Fgos brief information. What is the distinctive feature of applied sociology? What is the distinctive feature of the new standard?

Features of GEF-2

Methodology and logic of practical pedagogical activity.

Methods of pedagogical research are methods (techniques, operations) of studying pedagogical phenomena, obtaining new information about them in order to establish natural connections, relationships and construct scientific theories.

Classifications of pedagogical research methods

There are several classifications of pedagogical research methods. Depending on the basis of classification, research methods in pedagogy are divided into:

empirical and theoretical;
ascertaining and transformative;
qualitative and quantitative;
private and general;
substantive and formal;
methods of collecting empirical data, testing and refuting hypotheses and theories;
methods of description, explanation and forecast;
special methods used in individual pedagogical sciences;
methods for processing research results, etc.

TO general scientific methods(used by different sciences) include:

general theoretical(abstraction and concretization, analysis and synthesis, comparison, contrast, induction and deduction, i.e. logical methods);
sociological(questionnaires, interviews, expert surveys, ratings);
socio-psychological(sociometry, testing, training);
mathematical(ranking, scaling, indexing, correlation).

Specific scientific (specific pedagogical) methods include methods, which in turn are divided into theoretical and empirical (practical).

Theoretical methods serve for interpretation, analysis and generalization of theoretical positions and empirical data. This is a theoretical analysis of literature, archival materials and documents; analysis of basic concepts and research terms; method of analogies, building hypotheses and thought experiments, forecasting, modeling, etc.

Empirical methods are intended for the creation, collection and organization of empirical material - facts of pedagogical content, products of educational activities.

Empirical methods include, for example, observation, conversation, interviewing, questioning, methods for studying the products of students’ activities, school documentation, assessment methods (rating, pedagogical council, self-assessment, etc.), measurement and control methods (scaling, cutting, testing, etc.), as well as a pedagogical experiment and experimental verification of the research findings in a public school setting. Both theoretical and empirical methods are usually used in conjunction with mathematical and statistical methods, which are used to process data obtained during the study, as well as to establish quantitative relationships between the phenomena being studied.

Planning the educational process of a school or class.

Educational work at school and in the classroom is carried out through educational content, but extracurricular and extracurricular pedagogical work is no less important. An analysis of teaching practice shows that in many schools, administrators and teachers experience difficulties in planning educational work.

Planning the educational process can be carried out approximately in the following order:

Analysis of the existing educational results of the school and determination of the prospects for the educational process, selection of priorities for the next academic year. The analysis should be carried out at the end of the school year (May) in the form of a teachers' council, an organizational and activity game, a round table, etc.
Public pedagogical goal setting and planning (August, September).
Collective pedagogical planning in primary groups and children's associations for the academic year
Individual planning of the work of the class teacher, organizer, deputy director for VR (September).
Drawing up a plan for the educational work of the school for the year (end of September).

Pedagogical (by quarters) individual and collective planning of educational work and activities of children's groups, where the following principles should be taken into account:

voluntary participation of children in accordance with their interests and abilities;
systematicity in the organization;
a personality-oriented approach to the development and formation of a child’s personality; creating conditions for the manifestation of creativity, views, opinions, freedom of thought;
a combination of mass, group and individual forms of work;
a combination of romance and play based on spiritual values: goodness, truth, beauty; diagnostics of the upbringing of the individual and the team.

Sample working documents:

Class teacher:

Program of educational work in the classroom for a year;

Promising class work class;

Work plan for the class teacher for the quarter;

Work plan for the children's team for the quarter.

Deputy Director for HR:

Plan of educational work of the school for the year;

Work plan of the Deputy Director for HR for the year;

Work plan for the deputy director for the quarter;

Work plan for the services of the children's association (annual and quarterly);

Plan of educational work of the school for the quarter.

Classroom educational program:

(approximate structure)

Explanatory note:

Features of the class and students;

Features of each child’s immediate social environment and his interaction with the environment; principles of content selection and organization of the educational process.

Educational goals.

1. Organization of the life activities of the children's team:

Ways to implement tasks.

2. Organization of activities of student government bodies:

3. Cooperation in achieving educational results:

External control

In the process of monitoring the knowledge and skills of students by the teacher, the following components are distinguished:

1. Clarification of the goals of studying this segment of educational material and establishing the specific content of control.

2. Assessment of the results of students' educational activities.

3. Selection of types, forms, methods and means of control that correspond to the goals set.

Establishing the content of control depends on the goals of studying a given segment of educational material. There are different approaches to describing goals and content to serve as the basis for developing tools for monitoring students' knowledge and skills.

Let's look at two of them:

The first approach is associated with indicating those qualities that should be inherent in the knowledge and skills of students formed as a result of training: completeness, depth, generality, awareness.

