Zankov training. Zankov training program

(FGOS NOO 2009)

The system of developing education L.V. Zankov (academician, doctor of pedagogical sciences, professor, years of life 1901-1977) was introduced as a variable state system of primary education from the 1995-1996 academic year (along withtraditional system and system of developing education D.B. Elkonina-V.V. Davydov). Since 2003, scientific director of the Federal Scientific and Methodological Center. L.V. Zankova - N.V. Nechaeva, Candidate of Pedagogical Sciences, Professor of the Federal Scientific and Medical Center.

UMK systems L.V. Zankov Includes textbooks for all major subjects:
- Teaching literacy and reading.
ABC. The authors: Nechaeva N.V., Belorusets K.S.
- Russian language. Nechaeva N.V.
- Literary reading(2 lines).
Author: Sviridova V.Yu., Churakova N.A.
Lazareva V.A.
- Mathematics(2 lines).
The authors: Arginskaya I.I., Benenson E.P., Itina L.S. (Grade 1) and Arginskaya I.I., Ivanovskaya E.I., Kormishina S.N. (grades 2-4).
Author: Vantsyan A.G. (1 class).
- The world.The authors: Dmitrieva N.Ya., Kazakov A.N.
- Technology. The authors: Tsirulik N.A., Prosnyakova T.N.
- Music. Regina G.S.

The educational and methodological package for primary and secondary education was developed in accordance with the main directions of the modernization of Russian education, with the Federal component of the state educational standard for primary and general education, and with the new Basic Curriculum. Textbooks have passed the state examination in the Federal Council for Textbooks and are included in the Federal lists of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation for use in the educational process of educational institutions. Textbooks comply with current sanitary standards.

Primary education in accordance with the views of L.V. Zankov main task puts the general development of students, which is understood as the development of the mind, will, feelings of schoolchildren and as a reliable basis for the assimilation of knowledge, skills and abilities.

The Zankov system is characterized by a richer content of education, which provides a variety of activities for students.

In the system of L.V. Zankov implements one of the main provisions: in primary education there are no main and non-main subjects, each subject is significant for the overall development of the child, which means the development of his cognitive, emotional-volitional, moral and aesthetic capabilities.

Target primary education according to Zankov - to give students a general picture of the world. General, not pieces, details, not individual school subjects. You can not crush what has not yet been created. The fact that in the L.V. Zankov, there are no main and secondary subjects, which is also very important from the point of view of raising the status of natural science, fine arts, physical education, labor, that is, subjects that make it possible to develop the sensory base.

Using the possibilities of the content of objects, the natural curiosity of a small schoolchild, his experience and desire to communicate with an intelligent adult and peers, it is necessary to reveal a broad picture of the world to him, creating such conditions for educational activities that lead him to cooperation with fellow students and to co-creation with the teacher.

important feature L.V. systems Zankov is that the learning process is conceived as the development of the child's personality, that is, learning should be focused not so much on the whole class as a whole, but on each individual student. In other words, learning should be student-centered. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Didactic principles L.V. systems Zankov: learning at a high level of difficulty with compliance with the measure of difficulty; the leading role of theoretical knowledge; awareness of the learning process; fast pace of learning material; purposeful and systematic work on the overall development of all students, including the weak ones.

1. The principle of learning at a high level of difficulty in compliance with the measure of difficulty. This is a search activity in which the child must analyze, compare and contrast, generalize. At the same time, he acts in accordance with the characteristics of the development of his brain. Learning at a high level of difficulty involves tasks that "grope" the upper limit of the students' abilities. This does not mean that the measure of difficulty is not observed, it is provided by reducing the degree of difficulty of tasks, if necessary.
Children do not immediately form clear, precise, grammatically formalized knowledge. It's built into the education system. Then it is quite clear that there should be a categorical ban on the use of marks. What grade can be given for obscure knowledge? They should be unclear at certain stages, but already included in the general sensory field of the universe.
The construction of knowledge begins with right-hemispheric obscure knowledge, then it is transferred to the left hemisphere, a person reflects on it, tries to classify, identify patterns, and give verbal justification. And when knowledge finally became clear, integrated into the general system of the universe, it finds itself again in the right hemisphere and now no longer needs tools, props from rules and formulations - it has grown into an integral system of knowledge of this particular person.
The trouble with many modern teaching systems is that they try to force the first grader to classify meaningless material. Words are alienated from the image. Children, having no sensory basis, are simply trying to memorize mechanically. It is a little easier for girls than for boys, it is easier for left-brainers than for right-brainers. But, exploiting the mechanical memorization of meaningless material, we close the opportunity for children to develop both holistic thinking and logical thinking, replacing it with a set of algorithms and rules.

2. The principle of the leading role of theoretical knowledge. This principle does not at all mean that students should be engaged in the study of theory, memorize scientific terms, formulations of laws, etc. This would be a strain on memory and would increase learning difficulty. This principle assumes that students in the process of exercises conduct observations on the material, while the teacher directs their attention and leads to the disclosure of significant connections and dependencies in the material itself. Students are led to understand certain patterns, draw conclusions. Studies show that working with schoolchildren to learn patterns advances them in development.

3. The principle of the rapid pace of the passage of educational material. The study of the material at a fast pace is opposed to marking time, the same type of exercises when studying one topic. Faster progress in cognition does not contradict, but meets the needs of children: they are more interested in learning new things than repeating already familiar material for a long time. Rapid progress in the Zankov system goes simultaneously with a return to the past and is accompanied by the discovery of new facets. The fast pace of the program does not mean haste in studying the material and haste in the lessons.

4. The principle of awareness of the learning process by the schoolchildren themselves, it is turned, as it were, inward - to the student's own awareness of the process of cognition flowing in him: what he knew before, and what else was revealed to him in the subject, story, phenomenon being studied. Such awareness determines the most correct relationship of a person with the outside world, and subsequently develops self-criticism as a personality trait. The principle of awareness by schoolchildren of the learning process itself is aimed at making children think about why knowledge is needed.

5. The principle of purposeful and systematic work of the teacher on the overall development of all students, including the weak ones. This principle confirms the high humane orientation of the didactic system of L.V. Zankov. All children, if they do not have any pathological disorders, can advance in their development. The very same process of development of the idea is either slow or abrupt. L.V. Zankov believed that weak and strong students should study together, where each student contributes to the common life. He considered any isolation to be harmful, since children are deprived of the opportunity to evaluate themselves against a different background, which hinders the progress of students in their development.

So, the principles of the educational system of L.V. Zankov are consistent with the age characteristics of the younger student, allow you to reveal the individual capabilities of each.

Let's name the important features of the teaching kit, which is based on modern knowledge about the age and individual characteristics of the younger student. The kit provides:
- understanding the interrelations and interdependencies of the studied objects, phenomena due to the integrated nature of the content, which is expressed in the combination of material of different levels of generalization (above-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional richness;
- possession of the concepts necessary for further education;
- relevance, practical significance of educational material for the student;
- conditions for solving educational problems, social-personal, intellectual, aesthetic development of the child, for the formation of educational and universal (general educational) skills;
- active forms of cognition in the course of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue (discussion of different opinions, hypotheses), etc.;
- carrying out research and design work, development of information culture;
- individualization of learning, which is closely related to the formation of motives for activity, extending to children of different types according to the nature of cognitive activity, emotional and communicative characteristics, and gender. Individualization is realized, among other things, through three levels of content: basic, advanced and in-depth.

