The structure of each textbook provides a variety of forms for organizing the educational activities of schoolchildren with a system of special tasks, where the student acts either in the role of a student, then in the role of a teacher (consultant, experimenter, chairman of the meeting), or in the role of an organizer of the educational activities of the class team. The educational process uses: observations of nature and social life; practical work and experiments, including research ones; creative tasks; didactic and role-playing games; educational dialogues; modeling of objects and phenomena of the surrounding world.

A new form of organizing an educational lesson - a school club meeting - allows the teacher to transfer to students the functions of conducting a fragment of the lesson, and subsequently the lesson itself to the students. In practice, this is the organization of a special semantic space in the classroom, within which students can move from one mode of educational activity to another: from playing to reading, from experimenting to group discussion, from reproducing educational material to research.

PLACE OF THE SUBJECT IN THE CURRICULUM

Value guidelines for the content of the academic subject

In accordance with the Model curriculum for educational institutions using the educational complex “Prospective Primary School” (option 1 - in accordance with the requirements of the second generation standard), the course of the surrounding world is presented in the subject area “Social studies and natural science”, studied from grades 1 to 4. two hours a week. Moreover, in the 1st grade the course is designed for 66 hours (33 academic weeks), and in each of the other classes - for 68 hours (34 academic weeks).

The total amount of study time is 270 hours.

Taking into account the significant potential of the educational subject in solving the problems of spiritual and moral development and education of students, the following value guidelines for the course content have been identified:

Nature - evolution, native land, protected nature, planet Earth, environmental consciousness;

Science is the value of knowledge, the desire for knowledge and truth, the scientific picture of the world;

Humanity - world peace, diversity and respect for cultures and peoples, human progress, international cooperation;

Labor and creativity - respect for work, creativity and creation, determination and perseverance, hard work;

Patriotism - love for the Motherland, one’s land, one’s people, service to the Fatherland;

Social solidarity - personal and national freedom; respect and trust in people, institutions of the state and civil society;

Citizenship - duty to the Fatherland, rule of law, civil society, law and order;

Multicultural world, freedom of conscience and religion, concern for the welfare of society;

Family - love and loyalty, care, help and support, equality, health, prosperity, respect for parents;

Personality - self-development and improvement, the meaning of life, internal harmony, self-acceptance and self-respect, dignity, love of life and humanity, wisdom, the ability to make personal and moral choices;

Traditional religions are ideas about faith, spirituality, human religious life, the values of a religious worldview, tolerance, formed on the basis of interfaith dialogue.

1st class (66 hours)

The main content lines of the first class [observation as a way of obtaining answers to questions about the world around us; Live nature; nature and its seasonal changes; our homeland is Russia) are implemented within the framework of the content blocks indicated in the explanatory note.

Man and nature (49 h)

Nature is what surrounds us, but was not created by man. Natural objects and objects created by man. Nature is living and inanimate (using examples of distinguishing between objects of animate and inanimate nature). Human sense organs (eye, nose, tongue, ear, skin). Signs of objects of living nature and objects that can be determined on the basis of observations using the senses (color, shape, comparative sizes, presence of taste, smell; sensation of warm (cold), smooth (rough)). Basic signs of living nature (for example, living things breathe, eat, grow, bear offspring, die).

Water. Initial ideas about different states of water (liquid and solid - ice, snowflakes) based on observations and experimental studies.

Plants are part of living nature. Variety of plants. Trees, shrubs, herbs. Conditions necessary for plant life (light, heat, air, water). Parts of plants (vegetative and generative organs): stem, root, leaf, shoot, flower, seed, fruit. Familiarity with the variety of fruits and seeds based on observations (teacher's choice). Methods of plant propagation. Medicinal plants. Recognition of plants in your region (by leaves, fruits, crowns, etc.) based on observations.

Mushrooms. Parts (organs) of cap mushrooms (mycelium, stalk, fruiting body, spores). Edible and inedible mushrooms. Rules for collecting mushrooms.

Animals as part of living nature. Variety of animals. Insects, fish, birds, animals. Wild and domestic animals.

Examples of natural phenomena. Change of seasons.