The second approach is associated with indicating the levels of knowledge acquisition and the corresponding types of activities.

The following levels of material acquisition are distinguished: recognition, memorization, reproduction.

Forms of control

The curricula and programs of secondary specialized educational institutions provide for the following forms of organizing control of students' knowledge and skills: mandatory tests, tests, qualifying tests, defense of course and diploma projects (works), semester, as well as state exams.

The check is carried out in various forms of final control, which is largely determined by the nature of the control tasks and the information contained in them. All this requires careful, informed selection of tasks.

An assignment should always reflect the goals of studying a particular subject when preparing a specialist and meet the requirements of the curriculum. Test papers are carried out, as a rule, after completion of the study of topics or key issues that are especially significant for the mastery of other academic subjects, important for mastering the acquired specialty, and the most difficult for students to understand.

In educational institutions, the following types of tests are used: theoretical, which allows you to check students’ assimilation of basic theoretical concepts, patterns, the ability to identify characteristic features, features of processes and phenomena; practical ones, with the help of which they test the ability to apply acquired knowledge to solve specific problems; complex, containing tasks of both theoretical and practical nature.

Test as a final form of control, it is used mainly during industrial practice. Based on the results of educational, industrial technological and production pre-diploma practice, students receive a grade with differentiated assessment.

The test also serves as one of the forms of control over the implementation of laboratory and practical work provided for by the curriculum and programs.

Qualification tests are provided only by curricula for technical and agricultural specialties. The main direction of qualification tests is to check the level of knowledge, skills and abilities in one of the blue-collar professions established by the specialty curriculum. Qualification tests are carried out after completion of educational practice to obtain a working profession.

Course and diploma design Along with the teaching function, it also performs a control function in the educational process; it is the most important form of testing students’ mastery of theoretical knowledge, practical skills.

Diploma design, being the final stage of training and the final form of control, provides the most in-depth and systematic test of students’ preparedness for professional activities.

Semester exams are the leading, most significant forms of control. During them, a final check of the results of students’ educational activities in studying a specific discipline is carried out, and the level of development of knowledge and skills is revealed.

State exams– the final form of control, aimed at a comprehensive check of the future specialist’s preparation for work, at determining the degree of mastery of knowledge, skills and abilities in accordance with the nature of the work;

Types of control

There are the following types of control: preliminary, current, milestone, (periodic) and final.

The basis for distinguishing these types of control is the specificity of didactic tasks at different stages of learning: current control is carried out in the process of mastering new educational material, milestone control is used to check the assimilation of a significant amount of studied material (topic, section); with the help of final control, the degree of mastery of educational material in a subject and a number of disciplines is revealed (at exams, taking a course project, defending a diploma project). Thus, all these types to some extent repeat the logic of the educational process.

Preliminary control serves as a necessary prerequisite for successful planning and management of the educational process. It allows you to determine the current (initial) level of knowledge and skills of students in order to use it as a foundation and focus on the acceptable complexity of the educational material. Based on the data from the preliminary control carried out at the beginning of the year, the teacher makes adjustments to the calendar and thematic plan, determines which sections of the curriculum should be given more attention in classes with a specific group, and outlines ways to eliminate identified problems in students’ knowledge.

Current control is one of the main types of testing the knowledge, skills and abilities of students. The main task of current control is the regular management of students’ educational activities and their adjustment. It allows you to obtain continuous information about the progress and quality of learning the educational material and, based on this, quickly make changes to the educational process. Other important tasks of monitoring include stimulating regular, strenuous activity; determining the level of students’ mastery of independent work skills, creating conditions for their formation.

Control methods

Methods of control are methods of activity of the teacher and students, during which the assimilation of educational material and mastery of the required knowledge, skills and abilities by students are revealed.

In secondary specialized institutions, the main methods of monitoring students’ knowledge, skills and abilities are: oral questioning, written and practical tests, standardized control, etc.

Planning educational work in educational institutions.

STRUCTURE OF GEF-2

The fundamental difference between the 2nd generation Federal State Educational Standard is its new structure. The first generation standard had a structure consisting of two components: a minimum of content and requirements for the level of training of graduates.

Federal Law No. 309-FZ of December 1, 2007 approved a new structure of the state educational standard. Now the Federal State Educational Standard includes three types of requirements:

1) requirements for the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;

2) requirements for the conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;

3) requirements for the results of mastering basic educational programs.

The basic educational program of primary general education must contain the following sections:

1) explanatory note;

2) the planned results of students mastering the basic educational program of primary general education;

3) basic curriculum of primary general education;

4) an approximate program for the formation of universal educational actions for students at the level of primary general education;

5) sample programs of individual academic subjects;

6) an approximate program for the spiritual and moral development and education of students at the level of primary general education;

7) an approximate program for creating a culture of healthy and safe lifestyle;

8) an approximate program of correctional work;

9) a system for assessing the achievement of the planned results of mastering the basic educational program of primary general education.