In the learning process, a wide range of forms of education is used: classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, the characteristics of the class and individual preferences of students.

To study the effectiveness of mastering curricula and the teaching materials developed on their basis, the teacher is offered materials on the qualitative accounting of the success of schoolchildren, including integrated test work, which corresponds to the position of the Ministry of Education and Science of the Russian Federation. Marks evaluate only the results of written work from the second half of the 2nd grade. The lesson score is not set.

The initial focus of curricula and teaching materials on the development of each student creates conditions for its implementation in all types of educational institutions (general education, gymnasiums, lyceums).

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Introduction

For several years, the modern school has needed fundamental qualitative changes in terms of education and upbringing. In recent years, great changes have taken place in the life of a modern school: curricula are changing; alternative programs and textbooks are being developed and successfully introduced into education; private schools, lyceums, gymnasiums, colleges appeared; the experience of foreign schools is studied.

The quality of students' knowledge in the traditional system of education has long been of general concern. The preservation of the traditional lesson, the traditional class-lesson system leads to formalism in the assessment of the activities of students and teachers, in the impossibility of solving many vital tasks of education and upbringing. Improving the lesson - the main form of the learning process - is designed to ensure the organic unity of education, upbringing and development of students.

In this regard, in elementary school there was a problem of a way out of this situation.

Such a way out was seen in developmental education, in which mental neoplasms in a child arise not only in the content side of the psyche, but also in the procedural side, that is, the methods of mental, in particular intellectual activity.

Of particular importance for developmental education are the results of psychological and pedagogical research conducted under the guidance of L.V. Zankova, V.V. Davydova, D.B. Elkonin. The main objective of the initial education of these studies is the overall development of students and its close relationship with learning.

Studies have shown that introducing younger schoolchildren to the foundations of science, mastering a system of theoretical concepts open up the possibility of restructuring the entire nature of the child's development, and form the ability for theoretical generalization.

The purpose of the study is to theoretically study the foundations of developmental education according to the system of L.V. Zankov and practically prove the effectiveness of this system.

Hypothesis - developing education according to the system of L.V. Zankova has a positive impact on the depth and strength of program knowledge, skills and abilities of students, as well as on the level of general development

Object of study: developmental education.

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

1. Study the theoretical material on this issue.

2. Reveal the practical significance of developmental teaching methods.

3. to prove the need to apply developing methods according to the system of L.V. Zankov in the process of education and upbringing.

The following methods were used in the study: theoretical analysis of literary sources on the problem under study; observation, conversation; ascertaining and forming experiment, statistical data processing.

1. Analysis of the literature on the problem of developmental education according to the system of L.V. Zankov

1.1 Fundamentals of developmental learning

General characteristics of the concept of "developmental education".

The basis of the organization of traditional education is the class-lesson principle. The traditional school is built on this principle. Ya.A. Comenius and I.F. Herbart. The main thesis is “teaching everyone everything”. The main idea is that knowledge develops the personality of the student, learning cannot but develop. The traditional school in its classical version is distinguished by clear and rigid frameworks, clearly defined boundaries in the organization of the educational process, and strict laws of interaction between teachers and students. The characteristic features of traditional education are the predominance of communicating teaching (the teacher communicates knowledge to the student), normativity (strict education standards are set, the assimilation of which is mandatory for each student), orientation towards the "average" student. Taking into account the individual abilities of schoolchildren is limited by the given canons, the student is the object of training, relations with the teacher are often built according to an authoritarian type.

The traditional school is aimed at solving two main problems. Firstly, it should equip students with solid knowledge, and secondly, prepare them for life by developing the most important skills and abilities. Thus, in the traditional course of study, development was relegated to the background for a long time. This problem worried both foreign and domestic teachers. The way out of this situation was found in developmental training.

In recent years, public attention has been increasingly attracted to the ideas of developmental education, which are associated with the possibility of fundamental changes in the school. Moreover, one of the main principles of school reform is the principle of developing education.

Back in the early 1930s, the outstanding Russian humanist psychologist L.S. Vygotsky substantiated the possibility and expediency of education focused on the development of the child. According to him, pedagogy should focus not on yesterday, but on the future of child development. Learning is good only when it goes ahead of development.

In the formation of the system of developing education, three stages are quite clearly distinguished. The first of these, covering the end of the 1950s and 1960s, is the period of the creation of a fundamentally new theoretical concept for the development of younger schoolchildren in the conditions of school education. At the second stage (in the 70s), on the basis of this concept, by order of the then Ministry of Education of the USSR, a draft system of developing primary education was developed. Finally, after a short break, in the late 1980s the period of mastering the system by a mass general education school began.

In the late 1980s, the first schools appeared that adopted the concept of developmental education.

A school of developmental education can be built according to the scheme:

ts appointment: promotion of self-realization and self-affirmation of the individual, the formation of more perfect interpersonal and social relations; humanization of relations;

ts view: personal and social orientation;

ts principles: scientific, objective;

ts character: creative, productive;

ts goal: personal development, prevention of dead ends in development;

c educational process: the predominance of individually differentiated forms, creative approach;

ts technology: new, focused on facilitating student and pedagogical work;

c management: the student is the subject of activity; the object of management is a holistic pedagogical situation; support for the personal initiative of students;

ts style: democratic, encouraging;

c organization: based on knowledge and consideration of the patterns of life of a growing and developing personality;

c student: source of own development; subject of activity;

ts teacher: friend of children, humanist. Open to learners, collaborative;

c control: internal, integral;

ts consequences: love for school, desire to learn, cooperate, develop, cohesion, mutual understanding, confidence;

ts results: active, proactive, developed, liberated, self-confident, self-righteous, viable personality.

The developmental education scheme did not appear out of nowhere. As long as there is a school in general, so many the best minds solve the problem - how to teach, what to teach, what to develop.

So, developmental education is a holistic pedagogical system, an alternative to the traditional system of primary education.

This is the orientation of the educational process to the potential of the child and their implementation.

The purpose of developmental education is to educate each student as a subject of his own life, that is, a person who is able to independently set certain tasks for himself and find the best means and ways to solve them.

Developmental learning concepts.

The problem of regularities and principles of education is reflected in the concepts of developmental education developed by domestic psychologists and teachers. In the last decade, theorists and practitioners of domestic education have been paying more and more attention to this problem, devoting scientific works to it, creating methodological manuals and special programs.

Ideas L.S. Vygotsky were further developed in the works of D.B. Elkonina, V.V. Davydova and L.V. Zankov. In the 1960s, they developed the concepts of developmental education, on the basis of which experimental studies were carried out at school.

However, many pedagogues-scientists, teachers and methodologists still have vague ideas about the essence of developmental education, about its various types and forms, that in pedagogy there are a number of concepts of developmental education that interpret this issue in different ways. Let's look at some of these concepts.

The concept of V.V. Davydov and D.B. Elkonin

In the 60s. 20th century a research team led by psychologists V.V. Davydov and D.B. Elkonin tried to establish the role and significance of primary school age in the mental development of a person. D.B. Elkonin, analyzing the educational activity of schoolchildren, saw its originality and essence not in the assimilation of certain knowledge and skills, but in the child's self-change of himself as a subject.