Autumn. Autumn months (September, October, November). Signs of autumn (ripening of fruits and berries, cooling, leaf fall, departure of migratory birds, preparation of animals for winter). Autumn life of plants and animals and their preparation for winter.

Winter. Winter months (December, January, February). Signs of winter (low sun, short day length, cold, freezing water). Life of trees, shrubs and grasses in the winter season. Life of plants and animals under the ice. The life of forest animals and birds in the winter season. Helping animals in the winter season. Winter Games.

Spring. Spring months (March, April, May). Signs of spring (high sun, warmth, increasing day length, melting snow and ice, awakening of nature, arrival of birds). Life of trees and shrubs in spring. Herbaceous early flowering plants. Animal life in spring (birds' care for future offspring).

Summer. Summer months (June, July, August). Signs of summer (high sun, long days, warmth, flowering plants, offspring of animals). Summer rest.

Man and Society (17 h)

Familiarization with textbook conventions and their use when working with the textbook.

A schoolboy and his life at school. Arriving at school, greeting the teacher, preparing for the lesson. Rules of conduct at school: in the computer lab, during class, during recess, in the cafeteria. Correct posture while writing. Rules for going up and down stairs. Sports uniform and replacement shoes.

First acquaintance with the terms “ecology”, “ecologist”, “Red Book of Russia”. Examples of animals from the Red Book of Russia (image of animals from the Red Book on commemorative coins

Russia). Development of environmental (warning) signs and their installation in the school area. Labor of people in the autumn period of the year.

Our Motherland is Russia. Illustration of the territory and borders of Russia. Russia is a multinational country. Moscow is the capital of Russia. Sights of the capital - Red Square, Kremlin, metro. Introduction to the state symbols of Russia: the State Emblem of Russia, the State Flag of Russia, the State Anthem of Russia; rules of conduct when listening to the anthem.

Rules for safe behavior

Home and school addresses, parents' phone numbers. The road from home to school. Rules for crossing the roadway. Rules for safe behavior on the street.

Rules for safe behavior during winter games (thin ice, snowball fights, free-flowing winter snowdrift, snow is inedible).

Familiarization with the appearance of the most common cap inedible mushrooms. One of the basic rules of mushroom picking (do not touch inedible or unfamiliar mushrooms).

Rules of conduct when collecting medicinal herbs.

First aid for insect bites (bees, wasps).

Man and nature (42 h)

Stars and planets. The Sun is the closest star to us, a source of heat and light for all life on Earth. Planet Earth; general ideas about the size and shape of the Earth. Globe - model

Earth. Image on the globe using symbols of seas, oceans, land. Change of day and night on Earth. The rotation of the Earth as the cause of the change of day and night. The rotation of the Earth around the Sun as the reason for the change of seasons. Change of seasons in the native land based on observations.

Inanimate and living nature of the Earth. Living conditions on planet Earth.

Air is a mixture of gases. Properties of air. The importance of air for plants, animals, humans.

Water. Properties of water. The importance of water for living organisms and human economic life.

Flowering plants. Parts (organs) of plants (root, stem, leaf, flower, fruit, seed). Conditions necessary for plant life (light, heat, water, air). Plant nutrition and respiration. The role of plants in human life.

Plant diversity: flowering and coniferous plants; ferns, mosses, algae. The Red Book of Russia. Rules of behavior in nature.

Cultivated and wild plants. Lifespan of plants. Plant propagation by seeds, tubers, tendrils, leaves.

Plants of the native land. Titles and brief descriptions based on observations.

Mushrooms. Mushroom nutrition. Cap mushrooms, mold. Poisonous and inedible counterparts to cap mushrooms. Rules for collecting mushrooms. Cap mushrooms of the native land.

Animals and their diversity. Conditions necessary for animal life (air, water, heat, food). Insects, fish, birds, mammals, amphibians, reptiles, their differences. Peculiarities of nutrition of baby mammals. Feeding characteristics of various adult animals, including mammals (predators, herbivores, omnivores). How animals defend themselves. Wild and domestic animals. The role of animals in nature and human life. Pets' corner. Bionics. Man's caring attitude towards nature. Animals of the native land, names, their brief characteristics based on observations.