The basic curriculum of primary general education is the most important regulatory document for the introduction and implementation of the Standard, determines the maximum volume of students' academic load, the composition of academic subjects and areas of extracurricular activities, distributes the educational time allocated for mastering the content of education by grade and academic subjects. In order to meet the individual needs of students, the curriculum provides time for:

To increase the teaching hours allocated to the study of certain compulsory academic subjects;

To introduce training courses that cater to the various interests of students, including ethnocultural ones;

For extracurricular activities.

For the first time, extracurricular activities were introduced into the Basic Plan as an important component of the content of education, increasing its variability and adaptability to the interests, needs and abilities of schoolchildren. Each primary school class is expected to allocate an average of 10 hours per week.

Extracurricular activities are organized in areas of personal development (sports and health, spiritual and moral, social, general intellectual, general cultural) in forms such as excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices, etc. The time allocated for extracurricular activities is up to 1350 hours. Three important points should be noted. The first is the introduction of extracurricular activities into the Basic Plan - this is an opportunity to test the effectiveness of forms of organizing educational activities other than classroom ones, not in the conditions of a local experiment, but in mass school practice. The second is to overcome many years of controversy regarding the importance of the factors that determine the academic workload of schoolchildren. Third, in the Basic Plan (in accordance with the amendments made by the State Duma to the Federal Law “On Education”) there is no longer a national-regional component and an educational institution component. Instead, the Basic Plan is divided into two components: a mandatory part and a part formed by participants in the educational process.

Sample programs of individual academic subjects serve as a guide for developers of relevant work and author's programs, allow, on their basis, to determine the emphasis in the implementation of specific priority content lines, implement ethnocultural traditions, include additional technical and technological techniques available to students, types of work based on one of the proposed content options (thematic planning) or drawing up your own.

Educational technologies And their types

Traditional technologies training is used in the following cases:

– explanatory and illustrative teaching method, i.e. the teacher explains, clearly illustrating the educational material. This method is carried out using lectures, stories, conversations, demonstration experiments, labor operations, excursions and many others. With this method, the student’s activity is aimed at obtaining information and instructions; as a result of this method, “knowledge-acquaintances” are formed;

– the reproductive method is carried out when the teacher prepares tasks for students that are aimed at reproducing their knowledge, methods of activity, solving problems, reproducing experiments, and thus the student himself actively uses the knowledge he has, while answering questions , solving problems, etc. As a result of using this method, students form “copy knowledge.”

Personally-oriented technologies They place the personality of the student at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, realizing its natural potential.

Features of a personally-oriented lesson.

1. Designing didactic material of various types, types and forms, determining the purpose, place and time of its use in the lesson.

2. The teacher thinks through opportunities for students to express themselves independently. Giving them the opportunity to ask questions, express original ideas and hypotheses.

3.Organization of exchange of thoughts, opinions, assessments. Encouraging students to supplement and analyze their peers’ answers.

4.Use of subjective experience and reliance on the intuition of each student. Application of difficult situations that arise during the lesson as an area of application of knowledge.

5.Striving to create a situation of success for each student.

Functions

Pedagogical and social-humanitarian functions: education of students; social protection of the child; integration of the efforts of all teachers to achieve the set educational goals.

The organizational function is to support positive children's initiatives related to improving the life of the region, the microenvironment, the school and the schoolchildren themselves.

Managerial functions: diagnostic, goal setting, planning, control and correction.

Planning- this is the help of the class teacher to himself and the class team in the rational organization of activities.

Work plan- a specific reflection of the upcoming course of educational work in its general strategic directions and the smallest details.

Purpose of the plan- streamlining teaching activities, ensuring the fulfillment of such requirements for the pedagogical process as planning and systematicity, controllability and continuity of results

Plans can be strategic, or long-term, tactical, or operational.

Rights and responsibilities of the class teacher. Rights:

receive information about the mental and physical health of children;

monitor the progress of each student;

monitor children's attendance at school;

coordinate and direct the work of teachers in this class;

organize educational work with students in the class;

submit proposals agreed upon with the class staff for consideration by the administration and school council;

invite parents (or persons replacing them) to school; in agreement with the administration, contact the commission on juvenile affairs, the psychological-medical-pedagogical commission, the commission and councils for family and school assistance at enterprises, resolving issues related to the education and training of students;

receive help from the school teaching staff;

determine an individual mode of work with children;

refuse assignments that lie outside the scope of his work.

conduct experimental work on problems of didactic and educational activities.