D.B. Elkonin, V.V. Davydov, V.V. Repkin believe that each age corresponds to a certain leading activity, which is mastered at the appropriate age level and assigned as an individual ability, as a mental neoplasm.

Based on this periodization, for primary school age, the leading activity is educational activity, and the corresponding neoplasm is theoretical consciousness and thinking, and the corresponding abilities are reflection, analysis, mental planning. All other pedagogical tasks at this age can be solved only on the basis of emerging educational activity, and it is this activity that determines the development of the imagination, the formation of the emotional sphere, and the like.

In a traditional school, the entire content of academic disciplines is based on empirical knowledge, empirical communication. The child formally-logically or with the help of external associations and analogies classifies the world.

According to V.V. Davydova, in order to build an artificial pedagogical action that provides a deep penetration of the student into the educational content, it is necessary to help the child make a content-genetic generalization, when, analyzing a specific phenomenon, we isolate its essence, “acting as a general relation”, and then, analyzing, mentally experimenting with this essence, we build its new concrete manifestations. This path is an interpretation of a special path of knowledge known as "ascent from the abstract to the concrete."

The unfolding of subject material is the unfolding of a system of theoretical concepts in time. As a result, in a specially structured training, the child must learn its origin. Such acquisition by a child of knowledge (concepts) as a general method (principle) for a specific phenomenon is called V.V. Davydov by the procedure of content-genetic generalization.

In the system of developing education, the lesson itself is changing. The didactic core of the lesson is the activity of students.

Students do not just decide, discuss, but observe, compare, classify, group, draw conclusions, find out patterns. Their actions with educational material are transformative.

The relationship between the activities of the teacher, student, class team depends on the organization of work in the lesson. Collaboration, interaction with another person is the only way to master, to appropriate culture. But the culture is multilevel, heterogeneous. And just as diverse are the forms of cooperation, plunging into which the child masters various layers of culture.

The relationship between the cultural content and the form of cooperation was most precisely formulated by L.S. Vygotsky: "A new type of generalization requires a new type of communication."

As a preschooler, the child was involved in the development of forms of cooperation (infant, children, play). However, having crossed the threshold of the school, he is invited to master another completely new form of cooperation - educational cooperation.

Learning collaboration focuses on ways of thinking and acting that are common to all people, rather than on the unique uniqueness of each person. Educational cooperation is aimed at the result, and the result is new ways of action mastered by the child.

Developmental education is impossible without specially organized cooperation. Educational cooperation is necessary in training aimed at educating a person who is able to teach, change himself.

Petrovsky V.A. and Vinogradova A.M. There are three forms of cooperation:

1. educational cooperation with adults;

2. educational cooperation with peers;

3. meeting (many meetings) of the child with himself, changing in the course of learning.

Educational cooperation should be built as an agreement on cooperation and mutual assistance, in which both parties participate - both the teacher and the children. The educational cooperation of the teacher with the student is a prototype of the child's future individual ability for educational improvement. Once in new conditions and finding out for himself the limitations of his own capabilities, a person has three options for action:

c create, invent a new way;

ts find the missing way in the books;

c learn about the desired method of action from the person who owns it.

The first and second options are found in individual younger schoolchildren, and in these cases we are talking about giftedness or advanced development. The third way is the norm for a younger student who owns learning cooperation.

What should be the educational cooperation of the teacher with the class, preparing the child for the active position of the student, that is, teaching himself with the help of an adult and peers?

D.B. Elkonin, V.V. Davydov believes that “all forms of school relationships should be of a general nature and regulate not only the “child-adult” relationship, but also the “child-child” relationship. At the same time, norm-compliant behavior develops more effectively not in the whole class, but in small children's groups, which are also emotional support groups for the child.

Initially, younger students perform learning activities together, support each other in accepting and solving the problem, discussing the choice of the best search path. It is in these situations that zones of proximal development arise. In other words, at the first stages, learning activity is carried out by a collective subject. Gradually, everyone begins to independently implement it, becoming its individual subject.

The concept of developing education V.V. Davydov and D.B. Elkonina is aimed primarily at the development of creativity as the basis of personality. It is this type of developmental learning that they oppose to the traditional one. Many provisions of this concept have been confirmed in the course of long-term experiments. Its development and approbation continues at the present time. However, this concept is still insufficiently implemented in mass educational practice.

The concept of the phased formation of mental actions.

This concept was developed on the basis of the theory of P.Ya. Galperin and N.F. Talyzina and can be represented as a series of stages.

The first stage involves the actualization of the corresponding motivation of the student, a preliminary acquaintance with the purpose of the action, since only in the case when the purpose of the task coincides with the motive, actions can be considered an activity.

The second stage is connected with the realization of the scheme of the orienting basis of the activity (action). Students first get acquainted with the nature of the activity, the conditions for its flow, the sequence of orientation, executive and control functions. The level of generalization of actions, and hence the possibility of transferring them to other conditions, depends on the completeness of the orienting basis of these actions. There are three types of such a basis:

- an incomplete system of orientations is given in finished form, according to the model, necessary for operational execution (for example, mastering the elements of reading technique);

c the complete orienting basis of the action is given in finished form;

The orienting basis of action is proposed in a generalized form.

The third stage is the performance of an action in an external form, material or materialized, i.e. using any models, diagrams, drawings, etc. These actions include not only orientation, but also executive and control functions. At this stage, students are required to provide verbal accompaniment (speaking out loud) of the operations performed and their features.

The fourth stage involves external speech, when the action is subjected to further generalization due to speech (oral or written) design and separation from materialized means.

The fifth stage is the stage of inner speech, at which the action takes on a mental form.

Finally, the sixth stage is associated with the performance of the action in the mental plane (the internalization of the action).

The advantage of the concept of the phased formation of mental actions is the creation of conditions for the student to work at an individual pace and for motivated self-management of educational and cognitive activity.

In addition to those considered by us, there are a number of concepts, such as: the concept of Z.I. Kalmykova, who believes that developing is such training that forms productive, or creative, thinking; concept of L.M. Friedman, from the point of view of which the most significant in the development of children is the nature of their activities in the educational process, the main goal of which is the education of a comprehensively developed and socially mature personality; concept of N.N. Pospelov, focused on the formation of mental operations, which act as a condition and means of organizing developmental learning; concept of E.N. Kabanova-Meller, which is also associated with the formation of thinking operations, which she calls the methods of educational work and defines them as a system of actions that serve to solve educational problems. So, developmental education is a holistic pedagogical system, an alternative to the traditional system of primary education, orienting the educational process to the child's potential and their implementation. The purpose of developmental education is to educate each student as a subject of his own life, that is, a person who is able to independently set certain tasks for himself and find the best means and ways to solve them.

1.2 Developmental education according to L.V. Zankov

General characteristics of L.V. Zankov.

When substantiating a new approach to primary education, L.V. Zankov criticized the traditional method in the 1960s. In his opinion, the programs and teaching methods do not provide the maximum possible overall development of students and at the same time give a low level of knowledge and skills. This is because the educational material is lightweight, primitive in nature with a low theoretical level; teaching methods rely on the memory of students to the detriment of thought; the limitation of experiential knowledge leads to verbalism, the curiosity and individuality of children is ignored; slow pace of learning is practiced.

In the development of a new training system, L.V. Zankov proceeded from the position of L.S. Vygotsky: learning should lead development. And he showed what learning should be like so that it can lead development.