Man and Society (26 h)

Exchange of letters as one of the sources of obtaining information. Communication with elders and peers as one of the sources of acquiring new knowledge.

Family is the closest circle of a person. Relationships in the family (respect for elders). Family traditions (helping elders as much as possible, family holidays, joint trips).

Pedigree. Names and surnames of family members. Drawing up a family tree diagram.

Junior schoolboy. School and class groups, joint study, joint socially useful work and recreation, participation in sports events, extracurricular activities, and environmental protection.

A person is a member of society. The relationship of a person with other people. Respect for other people's opinions. The importance of work in human life and society. People of different professions. Professions of the people who created the textbook.

My native land is a part of Russia. Hometown (village): name and its connection with the history of its origin, with the occupation of people, with the name of a river, lake; main attractions.

Our Motherland is Russia. The Constitution of Russia is the basic law of the country. The most important rights of Russian citizens are the right to life, to education, to health care and medical care, to free work and to rest. Holidays in the life of society: Victory Day, Russian Constitution Day, National Flag Day.

State symbols of Russia (State Emblem of Russia, State Flag of Russia, State Anthem), legalized by the Constitution.

Characteristics of individual historical events related to the history of Moscow (founding of Moscow, history of the Moscow Kremlin, sights of the Moscow Kremlin). The names of the Grand Dukes associated with the history of the emergence and construction of Moscow: Yuri Dolgoruky, Dmitry Donskoy, Ivan III (great-grandson of Dmitry Donskoy).

Rules for safe behavior

Schoolchild's daily routine. Alternation of work and rest in a schoolchild’s daily routine. Creating a schoolchild's daily routine. Personal hygiene. Physical Culture. Outdoor games as a condition for maintaining and strengthening health. Cleanliness is the key to health (clean hands, boiled water, ventilation of the room). Diet. Causes of colds. Advice from elders: rules for preventing colds; rules of conduct for colds. Emergency phone numbers. .

Rules for safe behavior on the street (driving on the street, meeting a stranger, leaving things behind, rules of behavior when walking animals, when meeting dogs). Traffic Laws. Rule for crossing the roadway. Traffic signs defining the rules of pedestrian behavior. Railway crossing.

Rules for safe behavior in everyday life (elevator of a multi-storey building, stranger, leaving things behind). Basic rules of behavior with water, electricity, gas.

Man and nature (54 h)

General ideas about the shape and size of the Earth. Globe - model of the globe. Parallels and meridians. Prime meridian. Equator. Geographic map and area plan. Symbols of the plan. Map of the hemispheres (Southern and Northern, Western and Eastern). Physical map of Russia. Contour map. Continents and oceans on the globe and on the map of the hemispheres. Rivers and lakes.

Shapes of the earth's surface: plains, mountains, hills, ravines (general ideas, symbols of plains and mountains on the map). Formation of ravines. Measures to prevent and combat ravines. The largest plains in Russia (South-Eastern and West Siberian). Features of the surface of the native land (brief description based on observations and interviews with adults).

Location orientation. Sides of the horizon. Compass.

Substances, bodies, particles. Matter is what all natural objects (what surrounds us, but is not created by man) and objects (this is what is created by man) are made of. Natural bodies (bodies of living nature) - humans, animals, mushrooms, plants, microbes. Celestial or cosmic bodies (stars, planets, meteorites, etc.). Artificial bodies are objects. Molecules and atoms are the smallest particles that make up substances.

Variety of substances. Examples of substances: water, sugar, salt, natural gas, etc. Solids, liquids and gases. Three states of water - solid, liquid, gas. Properties of water in liquid, solid and gaseous states. Water is a solvent. Solutions in nature. Why water should be conserved.

Thermometer and its device. Measuring water temperature using a thermometer.

Water cycle in nature.

Air is a mixture of gases (nitrogen, oxygen, carbon dioxide and other gases). Properties of air. The importance of air for humans, animals, plants.