Responsibilities:

organization in the classroom of an educational process that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school team;

assisting the student in solving acute problems (preferably in person, a psychologist can be involved);

establishing contacts with parents and providing them with assistance in raising children

Forms of work:

by type of activity - educational, labor, sports, artistic, etc.;

according to the method of influence of the teacher - direct and indirect;

by time - short-term (from several minutes to several hours), long-term (from several days to several weeks), traditional (regularly repeated);

by preparation time - forms of work carried out with students without including them in preliminary preparation, and forms that provide for preliminary work and preparation of students;

according to the subject of the organization - teachers, parents and other adults act as organizers of children; children's activities are organized on the basis of cooperation; the initiative and its implementation belongs to children;

by result - forms, the result of which can be information exchange, the development of a common decision (opinion), or a socially significant product;

METHODOLOGICAL CONSTRUCTOR

The methodological constructor “Predominant forms of achieving educational results in extracurricular activities” is intended for use in the practical activities of primary and secondary school teachers in the context of the implementation of federal state educational standards of general education. Compiled by: D.V. Grigoriev, P.V. Stepanov, Center for Educational Theory, ITIP RAO. The material was presented by the Department of Education and Additional Education.

Methodological recommendations are offered for organizing extracurricular activities for primary and secondary school students, which consider the concept, types, forms, results and effects of extracurricular activities. The methodological constructor “Predominant forms of achieving educational results in extracurricular activities” is based on the relationship between results and forms of extracurricular activities. It can be used by teachers to develop educational programs for extracurricular activities, taking into account the resources at their disposal, the desired results, and the specifics of the educational institution. Extracurricular activities of schoolchildren combine all types of activities of schoolchildren (except for educational activities in the classroom), in which it is possible and appropriate to solve the problems of their upbringing and socialization.

According to the new Basic Curriculum of General Educational Institutions of the Russian Federation, the organization of classes in areas of extracurricular activities is an integral part of the educational process at school. The time allocated for extracurricular activities is used at the request of students and in forms other than the lesson teaching system.

CONCEPT OF THE FUNDAMENTAL CORE OF GENERAL EDUCATION CONTENT

The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of regulatory support of standards is to determine:

1) systems of basic national values that determine the self-awareness of the Russian people, the priorities of social and personal development, the nature of a person’s relationship to family, society, state, work, the meaning of human life;

2) systems of basic concepts related to areas of knowledge presented in secondary school;

3) systems of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational outcomes.

Features of GEF-2

1. The Federal State Educational Standard for Primary General Education (hereinafter referred to as the Standard) is a set of requirements mandatory for the implementation of the basic educational program of primary general education by educational institutions that have state accreditation. The standard includes the requirements: for the results of mastering the basic educational program of primary general education; to the structure of the main educational program of primary general education, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process; to the conditions for the implementation of the basic educational program of primary general education, including personnel, financial, material, technical and other conditions. Requirements for the results, structure and conditions for mastering the basic educational program of primary general education take into account the age and individual characteristics of students at the level of primary general education, the intrinsic value of the level of primary general education as the foundation of all subsequent education.

What requirements does the new Federal State Educational Standard put forward?

The standard puts forward three groups of requirements: Requirements for the results of mastering the basic educational program of primary general education; Requirements for the structure of the basic educational program of primary general education; Requirements for the conditions for the implementation of the basic educational program of primary general education.

What is the distinctive feature of the new Standard?

An integral part of the core of the new standard are universal learning activities (ULAs). UUD is understood as “general educational skills”, “general methods of activity”, “supra-subject actions”, etc. A separate program is provided for UAL - the program for the formation of universal learning activities (UAL). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic educational program of primary general education sets the activity approach in the educational process of primary school.

An important element in the formation of universal learning activities for students at the level of primary general education, ensuring its effectiveness, is the orientation of younger schoolchildren in information and communication technologies (ICT) and the formation of the ability to use them competently (ICT competence). The use of modern digital tools and communication environments is indicated as the most natural way to form UUD; the subprogram “Formation of ICT competence of students” is included.

Implementation of the program for the formation of UUD in primary school is a key task

First write down the number of the task (26, 27, etc.), and then a detailed answer to it. Write down your answers clearly and legibly.

Read the text and complete tasks 26-31.

Law as a social regulator is, first of all, an instrumental value, that is, a value that acts as a tool, instrument, means of ensuring the functioning of other social institutions. At the same time, it is important to emphasize that the right also has its own value. In the most general way, the intrinsic value of law can be defined as the expression and personification by law of social freedom and activity of people on the basis of ordered relations and in accordance with justice, the need to harmonize the will and interests of various segments of the population and social groups.