The development of children in this system is understood not in a narrow sense, not as the development of individual aspects - attention, memory, imagination, and the like, but as a general development of the individual. The general development of L.V. Zankov considers it as an integral movement of the psyche. Each neoplasm in the psyche in the course of general development arises as a result of the interaction of the mind, will, and feelings of the child, as a result of their integral unity.

The system is distinguished by faith in each child, in his strength. At the same time, it is taken into account that the development of each child is uneven - sometimes slowly, sometimes abruptly - depending on his individual characteristics, on the characteristics of the higher nervous system, his experience, etc. "The system accepts the child as he is, seeing in each adult with his own characteristics, mindset and character."

So, the general development of younger schoolchildren in the framework of the experimental work of L.V. Zankov was considered as the development of abilities, namely: observation, the ability to perceive phenomena, facts (natural, speech, mathematical, aesthetic, etc.); abstract thinking, the ability to analyze, synthesize, compare, generalize, etc.; practical actions, the ability to create some material object, to perform manual operations, simultaneously developing perception and thinking.

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

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

S.A. Guseva notes in this regard: “Analyzing my work experience and asking myself why it is so good, exactly the way I wanted, my students are developing interest and affection for learning, for my lessons, for me as a teacher, I give myself such an answer. The reason lies in the fact that I managed to reorganize my views on the student, to understand and accept the task of the general development of schoolchildren, and not just their learning.

This provision can be considered as the principle of selecting the content of education. In other words, the content of education includes both theoretical and empirical knowledge. The world in colors, shapes, sounds flows into the consciousness, into the spiritual world of the child.

The richness of the content of education is achieved, firstly, by including natural science and geography in the curriculum as separate subjects; secondly, by enriching the content of the subjects generally accepted in the primary grades - the Russian language, reading, mathematics, labor training, subjects of the aesthetic cycle; thirdly, by changing the ratio of the significance of the so-called main and non-main subjects. From the point of view of general development, there are no main and non-main subjects. And no less important than the advancement of students in mastering spelling skills, counting, reading is the mastery of visual activity, familiarization with works of art, the development of skills to observe the world around them; fourthly, by increasing the proportion of knowledge acquired by children under the guidance of a teacher outside the school walls, during various kinds of excursions; fifthly, by introducing independent, personal, worldly observations of children into the course of the lesson; sixth, an important element of the content of education in the "Zankov" classes is the child's own "I", the child's awareness of himself.

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

Teaching methodology. One of the properties of L.V. Zankova is its versatility: not only the intellect of the student, but also emotions, aspirations, volitional qualities and other aspects of the personality are involved in the sphere of teaching.

Further L.V. Zankov singles out such a property as the procedural nature of cognition. The study of each segment of the course is included as an element in the study of another segment, each element of knowledge enters into wider and wider connections with other elements.

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

Didactic principles of L.V. Zankov.

In the course of an experimental pedagogical study of the problem of learning and development, L.V. Zankov formulated new didactic principles of the system:

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

- the leading role of theoretical knowledge;

c study of program material at a fast pace;

c awareness of the learning process by schoolchildren;

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

New didactic principles, emphasized L.V. Zankov, do not replace, do not develop, do not supplement previously established principles. They arose in the logic of scientific research on the problem of study and development, they have their own interconnection, their own system, outside of which they cannot exist.

New didactic principles underlie the selection of the content of education in the primary grades and the basis of its methodological organization.

Consider the didactic principles of L.V. Zankov for more details.

The principle of learning at a high level of difficulty is characterized, according to L.V. Zankov, not so much because it exceeds the "average norm" of difficulty, but above all because it reveals the child's spiritual powers, gives them space and direction. This refers to the difficulty associated with the knowledge of the essence of the studied phenomena, the dependencies between them, with a genuine familiarization of schoolchildren with the values of science and culture.

The most significant thing here is that the assimilation of certain knowledge becomes both the property of the student and the next step, ensuring his transition to a higher level of development. Learning at a high level of difficulty is accompanied by compliance with a measure of difficulty, which is relative.

The principle of the leading role of theoretical knowledge in primary education was put forward by L.V. Zankov as a principle inextricably linked with the principle of learning at a high level of difficulty. He outlines the nature of the difficulty, shows that "we do not mean any difficulty, but the difficulty that lies in the knowledge of the interdependence of phenomena, their internal essential connection."

According to M.V. Zvereva, there was no such aspiration to reveal the internal relationship, such a promotion of the cognitive side of education. It can hardly be denied that it is the disclosure of internal connections between phenomena, facts, between the topics studied that permeates experimental learning. This is reflected both in the programs and in textbooks, not only in mathematics, but also in all other academic subjects taught in experimental classes: natural science, geography, artistic work, musical art, Russian language, reading, history.

The desire to reveal internal relationships is the main thing in the principle of the leading role of theoretical knowledge, and not the fact that before or after some specific, particular knowledge, a general position is reported.

The principle of studying program material at a fast pace. Revealing the essence of this principle, L.V. Zankov emphasizes, first of all, his service role in relation to the principle of teaching at a high level of difficulty. “Illegal slowing down of the pace associated with repeated and monotonous repetition of the past,” writes L.V. Zankov - creates obstacles or even makes it impossible to study at a high level of difficulty, since the educational activity of the student goes mainly along the knurled paths.

At the same time, the importance of its independent role is emphasized, since it guides the teacher to a correct understanding of the patterns of the child's mental activity. It requires continuous enrichment, renewal of the content of mental activity, which is a necessary condition for comprehending the material being studied, a condition for revealing various aspects of acquired knowledge.

It is very important that, when revealing this principle, it is pointed out that it is unlawful to confuse it with the requirement to hurry, to give as many tasks as possible in the same lesson.

An effective tool that allows both strong and weak students to go at a fast pace is the use of a differentiated methodology, the specificity of which is that different students go through the same topics of the program with unequal depth.

The principle of students' awareness of the learning process is one of the most important principles of the new didactic system. Revealing the essence of this principle, L.V. Zankov writes that this principle is both close to the generally accepted principle of the consciousness of acquiring knowledge and differs from it. “The principle of consciousness in its usual sense and our principle of awareness of the learning process by schoolchildren differ from each other in terms of the object and nature of awareness. If in the first awareness is turned outward, having as its object information, skills that need to be mastered, then in the second it is turned inward, towards the course of educational activity.

What is the subject of students' awareness, what aspects of the learning process? We find the following answers to these questions in the book “Education and Development”: “How are the acquired knowledge related to each other, what are the different aspects of mastering spelling or computational operations, what is the mechanism for the occurrence of errors and their prevention - these and many other questions related to the process of mastering knowledge and skills, are the subject of close attention of schoolchildren.

M.V. Zvereva notes that everything that turns out to be the subject of schoolchildren's awareness in the real learning process carried out in experimental classes has not found its full disclosure, its full concretization here. Such disclosure was not the direct task of the author of the above lines. Now, using the experience of teachers of "Zankov" classes, the experience of further development of a methodological system of developmental education, we have the opportunity to supplement the characterization of the lines along which the students' awareness of the learning process proceeds. This should include the schoolchildren's awareness of the genesis, the origins of knowledge, both from a universal and from a personal, individual point of view. So, in geography lessons, the teacher invites children to think about the questions: how did people find out what the Arctic Ocean is like, what is the nature like there? How did people learn about that part of the globe that is located around the South Pole of the Earth? And how do we know about it? In mathematics lessons, the teacher directs children to think about how numbers appeared, how zero appeared as a sign for writing numbers, who “prompted” people to use zero? And how do we know about all this? In history lessons or when studying historical information in reading lessons, children comprehend how, from what sources they received this or that information on history.