Weather and its components: air movement - wind, air temperature, fog, clouds (the shape of clouds and their height above the Earth's surface), precipitation, dew, frost. Air temperature measurement. Instruments that determine wind direction (vane) and wind strength (anemometer). Signs that allow you to approximately determine the strength of the wind (weak, moderate, strong, hurricane). Observing the weather of your region. Diary of weather observations. Conventional signs for keeping a “Weather Observation Diary”.

Rocks: igneous, sedimentary. Rock destruction. Minerals (solid, liquid, gaseous). Symbols of mineral resources on the map. Artificial materials from coal and oil. Properties of minerals (limestone, marble, clay, sand). Careful attitude of people towards the consumption of minerals.

The soil. Soil formation and composition. The importance of soil for living organisms. Power circuits. The importance of soil in human economic life.

Natural communities. Forest, meadow, pond, swamp - the unity of living and inanimate nature (sunlight, air, water, soil, plants, animals). Man and natural communities. The meaning of forests. Safe behavior in the forest.

Meadow and man. Should the swamp be protected? Gifts of rivers and lakes. Safe behavior near a body of water. Man is a defender of nature. Nature will live (animal reproduction). Relationships in a natural community (for example, clover-bumblebees-mice-cats). Natural communities of the native land (two or three examples). Participate as much as possible in protecting the nature of your native land.

Man and Society (14 h)

Human rights and responsibilities for the protection of nature and the environment (Article 58 of the Constitution of the Russian Federation: a citizen is obliged to protect nature and the environment). The human right to a favorable environment (Article 42 of the Constitution). Russian reserves. Plants and animals of the Red Book of Russia (symbols of the Red Book of Russia, images of animals of the Red Book of Russia on commemorative silver and gold coins).

Timeline. The sequence of changing seasons. Timeline of one year: winter (December, January, February) - spring (March, April, May) - summer (June, July, August) - autumn (September, October, November). A century is a period of time of 100 years. Timeline of the history of the construction of the Moscow Kremlin (XII century - wooden, XIV century - white stone, XV century - red brick). The names of the great princes associated with the history of the construction of the Moscow Kremlin.

Cities of Russia. Cities of the Golden Ring. The names of the great princes - the founders of the cities (Yaroslav the Wise - Yaroslavl, Yuri Dolgoruky - Kostroma, Pereslavl-Zalessky). The main attractions of the cities of the Golden Ring (temples of the 16th-17th centuries, the Trinity-Sergius Lavra (monastery) in Sergiev Posad - 14th century; the Botik Museum in Pereslavl-Zalessky; frescoes of Gury Nikitin and Sila Savin in Yaroslavl and Kostroma - 17th century .; “Golden Gate”, frescoes by Andrei Rublev in the Assumption Cathedral in Vladimir - XII century).

City of St. Petersburg. Plan map of St. Petersburg (XVIII century). Construction of the city. St. Petersburg is a sea and river port. City coat of arms. Sights of the city: Petrovskaya (Senate) Square, monument to Peter I “The Bronze Horseman”. Peter and Paul Fortress (Peter's Gate, Peter and Paul Cathedral). Admiralty. City island (Peter's house). Summer garden. Winter Palace. Hermitage Museum.

Rules for safe behavior

Rules of behavior in everyday life with water, electricity, gas. Compliance with safety regulations when conducting experiments with a glass thermometer.

An increase in body temperature is one of the serious reasons to seek help (advice) from adults.

Compliance with the rules of safe behavior on the road during icy conditions (taking into account additional time, gait, position of hands and school backpack, additional danger when crossing the road at a zebra crossing).

Quick help to a person whose clothes are smoldering (on fire).

Rules for safe behavior in the forest, wetlands, and peat mining areas. Rules for safe behavior near bodies of water in spring (ice drift), in summer (swimming, crossing water spaces).

Rules for safe behavior when detecting traces of the Great Patriotic War (rusted cartridges, grenades, mines). Emergency phone number of the Ministry of Emergency Situations.

4th grade (68 hours)

Man and nature (42 h)

General ideas about the Universe, the Solar System, the size of the Earth compared to the size of the Sun. One of the theoretical assumptions of scientists about the origin of the Sun. Planets of the Solar System (names, location in orbits relative to the Sun). The rotation of the Earth around its axis as the reason for the change of day and night. The rotation of the Earth around the Sun is the reason for the change of seasons.