Even when law acts as the right of the strong or the right of power, when its content in its basic characteristics often does not correspond to the needs of progress, it still represents a socially valuable, albeit extremely limited, phenomenon in comparison with what is opposed to it, - with arbitrariness, with self-will, with the subjectivity of individuals and groups. After all, social freedom and activity of people can have a different character. Not bound by the law, outside the law they can develop into arbitrariness without barriers. In law, social freedom and activity, to one degree or another, reflect the unity of freedom and responsibility; they exist within the framework outlined by law in combination with legal obligations. The intrinsic value of law is directly determined by its social nature and very significantly depends on the stage of development of society, the stage of civilization, and the nature of the political regime.

(S. Alekseev)

Highlight the main semantic parts of the text. Give each of them a title (make a text plan).

Show answer

The following semantic fragments can be distinguished:

1. The values of law as a social regulator (instrumental and personal).

2. Disclosure of the role of law in society.

3. Dependence of the intrinsic value of law.

It is possible to formulate other points of the plan without distorting the essence of the main idea of the fragment, and to highlight additional semantic blocks.

Show answer

The correct answer must contain two sentences that reveal the meaning of the concept, for example:

1) law as a social regulator is a system of generally binding social norms protected by the power of the state;

2) with the help of law, state power regulates the behavior of people and their groups, provides legal, i.e. provided for by the rules of law, the impact on the development of public (social) relations throughout society.

Other correct definitions and proposals may be given.

Based on the text, name two values that, according to the author, law has.

Show answer

The answer should include the following values:

1) instrumental;

2) own.

The author argues that “even when law acts as the right of the strong or the right of power... it still represents a socially valuable phenomenon.” Based on the text and knowledge of the social science course, give three arguments confirming the author’s point of view.

Show answer

The answer may include arguments:

1) by limiting the social freedom and activity of people, the law does not allow them to develop into arbitrariness;

2) legal social freedom and activity reflect the unity of rights and obligations;

3) promotes coordination of the will and interests of various segments of the population and social groups;

4) in law, social freedom and activity exist within the framework outlined by law, in combination with legal obligations.

Based on the text, formulate three properties of law that express its role in society.

Show answer

The answer may include the following properties of law:

1) ensures the functioning of other social institutions;

2) promotes social freedom;

3) capable of ensuring people’s activity;

4) promotes coordination of the will and interests of various segments of the population and social groups.

Other wording of the answer is allowed that does not distort its meaning.

The author argues that the intrinsic value of law “depends on the stage of development of society, the stage of civilization, and the nature of the political regime.” Based on knowledge of the social science course, other academic disciplines and social experience, give three arguments confirming the author’s point of view.

Show answer

The answer may include the following arguments:

1) the level of economic development of the country, the degree of development of the market for goods and services requires enshrining in legal norms the necessary degree of freedom for active activity and protection of private property;

2) the level of civilization determines the degree of development of culture, the idea of a person, his place in the world and, thereby, determines the nature of values, which is also reflected in legal norms;

3) since laws are issued by the state, the level of rights and freedoms granted to citizens and the degree of their participation in governing the state depend on the nature of the political regime.

Other arguments may be given.

Sections: Mathematics

P>From September 1, 2011, all educational institutions in Russia (first and second grades) switched to the new Federal State Educational Standard for Primary General Education (FSES NOO). What is the Federal State Standard for Primary General Education? Federal state standards are established in the Russian Federation in accordance with the requirements of Article 7 of the “Law on Education” and represent “a set of requirements mandatory for the implementation of basic educational programs of primary general education (EEP) by educational institutions that have state accreditation.”
Since September 2012, 5th grade students are switching to training according to new federal state educational standards.

What requirements does the new Federal State Educational Standard put forward?

The standard puts forward three groups of requirements:
requirements for the results of mastering the main educational program;
requirements for the structure of the main educational program;
requirements for the conditions for the implementation of the main educational program.

What is the distinctive feature of the new Standard?

A distinctive feature of the new standard is its activity-based nature, with the main goal being the development of the student’s personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formulation of the standard indicates the real types of activities that the student must master by the end of training. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.
An integral part of the core of the new standard are universal learning activities (ULAs). UUD is understood as “general educational skills”, “general methods of activity”, “supra-subject actions”, etc. A separate program is provided for UAL - the program for the formation of universal learning activities (UAL). All types of UUD are considered in the context of the content of specific academic subjects. The presence of this program in the complex of the Basic educational program of general education sets the activity-based approach in the educational process of the school.
Mathematical education is a mandatory and integral part of general education at all levels of school.
The content of mathematics education in relation to primary school is presented in the form of the following substantive sections. This is arithmetic; algebra; functions; probability and statistics; geometry. Along with this, the content of basic general education includes two additional methodological sections: logic and sets; mathematics in historical development, which is associated with the implementation of the goals of general intellectual and general cultural development of students. The content of each of these sections unfolds into a content-methodological line that permeates all the main sections of the content of mathematical education at a given stage of education.