To a certain extent, primary school students can be and are being led to an awareness of the types of knowledge with which they deal in the study of certain subjects.

Teachers take one more step in the realization of the considered principle. It is no longer about schoolchildren's awareness of the learning process, but rather about schoolchildren's awareness of themselves, about awareness of their inner world. So, the teacher offers third-graders the following task: at home, try to remember when one of them first heard the tales of A.S. Pushkin, from whom he heard. To mobilize oneself for such introspection is unusual and difficult for most children. But such tasks are an impetus for introspection, awareness of one's feelings.

The principle of the general development of all students, including the strongest and the weakest, according to L.V. Zankov, clarifies the field of action of all the previous ones.

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

To understand this principle, let us correlate it with the principle of an individual approach, which appears in generally accepted didactics. What are the similarities and differences between them? The proposition of both principles is based on the recognition of individual differences between children entering the same class. The school provides an opportunity for all children to study according to a single program, for all to master the achievements of universal human culture. But at the same time, the school recognizes the need to take into account the individual characteristics of students. The teacher is required to study schoolchildren, to know their individual characteristics, to take them into account in the learning process.

However, in almost normal school conditions, an individual approach comes down to the fact that the teacher studies the gaps in the knowledge of children and finds ways to eliminate them. By implementing an individual approach in this way, the teacher seeks to bring the weak to the level of the average, the average to the level of the strong. However, it remains unknown to what level to pull up the strong. The strong one turns out to be the standard and, in fact, turns out to be outside the scope of the principle of an individual approach.

Approaching the student's personality from the point of view of general development, we see that there can be no standard to which others must be drawn. A weak problem solver in mathematics may have an exceptional flair for the artistic side of reality; A brilliant student in math can be an absolute sucker in practical terms. The question is, who should be pulled to whom? An artist who weakly solves problems - to a mathematician? Or a brilliant mathematician, absolutely insensitive to the image, to the colors, to the sounds, to the artist?

Naturally, with training aimed at general development, we cannot talk about pulling one up to the level of another. It can be about giving space to the individuality of each.

The only question is how to reveal the individuality of the student, how to find out what is strong in each child, what is weak, in what he is higher than the rest, in what he is lower. This, of course, is very difficult, especially if you remember that the child's personality is not made up of two or three qualities, but is a complex "bundle of strings", and in order to recognize them, you need to provide the opportunity to "sound" each of these strings.

In "Zankov" classes, the opportunity to express themselves in different aspects is provided both by the richness of the content of education that schoolchildren deal with, and by the richness and variety of teacher's work methods based on the described principles. This wealth makes it possible to provide a variety of activities for students. In turn, this leads to the fact that the teacher has the opportunity to observe the child in different ways, while the child, as it were, gropes for his own path of the most vivid manifestation and development. Everyone advances in development in accordance with his initial data, and not only pulls himself up to some externally given level.

With this functioning of the principle, which is oriented towards identifying and taking into account individual differences between children, a large scatter of data characterizes one or another side of the development of the student or the assimilation of one or another academic subject. In the same class there are students who stand at the most different levels according to one indicator or another. At the same time, one and the same student finds himself at different levels in the development of different aspects of the psyche and in the assimilation of various educational subjects.

Thus, the principle of the general development of all students, including the weakest and the strongest, means that the experimental didactic system provides the opportunity for fruitful learning in the same class for all students, the optimal development of each. It eliminates the need to create special classes (the so-called leveling classes for weak students, i.e. for those who, from the very beginning of their studies, find low success in mastering the school curriculum, in this case, of course, we are not talking about children with organic damage to the nervous system , whose training in mass conditions is impossible, and special classes for strong students). And this is especially important to emphasize, because it is often believed that strong students lose in their development, studying in the same class with less successful students. Orientation to the overall development makes it possible for everyone to identify both weaknesses and strengths.

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

Proposed by L.V. Zankov didactic system proved to be effective for all stages of the learning process. However, despite its productivity in the development of the student, it remains an unrealized concept to date. In the 60-70s. attempts to introduce it into mass school practice did not give the expected results, because teachers were unable to provide new programs with appropriate teaching technologies.

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

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

2.1 Organization of the study

To identify the effectiveness of developmental education according to the system of L.V. Zankov, we conducted a study that was conducted in three stages. At the first stage of the experiment, we conducted a stating cut to determine the depth and strength of the program knowledge, skills and abilities of students, including a minimum of the content of primary general education, as well as the level of general development of children.

The second stage of the experiment - formative - consisted in conducting an experimental group of classes with students according to the system of L.V. Zankov.

At the third stage - control - we determined the final level of depth and strength of the program knowledge, skills and abilities of students and analyzed the results.

So, the purpose of the experiment: to identify the effectiveness of developmental learning according to the system of L.V. Zankov.

As an experimental group, 9 students of the 2nd grade took part in the study, and as a control group (9 people) - students of the 3rd grade of the Luninskaya school of the Luninets district of the Brest region.

The study was conducted in February-April 2006.

2.2 Description of the course of the experiment and analysis of the results

The result of the professional activity of a Zankov teacher is determined, first of all, by the depth and strength of the program knowledge, skills and abilities of students, including a minimum of the content of primary general education, as well as the level of general development of children. When checking tests, the teacher classifies errors and shortcomings according to subject knowledge, skills and abilities, filling in the proposed tables. An increase in the general level of development of students can be tracked on the basis of highlighting some indicators of this development.

To conduct a stating cut, we carried out verification work on the Russian language in the experimental and control groups.

The results of the ascertaining section are listed in tables 1 and 2.

Table 1. Experimental group

Error classification

Maxim D.

Sergei P.

Job #1

Do not write out words with solid consonants

Job #2

Divide words into syllables

Job #3

Not all spellings underlined

Table 2. Control group

Error classification

Job #1

Job #2

Job #3

At the formative stage in the experimental group, we conducted classes according to the system of L.V. Zankov, in the control group, training was conducted in the traditional way.

At the final - control - stage of the experiment, we conducted a control cut to determine the depth and strength of the program knowledge, skills and abilities of students. To carry out the cut, we again used verification work.

Based on the results of the verification work, tables 3 and 4 were compiled.

Table 3. Experimental group

Error classification

Maxim D.

Sergei P.

Job #1

They did not write out the words with solid acc. sounds

Words with soft consonants were not written out

Letters denoting soft consonants were not underlined

Job #2

Divide words into syllables

Didn't underline the words that can't be moved

Not underlined words that can be moved

Job #3

Not all spellings underlined

Table 4. Control group

Error classification

Job #1

Defined only interrogative sentence

Defined only a narrative sentence.

Job #2

Did not perform grouping by word composition

Words with null endings are not underlined

Job #3

Not all words were matched with test words

So, after analyzing the data obtained based on the results of the experiment, we can state that the level of depth and strength of program knowledge, skills and abilities of the students in the experimental group increased, while we did not record any significant changes in the control group.