Natural zones of Russia: general overview, location on the map of natural zones of Russia, main natural zones (ice zone, tundra zone, forest zone, steppe zone, desert zone, subtropical zone). Mountain areas. Climate of natural zones, flora and fauna, features of work and life of people, human influence on nature. Positive and negative impacts of human activity on nature.

The history of homeland. Ancient Slavs. Ancient Rus'. Kievan Rus. Pictures of life and work, traditions, beliefs. Significant events in different historical times. The path from the “Varangians to the Greeks” (IX-XI centuries). Baptism of Rus' (988). The first code of laws in Rus' “Russian Truth” (a monument of legislation of the 11th-12th centuries), the founding of the city of Yaroslavl. Unification of the territories of the ancient Russian state. Outstanding people of different eras: Grand Duke Vladimir Svyatoslavovich-Red Sun (gg.), Yaroslav Vladimirovich - Yaroslav the Wise (about gg.), Vladimir Monomakh (gg.), Prince of Novgorod and (gg.). Muscovite Rus': foundation of Moscow (1147), Prince Yuri Dolgoruky (1090s-1157). The first Moscow princes (reign period): Ivan Kalita (gg.), Dmitry Donskoy (gg.).

Traditional Russian religions. Belief in one God and preservation of traditional rituals. Ancient times were times of polytheism (belief in the forces of nature). Differences between peoples (historical, cultural, spiritual, linguistic). Peoples who believe in one God: Christians (God is the God-man Jesus Christ), Muslims (Allah is spiritual power and strength), Jews (God is the Most High as spiritual power and strength), Buddhists (Buddha is the spiritual connection of all manifestations of life).

Preservation of traditional rituals (belief in omens). Modern seasonal holidays are a tribute to the traditions, historical and cultural heritage of every nation.

Discussion of the ethical topic of protecting monuments dedicated to the memory of those who are revered by the people;

Getting to know the professions of people who work on the farm;

Introduction to various professions, in particular the professions of people who create textbooks;

Satisfying cognitive interests about the native land, native country, Moscow;

Familiarization with historical events related to Moscow;

Study of enterprises serving city (rural) residents;

Expanding knowledge about the locality, getting to know its most important objects and attractions, discussing the rules of behavior in public places;

Pedigree study;

Considering the possibilities of exchanging information using communications;

Fostering love and respect for the native country, its laws and symbols;

Familiarization with behavior during excursions;

Acquiring knowledge about safe behavior when conducting experiments;

Understanding the importance of health for a person, forming initial ideas about how to take care of health, and cultivating a responsible attitude towards one’s health;

Using basic ideas about diet, the importance of nutrition for humans;

Discussion of living conditions that affect health;

Familiarization and application of basic rules of personal hygiene;

Classification of initial knowledge about the causes of colds, their symptoms, identification of measures to prevent them;

Use of basic traffic rules;

Modeling the dangers that lurk when communicating with strangers, when encountering abandoned objects;

Discussion of problems related to safety in your home, rules for safe handling of electrical appliances, gas installations, rules for communicating through a closed door with strangers.

3rd grade

Expanding ideas about the Earth model - the globe;

Acquaintance with new terms “ocean”, “continent”;

Obtaining initial information about the oceans and continents of our planet;

Finding the necessary geographical objects on the globe;

Obtaining and applying the first ideas about maps, their diversity and purpose;

Introduction to new concepts: “terrain plan”, “hills”, “ravines”;

Finding the sides of the horizon on the ground based on various signs of nature, using a compass;

Obtaining the first ideas about bodies and substances, about atoms;

Repetition of the known properties of water, study of the states of water in nature, familiarization with a thermometer;

Enrichment and use during experiments and observations of knowledge about the transformations of water in nature, about sediments, about soluble and insoluble substances;

Acquaintance with the air ocean of the Earth, with the properties and temperature of the air;

Study of the causes of air movement along the Earth's surface

Formation of primary ideas about the weather, skills of basic weather observations, working with an observation diary;