What requirements for students’ results does the Standard establish?

The standard establishes requirements for the results of students who have mastered the basic educational program: personal, including the readiness and ability of students for self-development, the formation of students’ motivation for learning and cognition, the value and semantic attitudes of students, reflecting their individual personal positions, social competencies, personal qualities; the formation of the foundations of civic identity in a meta-subject manner, including students’ mastery of universal learning activities (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts. subject-specific, including the experience of activities specific to a given subject area acquired by students during the study of a given subject area in obtaining new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.
Subject results are grouped by subject areas within which subjects are listed. They are formulated in terms of “the graduate will learn...”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn...” Failure to achieve these requirements by the graduate cannot serve as an obstacle to his transfer to the next level of education.
Without basic mathematical training, it is impossible to become an educated modern person. At school, mathematics serves as a supporting subject for the study of related disciplines. In post-school life, the real need these days is continuous education, which requires full-fledged basic general education training, including mathematics. And finally, more and more specialties where a high level of education is required are associated with the direct use of mathematics (economics, business, finance, physics, chemistry, technology, computer science, biology, psychology, etc.). Thus, the circle of schoolchildren for whom mathematics becomes a significant subject is expanding.
The study of mathematics contributes to the aesthetic education of a person, the understanding of the beauty and grace of mathematical reasoning, the perception of geometric shapes, and the assimilation of the idea of symmetry.
The basic curriculum (educational) plan for the study of mathematics in primary school allocates 5 teaching hours per week during each year of study, a total of 875 lessons.
The subject "Mathematics" in grades 5-6 includes arithmetic material, elements of algebra and geometry, as well as elements of the probabilistic-statistical line.
According to the draft Basic Curriculum (Educational) Plan, the subject “Mathematics” (an integrated subject) is studied in grades 5-6. 350 hours are allocated for studying mathematics in grades 5-6.
As part of the academic subject of geometry, Euclidean geometry, elements of vector algebra, and geometric transformations are traditionally studied.
The purpose of the content of the “Geometry” section is to develop students’ spatial imagination and logical thinking through the systematic study of the properties of geometric figures on a plane and in space and the application of these properties in solving problems of a computational and constructive nature. A significant role in this is given to the development of geometric intuition. The combination of clarity and rigor is an integral part of geometric knowledge.
At the present stage of development of education, the main form of teaching at school is the lesson.

How to structure a lesson to implement the requirements of the Second Generation Standards?

As an example I will give technological map of a mathematics lesson in 5th grade on the topic “Interest”, second hour.

Routing

			mathematics
Lesson topic			Percentages (lesson 2).
Lesson type			Training session to consolidate knowledge and methods of activity
			Create conditions for developing the ability to find the percentage of a number; ability to solve equations, perform all operations with ordinary fractions; continue learning to solve problems involving percentages; create conditions for developing a friendly attitude towards each other and the ability to work in a team; continue to teach accuracy and attentiveness.
Planned educational results
Subject				Metasubject			Personal
Explain what interest is; - represent percentages as fractions and fractions as percentages; - solve problems involving percentages and fractions, using a calculator if necessary, use the concepts of ratio and proportion when solving problems.				Search for information (in the media) containing data expressed as percentages, give examples of using relationships in practice; - analyze and comprehend the text of the problem, reformulate the condition, extract the necessary information, model the condition using diagrams, drawings, build a logical chain of reasoning, critically evaluate the answer received.			Be able to clearly, accurately, and competently express your thoughts in oral and written speech; - understand the meaning of the task; - carry out self-control, checking the answer for compliance with the condition.
Basic concepts taught in class				Percents, fractions, equations, roots of equations.
Organizational structure of the lesson
	Lesson stage				Activity
						students
	Motivation	They comprehend the problem and build a logical chain of reasoning.			Convert percentages to decimal fractions: 20%, 1%, 5%, 50%,15%, 25%, 75%, 100%	Students answer the teacher’s questions, formulate the topic and goals of the lesson.		Multimedia projector
	Actualization of subjective experience	Use knowledge of the components of arithmetic operations; - carry out self-control, checking the answer for compliance with the condition.			Offers to solve problem No. 1539	Solve the problem (one student works on a folding board)
	Organization of student activities to use knowledge in standard and modified situations				Offers to repeat the topic and objectives of the lesson again and organizes work with the textbook, solve No. 1548 (all together) Whoever solves it faster than on the board is given the task “On the first day, 30% of the field was plowed, and on the second, 40% of the rest. After this, 2.52 hectares remain to be plowed. What is the area of the field? Checks students' work at the board.	Repeat the topic and objectives of the lesson; solve a problem; They work in creative groups, and the solution is written on the board for the whole class.
	Control and self-control	Analyze and comprehend the text of the task; - model the condition using percentages; - exercise self-control and mutual control.			He offers to solve the problem on his own: “The tourist first walked 60% of the intended path, and then another 20% of the remaining. After that, he had 8 km to go. Which path should a tourist take? followed by verification (via a projector).	Perform a solution to the problem.		Multimedia projector
	Correction	Formulate definitions of percentage - how to find the percentage of a number.			Asking questions: 1.What is interest? 2.How to find the percentage of a number?	Answer questions.
	Homework assignment				Sets homework: p. 336, No. 1538a, No. 1537, No. 1579.	Write down the task in diaries.