We presented the dynamics of changes in the level of knowledge of students in the experimental group in the diagram. The diagram shows the number of mistakes made by students during the test.

Thus, as a result of the conducted research, we concluded that the effectiveness of developmental education according to the system of L.V. Zankov.

Conclusion

developing zankov pedagogical student

In the first chapter of the course work, it was emphasized that the school, in its function, is aimed at the future development of society, it must ensure this future development.

The scientific and technological revolution in the 20th century dramatically complicated the nature of labor, it became predominantly intellectual, which required adjustments to be made to the system of mass education. Secondary and senior levels were built over the elementary school, with a fundamentally different, scientific content of knowledge. However, it turned out that the majority of students do not have the necessary abilities to master them. This gave rise to an insoluble contradiction between the mass nature of secondary education and the intellectual potential of students, which was the basis for the search for new forms and methods of education and upbringing.

The problem of regularities and principles of education is reflected in the concepts of developmental education developed by domestic psychologists and teachers.

At the end of the 50s. 20th century scientific team led by L.V. Zankov, a large-scale experimental study was undertaken to study the objective patterns and principles of learning. The efforts of the researchers were aimed at developing a didactic system for teaching younger students, with the goal of their overall mental development. They set the task of building such a system of primary education, which would achieve a much higher development of younger students than when teaching according to the canons of traditional methods.

The experimental system affected learning not only in elementary school. Research on developmental learning is available from other didacts: N.A. Menchinskaya, V.V. Davydova, D.V. Elkonin, N.F. Talyzina and others. They showed the possibilities of high school didactics to build the learning process as a developmental one, using a number of methods and techniques in organizing educational activities.

Based on the theoretical analysis of the literature on the problem of developmental education according to the system of L.V. Zankov, we conducted an experimental study in order to identify the effectiveness of developmental learning. The results and conclusions of the pilot study are given in the second chapter of this work. They clearly indicate that the introduction of L.V. Zankov is not only justified, but also necessary.

The methods we used in practice have proven themselves well even with short-term use (about 3 months). There is reason to believe that with their constant use in the educational process, these methods will be even more effective.

Thus, the purpose of the study is to theoretically study the foundations of developmental education according to the system of L.V. Zankov and practically prove the effectiveness of this system - achieved; tasks have been completed. Hypothesis - developing education according to the system of L.V. Zankova has a positive impact on the depth and strength of program knowledge, skills and abilities of students, as well as on the level of general development - confirmed.

Literature

1. Arginskaya I.I. and others. We train according to the system of L.V. Zankov. - M., 1994.

2. Voronov V.V. School pedagogy in a nutshell. - M., 2003.

3. Vygotsky L.S. Collected Works: In 6 volumes - V.4. - M., 1984.

4. Guseva S.A. Commonwealth of scientist and teacher. - M., 1991.

5. Davydov V.V. Types of generalization in teaching. - M., 1972.

6. Davydov V.V. Problems of developing education. - M., 1986.

7. Davydov V.V. Psychological theory of educational activity and methods of primary education based on meaningful generalization. - Tomsk, 1992.

8. Dneprov E.D. The fourth school reform in Russia. - M., 1994.

9. Zankov L.V. Didactics and life. - M., 1968.

10. Zankov L.V. About primary education. - M., 1963.

11. Zvereva M.V. On didactic principles// The practice of education. - 2005. - No. 3.

12. Kabanova-Meller E.N. Educational activities and developmental education. - M., 1981.

13. Training and development / Ed.L.V. Zankov. - M., 1975.

14. On the continuity between primary general and basic general education according to the system of L.V. Zankova // Primary school. - 1994. - No. 7.

15. Pedagogy / Ed. P.I. piddly. - M., 1996.

16. Petrovsky V.A., Vinogradova A.M. We learn to communicate with the child. - M., 1993.

17. Podymova L.S., Slastenin V.A. Pedagogy. Innovative activity. - M., 1997.

18. Polyakova A.V. Verification and control work in the Russian language// Practice of education. - 2002. - No. 8.

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Initial positions of the system. AT In the late 50s, L.V. Zankov tried to reveal the nature of the relationship between the construction of the learning process and the development of students. He was interested in the question of the mechanisms of development, of the real reasons for the child to achieve one or another level of development. Is learning powerful? Do internal factors also influence the course of development? Here are the questions he tried to find answers to.

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

Based on the research conducted under the guidance of L.V. Zankov, the following results were obtained:

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

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

The concept of “general development” was introduced as a common goal and indicator of the effectiveness of primary education; the lines and methods of studying the general development of schoolchildren are revealed; it is shown that until now in practice the huge reserves of the development of the child have not been used.

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

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

Here are the wonderful words of the teacher S. A. Guseva (Rybinsk): “Analyzing my work experience and asking myself why it is so good, exactly the way I wanted, my students are developing interest and affection for learning, for my lessons , to me as a teacher, I give myself this answer. The reason lies in the fact that I managed to reorganize my views on the student, to understand and accept the task of the general development of schoolchildren, and not just their learning. If, in the old way, I was guided only by the last task, then, for example, Seryozha would be beyond my special concerns - he can read, retell too, he writes correctly, which means that everything is in order. On the contrary, I would train Lena with additional exercises to advance her skills. But now I know - it is no less, and perhaps more important, not to let the child's living feeling, his satisfaction, die out. And therefore, how not to ask the same Seryozha at the lesson about the “Prisoner of the Caucasus” he read, although the story is far from the program material. Without this, I will not give him the opportunity to express himself, I will not ensure that he moves forward in accordance with his capabilities. (Guseva S. A. Commonwealth of a scientist and teacher. - M .: - 1991. - P. 210).

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

The richness of the content of education is achieved, firstly, by including in the curriculum (with a normal hourly load) as separate subjects of natural science (from grade 1), geography (from grade II); secondly, by enriching the content of ordinary, generally accepted subjects in primary school - the Russian language, reading, mathematics, labor education, aesthetic cycle subjects; thirdly, by changing the ratio of the significance of the so-called main and non-main subjects (music, fine arts , labor lessons). From the point of view of general development, there are no main and non-main subjects. And no less important than the advancement of students in mastering spelling skills, counting, reading is the mastery of visual activity, familiarization with works of art, the development of manual skills, the ability to observe the world around them - all this sometimes feeds on the process of mastering skills; fourthly, by increasing the proportion of knowledge acquired by children under the guidance of a teacher outside the walls of the school, during various kinds of excursions; fifthly, by introducing independent, personal, everyday observations of children into the course of the lesson (students are given the opportunity to share such observations with their comrades, this enriches the lesson and has a beneficial effect on the very feeling of children at school); sixth, an important element of the content of education in the Zank classes is the child's own "I", the child's knowledge, awareness of himself.

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

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

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

The leading role of theoretical knowledge;

Studying program material at a fast pace;

Students' awareness of the learning process;

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

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

Teaching methodology. One of the properties of L.V. Zankov's technique is its versatility: not only the intellect of the student is involved in the sphere of teaching, but also emotions, aspirations, volitional qualities and other aspects of the personality.

Further, Zankov singles out such a property as procedural knowledge, The study of each segment of the course is included as an element in the study of another segment, each element of knowledge enters into wider and wider connections with other elements.