Familiarity with rocks, the characteristics of their destruction under the influence of temperature and water;

Study of the diversity of minerals and their practical use by humans;

Consideration of the concepts: “minerals”, “deposit”, “ore”, “alloys”;

Familiarization with the process of soil formation;

Conducting experiments, studying soil composition;

Studying the diversity of flora and fauna of the forest and the possibilities of their joint habitat;

Expansion of primary ideas about a meadow, field, swamp, forest, river, lake;

Mastering material related to the protection of the nature of the native land, getting acquainted with the protected areas of Russia, with plants and animals from the Red Book of Russia;

Clarification of ideas about the development (reproduction) of insects, fish, amphibians, reptiles, birds, mammals;

Carrying out observations, setting up experiments.

Description based on illustrations of objects, highlighting their main essential features;

Making comparisons, choosing the correct answer;

Working with sources of information (textbook, notebook, reader);

Self-labeling;

Repetition of material about the importance of water in human life and society, discussion of the need to save water;

Formation of educational cooperation skills - the ability to negotiate, distribute work, evaluate one’s contribution to the overall result of activities; developing skills in working with educational texts, participating in dialogue;

Expanding ideas about the timeline, clarifying knowledge about the month, year, century; placement on the timeline according to the corresponding eras of dates of historical events, famous names of historical figures and cultural monuments;

Repetition of the main events associated with the change in the appearance of the Moscow Kremlin (pine, oak, white stone, red stone) from the 12th to the 15th centuries;

Exploring the Golden Ring of Russia, getting to know St. Petersburg;

Modeling (drawing up an excursion route).

Repetition of material on methods of orienteering, studying the rules of safe behavior in the forest;

Updating and applying knowledge about behavior during excursions;

Classification of knowledge about the importance of health for a person, the formation of initial ideas about how to take care of health, and cultivate a responsible attitude towards one’s health;

Discussion of basic traffic rules; dangers that lurk when communicating with strangers, when encountering abandoned objects;

Discussing issues related to safety in your home;

Using the rules for safe handling of electrical appliances and gas installations.

4th grade

Repetition and deepening of knowledge about the solar system, about the movement of the Earth around its axis and around the Sun;

Acquaintance with the concept of “natural zone”, with the names of natural zones in Russia;

Classification of knowledge about the natural conditions of the tundra;

Familiarization with the location of the forest zone on the map, the flora of the taiga;

Repetition and deepening of knowledge of natural forest communities, the role of forests in people’s lives;

Study of the steppe zone, desert zone, subtropical zone;

Solving practical problems using local history material;

Studying and using during experiments knowledge about reservoirs, minerals, crop production, livestock farming, folk crafts, and protected areas of the native land;

Comparison and distinction between wild and cultivated plants, wild and domestic animals, a description of their role in human life (using the example of one’s locality);

Classification of the main branches of agriculture;

Modeling ways to use simple mechanisms in human life and economy;

Acquaintance with the first ideas about human organ systems;

Formation of an initial understanding of the relationship between the structure of the skin and its functions;

Repetition and expansion of knowledge about the musculoskeletal system, digestive system, circulatory system, respiratory system, nervous system, human sensory organs;

Carrying out simple observations and conducting experiments.

Making comparisons, choosing the correct answer;

Working with sources of information (textbook, notebook, reader);

Self-labeling;

Expressing judgments about the process of formation of the Ancient Russian state, the baptism of Ancient Russia;

Classification of historical events associated with the name of Alexander Nevsky;

Description based on illustrations of objects, highlighting their main essential features;

Classification of information related to the emergence of Moscow;

Participation in discussions that simulate situations of communication with people of different nationalities and religious affiliations, while observing the rules of communication;

Conducting a business meeting of a scientific club, finding the necessary information about modern society from text, illustrations, and additional sources;

Familiarity with the political and administrative map of Russia and the location of the native land on it;

Solving practical problems of determining local time based on knowledge of the “time zone”;

Assessing general ideas about countries that have borders with Russia; about the United States of America, Great Britain, France;

Acquaintance with historical events of the beginning of the 17th century, with the War of 1812, with the Great Patriotic War;

Studying the achievements of our country in astronautics;

Generalization of ideas about the basic law of the country - the Constitution of Russia, about the highest authorities of our country;

Presentation of messages and reports at meetings of scientific clubs;

Performing tasks in a group to understand or evaluate the rules of life for people in modern society;

Modeling (drawing up an excursion route).