Application.

Problem solving:

1) Let 100% be the remainder. What percentage of the remainder remains to be plowed?

100% - 40% = 60%
2.52 ha - 60%
? - 100%

2) What is 1% of the balance? 252/60=4.2 ha

3) What is the remainder? 4.2 * 100=420 ha

Let X be the entire field.

Then the remainder is 100% - 30% = 70%.
420 hectares - 70%.
? - 100%.
4) What is 1% of the entire field equal to? 420/70=6 ha

5) What is the area of the entire field? 6*100=600 ha

Answer: 600 hectares.

No. 1539 .769 m - 100% ? - thirty%

1) What is 1% equal to? 769/100=7.6 m
2) How many meters of the road will be repaired? 7.6*30=228 m

Answer: 228 m.

120 kg - 15%
? - 100%
1)What is 1% equal to?
120/15=8 kg
2) What is the mass of a polar bear?
8*100=800 kg
Answer: 800 kg.

The implementation of the program for the formation of educational learning in primary schools is the key task of introducing a new educational standard.

What are Federal State Educational Standards

(brief information for parents).

Federal state educational standards are established by the Russian Federation in accordance with the requirements of Article 7 of the Law on Education and represent “a set of requirements mandatory for the implementation of basic educational programs of primary general education.”
The official order on the implementation of the Federal State Educational Standard of NEO and the text of the Standard can be found on the website of the Ministry of Education and Science of Russia: http://www.edu.ru

What requirements does the new Federal State Educational Standard put forward?
The standard puts forward three groups of requirements:
- Requirements for the results of mastering the basic educational program of primary general education,
- Requirements for the structure of the basic educational program of primary general education,
- Requirements for the conditions for the implementation of the basic educational program of primary general education.

What is the distinctive feature of the new Standard?

A distinctive feature of the new standard is its active nature, with the main goal being the development of the student’s personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the formation of the standard indicates the real types of activities that the student must master by the end of primary education.
Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results.

An important element in the formation of students’ learning skills at the level of primary general education, which ensures its effectiveness, is the orientation of younger schoolchildren in information and communication technologies (ICT) and the formation of the ability to use them competently. The use of modern digital tools and communication environments is indicated as the most natural way to develop UUD, therefore the subprogram for the formation of ICT competence is included in the UUD formation program.

The implementation of the program for the formation of educational learning in primary schools is the key task of introducing a new educational standard. The Czech Republic considers it a priority to actively include the subprogram for the formation of ICT - competence in the educational programs of educational institutions.

Each educational institution develops its own educational program, taking into account, among other things, the requests and wishes of students’ parents.

What requirements for students’ results does the Standard establish?

The standard establishes requirements for the results of students who have mastered the basic educational program of primary general education.

Personal, including the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and semantic attitudes of students, reflecting their individual positions, social competencies, personal qualities; formation of the foundations of civic identity.

Meta-subject, including universal learning activities mastered by students that ensure mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts.

Subject-based, including the experience acquired by students in the course of studying an academic subject in activities specific to a given subject area in obtaining new knowledge, its transformation and application, as well as systems of fundamental elements of scientific knowledge that underlie the modern scientific picture of the world.

Subject results are grouped by subject areas within which subjects are listed. They are formed in terms of “the graduate will learn...”, which is a group of mandatory requirements, and “the graduate will have the opportunity to learn...” Failure to achieve these requirements by the graduate cannot serve as an obstacle to transferring him to the next degree of education.

Example:
The graduate will learn to independently title the text and draw up a text outline.
The graduate will have the opportunity to learn how to create a text based on the proposed title.
You can learn more about the content of this division by studying the subject programs presented in the main educational program.

What is studied using ICT?