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

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

The property of variance is also manifested in relation to students. The tasks and questions of the teacher both in the lesson and in homework are formulated in such a way that they do not require an unequivocal answer and action, but, on the contrary, contribute to the formulation of different points of view, different assessments, and attitudes towards the material being studied.

Features of organizational forms in the Zankov system are that they are more dynamic and flexible. The forms themselves remain the same, but their content changes. The lesson, remaining the leading form of organization of learning, acquires a different character. The structure of the lesson departs from the standard parts - a survey, explanation of the new, consolidation, homework. The lesson, in accordance with the principle of teaching at a high level of difficulty, can begin with a completely new question for students, the connection of which with previous experience, students realize on their own or with the help of a teacher (subject to the measure of difficulty). The lesson can unfold in the form of a gradual deepening into the topic, which is facilitated by the involvement of material both from the topics covered (which simultaneously ensures their repetition) and from those that have not been completed.

In the lesson, the ratio of the specific weight of the speech of the teacher and students changes. In traditional teaching, one can often observe such a picture when the lion's share of the time is filled with the teacher's speech - repetitions of questions, repetitions of students' answers, suggesting the beginning of the answer (the teacher cannot pause, wait for the student to gather his thoughts), various kinds, as a rule, unnecessary words that encourage students to be active (“think, think”, “faster, faster”, etc.), explanations, you are the waters made by the teacher himself. This should not be the case for a teacher working according to the Zankov system. Great art is required of him: while maintaining his leading role, to ensure the freedom of self-realization of the child, to create such conditions that from the first steps of being in the lesson the child is not afraid to express his, albeit still immature, thoughts, his observations, knowledge. To do this, it is very important to learn how to ask children questions that require variant, and not unequivocal answers. Then each student can find an opportunity to express their views.

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

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

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

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

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

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

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

One of the striking features of Zankov's didactic system is kind, trusting, filled with positive emotions relatives. communication between teacher and students. The creation of a joyful atmosphere, an atmosphere of enthusiasm and satisfaction of children with learning contributes to the entire structure of education, and above all, the richness of the content of education, which allows each student to realize himself in a satisfying learning activity, also contributes to the emergence of positive emotions in children. When in the lesson there is a discussion of questions new to children, when there is an opportunity to express different points of view, to agree or doubt about the point of view of a friend, and sometimes to refuse one’s own, to give one’s personal observations, then general development occurs here. Moreover, indirect ways of the development of the child come into play: intellectual activity feeds on those bright, diverse feelings that children experience, overcoming difficulties in intellectual activity give rise to feelings of success and satisfaction.

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

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

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

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

Particularly strong differences are noted in emotional development n about-volitional qualities students.

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

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

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

Associated with the beginnings of reflection ability to self-control, to self-regulation of their actions, deeds, behavior, and not only in educational, but also in everyday situations.

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

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

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

Let us highlight such an important orientation of schoolchildren as attitude towards oneself as a value. Not in an egoistic sense, but in a high human sense, when self-love, attitude towards oneself as a value acts both as the basis of self-esteem, and as the basis for understanding the other as a value, the basis of friendliness, love of life. A person cannot perceive another as a value if he does not realize himself as such. Through himself, a person knows the pain and joy of another person, through understanding himself, he understands the other. No wonder the biblical truth says: love your neighbor as yourself. What a pity that this is hardly mentioned in our modern pedagogy.

The basis for cultivating such an attitude towards oneself is in the depths of the training system. Even initial observations of children in Zank classes convince us that everyone in the class is a person, a person who respects himself, but is also respected by others, respecting others. This can be seen from the communication of children in the classroom: how attentively and respectfully they listen to everyone! At the same time, everyone recognizes himself as an individual, asserts himself before the collective of the class. “How interesting Seryozha told, - you can hear in the lesson. But I want to add to it. Often, students turn to a friend directly: “You, Petya, expressed an interesting idea, but I want to say that I think differently.” Here and respect, and interest in another, in his opinion, here is self-affirmation. Thus, conditions are created when everyone satisfies his need to be represented in the minds of others. As psychologists (A.V. Petrovsky and others) show, this is the most important human need, its satisfaction and creates the ground for understanding oneself as a value, which, we repeat, is the basis for understanding the other as a value, the basis for the emergence of friendliness, love of life.

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

Features of learning according to the system of L.V. Zankov. 1. Installing the teacher on the task of the overall development of students.

Development, according to L.V. Zankov, is the appearance in the child's psyche of neoplasms that are not directly set by training, but arise as a result of internal, deep integration processes. General development is the appearance of such neoplasms in all spheres of the psyche - in the sphere of the mind, will, feelings of a schoolchild, when each neoplasm is the result of the interaction of all these spheres and promotes the personality as a whole.

In the primary grades, the task of the overall development of the child is put forward at the forefront and is considered as the basis for the successful mastery of the program educational material, which should become a mandatory requirement in subsequent grades.

2. Rich education content. Children are presented with a broad picture of the world based on the values of literature, science, and art. The enrichment of the content of education in Zank classes is carried out by:

Enrichment of programs of generally accepted subjects - the Russian language, mathematics, reading;

Inclusions as independent new subjects that are not characteristic of generally accepted primary education - geography, natural science, history;

Changes in the ratio of the significance of the studied subjects; there are no “main” and “non-main” subjects, each is aimed at general development; -increasing the share of knowledge drawn from the direct perception of the surrounding reality, from various kinds of excursions outside the walls of the classroom, school;

Providing opportunities for students to bring their personal knowledge, observations, judgments into the course of studying program material.

3. Building learning based on the following didactic principles: learning at a high level of difficulty, a high proportion of theoretical knowledge, a fast pace of learning program material, students' awareness of the learning process, and the overall development of all students.

4. 4. Selection of the content of further education, which, in turn, determines the selection of teaching methods aimed at the overall development of students. Such methods exclude the sequential conduct of students through the stages of obtaining knowledge: first, informative, then reproductive, partially exploratory, and then only the creative stage. Students should initially be involved in research activities - in all cases where possible, to carry out independent observation, analysis of the material and its comprehension.

5. Making changes to the organizational forms of education. In the Zankov system, the lesson remains the main form of organizing learning, homework is preserved, and the proportion of excursions increases. Thanks to the rich content, methods focused on awakening the child's independent thoughts and feelings, the nature of the relationship between the teacher and students, the lesson acquires the features of non-standard, brightness, and mobility. According to the proportion of statements, specific actions, students come to the fore, the teacher becomes, as it were, a conductor, his role in organizing truly creative search activity is enhanced. Homework assignments are varied, often individual in nature, which reduces the possibility of overloading students.

6. A characteristic approach to assessing the effectiveness of training. The initial orientation towards assessing the assimilation of the material is supplemented by assessing the overall development of the child. The second task becomes a priority.

7. The nature of the relationship between the participants in the pedagogical process is changing radically. Of course, it is necessary to preserve in every possible way in subsequent classes the style of relationships that develops during primary education.

A bad teacher presents the truth, a good teacher teaches to find it.

A. Diesterweg

Zankov Leonid Vladimirovich(1901-1977) - teacher and psychologist, academician of the Academy of Sciences of the USSR, a follower of the school of L. S. Vygotsky, put forward and experimentally confirmed his model of developmental education.