Characteristics of the rules for providing first aid in case of accidents;

Generalization of information about the rules of safe behavior in nature;

Modeling situations in which communications and media are urgently needed;

Discussion of situations related to the use of rules of safe behavior near bodies of water at different times of the year;

Expanding ideas about how to take care of health, cultivating a responsible attitude towards one’s health;

Simulation during practical work of situations on the application of the rules for preserving and promoting health, on providing first aid in case of accidents;

Discussion of basic traffic rules; dangers that lurk when communicating with strangers;

Identification of dangerous situations in which harm can be caused to human life and health, personal and public property, finding ways to safely exit such situations.

Educational and methodological support of the educational process

1. , Trafimov world. 1st grade: Textbook. - M.: Academic book/Textbook.

2. , Trafimov world. 1st grade: Reader. - M.: Academic book/Textbook.

3. N, Trafimov world. 1st grade: notebook for independent work. - M.: Academic book/Textbook.

4. , Trafimov's world: A manual for teachers. - M.: Academic book/Textbook.

1. , Trafimov world. 2nd grade: Textbook. Part 1. - M.: Academic book/Textbook.

2. Fedotova ON., Trafimov world. 2nd grade: Textbook. Part 2. - M.: Academic book/Textbook.

3. , Trafimov world. 2nd grade: Reader. - M.: Academic book/Textbook.

4. , Trafimov S. A. The world around us. 2nd grade: Notebook for independent work No. 1. - M.: Academic book/Textbook.

5. , Trafficking world. 2nd grade: Notebook for independent work No. 2. - M.: Academic book/Textbook.

6. Fedotova ON., Trafimov world. 2nd grade: Methodological manual for teachers. - M.: Academic book/Textbook .

1. , Tsareva's world. Grade 3: Textbook. Part 1. - M.: Akademkniga / Textbook.

2. , Tsareva's world. Grade 3: Textbook. Part 2. - M.: Akademkniga / Textbook.

3. , Trafimov world. Grade 3: Reader. - M.: Academic book/Textbook.

4. , Tsareva's world. 3rd grade: Notebook for independent work No. 1. - M.: Academic book/Textbook.

5. , Trafficking world. 3rd grade: Notebook for independent work No. 2-M. : Academic book/Textbook.

6. , Tsareva's world. Grade 3: Methodological manual for teachers. - M.: Academic book/Textbook.

1. , Trafimov world. 4th grade: Textbook. Part 1. - M.: Academic book/Textbook.

2. , Trafimov world. 4th grade: Textbook. Part 2. - M.: Academic book/Textbook.

3. , Kudrova's world. 4th grade: Notebook for independent work No. 1. - M.: Academic book/Textbook.

4. , Kudrova's world. 4th grade: Notebook for independent work No. 2. - M.: Academic book/Textbook.

5. , Kudrova's world. 4th grade: Methodological manual for teachers. - M.: Academic book/Textbook.

Visual aids

1. Natural living benefits - indoor plants; animals kept in an aquarium or wildlife area;

2. Herbariums; seeds and fruits of plants; insect collections; wet preparations; stuffed animals and skeletons of representatives of various systematic groups; microslides;

3. Collections of rocks, minerals, minerals;

4. Visual aids - tables; dummies of the human torso and individual organs, etc.;

5. Geographical and historical maps;

6. Items representing the life of a traditional and modern family, its household, everyday, festive life and much more from the life of society;

7. Appliances, dishes, tools for practical work, as well as a variety of handouts;

8. Measuring instruments: scales, thermometers, centimeter rulers, beakers;

9. Excursion equipment, including folding magnifying glasses, compasses, binoculars, garden scoops, tape measures;

10. A set of popular illustrated identifiers of natural objects.