A distinctive feature of the beginning of training is that, along with traditional writing, the child immediately begins to master keyboard typing. Today, many parents who constantly use a computer in their professional and personal lives understand its capabilities for creating and editing texts, and therefore should understand the importance of including this component in the educational process along with traditional writing.

Studying the world around us offers not only the study of textbook materials, but also observations and experiments carried out using digital measuring instruments, a digital microscope, a digital camera and a video camera. Observations and experiments are recorded, their results are summarized and offered in digital form.

The study of art offers the study of contemporary arts along with traditional ones. In particular, digital photographs, videos, animations.

In the context of studying all subjects, various sources of information should be widely used, including the accessible Internet.

In modern schools, the project method is widely used. ICT tools are the most promising means of implementing project-based teaching methods. There is a series of projects, by participating in which children get to know each other, exchange information about themselves, about school, about their interests and hobbies. These are the projects “Me and My Name”, “My Family”, the modern edition “ABC” and much more. Parents should encourage their children to do this work in every possible way.

The integrated approach to learning, applicable when creating a new standard, suggests the active use of knowledge gained from studying one subject in lessons in other subjects. For example, in a Russian language lesson, work is being done on descriptive texts, and the same work continues in a lesson about the world around us, for example, in connection with the study of the seasons. The result of this activity is, for example, a video report describing pictures of nature, natural phenomena, etc.
Traditional textbooks or digital resources?

The new Standard set the task of developing new educational and methodological complexes, which is currently being solved. In addition to an active approach to the content of educational material, authors must provide means of presentation that are adequate to the modern information society, including digital ones, which can be presented both on disks and on the Internet.

What should the material educational environment of a primary school be like?

The bulk of children entering primary school are six-year-olds, whose leading activity is play. A child who has not undergone preliminary training in the preschool training system comes to first grade with unformed mechanisms of educational activity, although his psychophysical development already allows him to begin its targeted and gradual formation. The complexity of the situation lies in the fact that the organizational learning activity of each student is formed individually; this process takes different amounts of time and occurs with different intensity. A six-year-old child is characterized by active play; through play he realizes his needs for movement, communication, and acquires new knowledge and activities. Therefore, the environment of an educational institution should be saturated with means that encourage the child to play activities and allow him to solve educational problems during the game. For example, a classroom for first-graders must certainly contain not only traditional learning space, but also play space, school classrooms and gyms that provide opportunities for physical activity. The educational space should be saturated with didactic and digital equipment that allows organizing various types of educational activities, working with children frontally, in pairs, in small and large groups.

What is extracurricular activity, what are its features?

The standard proposes the implementation of both classroom and extracurricular activities in an educational institution. Extracurricular activities are organized in areas of personal development.

The content of classes should be formed taking into account the wishes of students and their parents.
Extracurricular activities may include: homework, individual lessons with children requiring psychological, pedagogical and correctional support, individual and group consultations for children of various categories of excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, etc.
The time allocated for extracurricular activities is not included in the maximum permissible load of students. The alternation of classroom and extracurricular activities is determined by the educational institution and agreed with the parents of students.

When do educational institutions switch to the new Primary Education Standard?

The transition to the new Standard is taking place in stages. In the 2010-2011 academic year, the Standard is introduced in 1st grade experimental schools of the Russian Federation
From September 1, 2011-2012 academic year, in all educational institutions of the Russian Federation in grade 1, the introduction of the Standard is mandatory.

Seven years is already an age. This is the beginning of the biography of the Personality. Every parent wants a successful and happy life for their child. Every parent knows that the foundation for future success must be laid in early childhood. At the age of 7, the time of responsibility comes, when the most important thing for a child is to learn to learn. It is during this period that the intellectual, emotional, motivational and volitional sphere of the personality actively develops.
It’s safe to say that a 7-10 year old child is in dire need of attention and care from his parents and the moral support of his loved ones. Your participation and interest will have a positive impact on the development of the child’s cognitive abilities.

How parents should behave with their child during school adaptation:

1. Avoid public reprimands and comments!
2. Avoid comparison with other children (especially if someone is better).
3. Be sure to celebrate the child’s successes by reporting them to other family members in his presence.
4. Try to make as few comments as possible to the child.
5. Affectionate touches from parents will help the child gain a sense of confidence and trust in the world.
6. Encourage in all endeavors and praise even for minor independent actions.
7. Restrain yourself and do not scold the school and teachers in the presence of your child.
8. Be consistent in your demands.
9. Your participation and your interest will have a positive effect on the child’s emotional state.
10. Accept your child for who he is.

Dear parents! The success of his adaptation to school routine and his psychological well-being will depend on how prepared the child is for school. This is a serious test for the baby and for the parents - a test of kindness and sensitivity. I wish you success!

Material prepared by the school director