The system of L.V. Zankov appeared and became widespread in the 50s. According to the scientist, the school did not reveal the reserves of the mental development of the child. He analyzed the state of affairs in education and ways of its further development. In his laboratory, the idea of development as the leading criterion for the work of the school first arose.

Today, on the basis of the former laboratory, the L.V. Zankov Federal Scientific and Methodological Center under the Ministry of Education of Russia has been opened.

The system of developing education according to L.V. Zankov can be called the system of early intensified comprehensive development of the personality.

Classification characteristic

By application level: general pedagogical. According to the main factor of development: sociogenic + psychogenic. According to the concept of assimilation: associative-reflex + developing. By orientation to personal structures: SUD + SEN + ZUN + SUM + SDP.

By the nature of the content: teaching and educational, secular, general education, humanistic.

By type of management: small group system.

By organizational form: classroom, academic + club, group + individual.

By approach to the child: personality oriented.

By prevailing method: developing.

In the direction of modernization: alternative.

Target Orientations

High overall personality development.

Creation of the basis for comprehensive harmonious development (content harmonization).

Hypotheses of L. V. Zankov

Development L.V. Zankov understands as the appearance of neoplasms in the child's psyche, not directly set by training, but arising as a result of internal, deep integration processes.

The general development is the appearance of such neoplasms in all spheres of the psyche - the mind, will, feelings of the student, when each neoplasm becomes the fruit of the interaction of all these spheres and advances the personality as a whole.

Knowledge by itself does not yet ensure development, although it is its prerequisite.

Only general development creates the foundation for the harmonious development of a person (ZUN + SUD + SUM + SEN + SDP).

In the learning process, it is not knowledge, skills and abilities that arise, but their psychological equivalent - cognitive (cognitive) structures.

Cognitive structures are patterns through which a person looks at the world, sees and understands it.

Cognitive structures are the substratum of mental development. These are relatively stable, compact, generalized semantic system representations of knowledge, ways of obtaining and using them, stored in long-term memory.

Cognitive structures are the essence that develops with age and in the learning process. The results of this are expressed in the features of mental activity: in perception, thinking, speech, the level of arbitrariness of behavior, memory, in the quantity and clarity of knowledge and skills.

Complex structures are created from simpler, diffuse ones, but they never add up from them, and every time a new quality is born. This is the essence of development.

Conceptual didactic provisions

For the greatest efficiency of the overall development of schoolchildren, L.V. Zankov developed the didactic principles of RO:

Targeted development based on an integrated development system;

Consistency and integrity of the content;

The leading role of theoretical knowledge;

Training at a high level of difficulty;

Progress in the study of the material at a rapid pace;

Awareness by the child of the learning process;

Inclusion in the learning process of not only the rational, but also the emotional sphere (the role of observation and practical work);

Problematization of content (collisions);

Variability of the learning process, individual approach;

Work on the development of all (strong and weak) children.

Content Features

The content of the initial stage of education is enriched according to the goal of comprehensive development and streamlined; it highlights the richness of the overall picture of the world based on science, literature and other arts. In the first class, the beginnings of natural science are presented, in the second - geography, in the third - stories on history. Particular attention is paid to fine arts, music, reading genuine works of art, work in its ethical and aesthetic meaning.

Not only the classroom, but also the extracurricular life of the children is taken into account.

■ The principle of the leading role of theoretical knowledge in L.V. Zankov

Training programs are built as a division of the whole into diverse forms and stages, the emergence of differences in the process of content movement.

The central place is occupied by work on a clear demarcation different features of the studied objects and phenomena. The distinction is carried out within the framework of the principle of consistency and integrity: each element is assimilated in connection with the other and within a certain whole. Zankovites do not deny the deductive approach to the formation of concepts, ways of thinking, activity, but still the dominant principle in their system is path is inductive.

A special place is given to the process comparisons, because through a well-organized comparison, they establish in what ways things and phenomena are similar and in what ways they are different, differentiate their properties, aspects, relations.

The focus is on the development analyzing observation, the ability to highlight different aspects and properties of phenomena, their clear speech expression.

Features of the technique

main motivation learning activity is cognitive interest.

The idea of harmonization requires combining rational and emotional, facts and generalizations, collective and individual, informational and problematic, explanatory and search methods in the methodology.

Method L.V. Zankova suggests involving the student in various activities, using didactic games, discussions, and teaching methods aimed at enriching imagination, thinking, memory, and speech in teaching.

. Lesson in the system of developmental education

The lesson remains the main element of the educational process, but in the system of L.V. Zankov its functions, the form of organization can vary significantly. Its main invariant qualities:

Goals are subject not only to the message and verification of ZUN, but also to other groups of personality traits;

Polylogue in the classroom, based on the independent mental activity of children;

Cooperation between teacher and student.

The methodological goal is to create conditions in the classroom for the manifestation of cognitive activity of students.

This goal is achieved in the following ways:

The teacher creates problem situations, collisions;

Uses a variety of forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;

Makes and discusses the lesson plan with the students;

Creates an atmosphere of interest for each student in the work of the class;

Encourages students to make statements, use various ways to complete tasks without fear of making a mistake, getting the wrong answer, etc .;

Uses didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him;

Evaluates not only the final result (correct - incorrect), but also the process of the student's activity;

Encourages the student's desire to find his own way of working (solving a problem), to analyze the ways of work of other students, to choose and master the most rational ones.

Lesson Features

The course of knowledge - "from the students."

The transformative nature of the student's activity: they observe, compare, group, classify, draw conclusions, find out patterns. Hence the different nature of the tasks: not just write off and insert the missing letters, solve the problem, but awaken them to mental actions, their planning.

Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of the surprise of the task, the inclusion of an orienting-research reaction, the mechanism of creativity, help and encouragement from the teacher.

A collective search directed by the teacher, which is provided with questions that awaken the independent thought of students, preliminary homework.

Creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working; creating an environment for natural self-expression of the student.

Flexible structure. The identified general goals and means of organizing a lesson in the technology of developing education are specified by the teacher, depending on the purpose of the lesson, its thematic content.

. Development Tracking

Involving a student in learning activities focused on his potential, the teacher must know what methods of activity he mastered in the course of previous training, what are the psychological features of this process and the degree of understanding by students of their own activities.

To identify and track the level of general development of the child, L.V. Zankov proposed the following indicators:

Observation is the initial basis for the development of many important mental functions;

Abstract thinking - analysis, synthesis, abstraction, generalization;

Practical actions - the ability to create a material object. Successful solving of difficult problems culminates in the powerful activation of positive reinforcement systems.

Literature

theoretical work, which serve to scientific disclosure of the problem of the relationship between learning and development: The development of students in the learning process / Ed. L.V. Zankova. - 1-P class. - M.: Publishing house of APN RSFSR; PYU class. - M.: Enlightenment, 1967; Zankov L.V. Didactics and life. - M.: Pedagogy, 1968; Education and Development / Ed. L.V. Zankova. - M.: Pedagogy, 1975; Individual options for the development of younger students / Ed. L.V. Zankova and M.V. Zvereva. - M.: Pedagogy, 1973; Assimilation of knowledge and development of younger schoolchildren / Ed. L.V. Zankova. -M., 1965; Chuprikova N.I. Mental development and learning. - M.: JSC "Century", 1995; Zankov L, V. Memory. - M., 1949; Zankov L, V. Visibility and activation of students in learning. - M.: Uchpedgiz, 1960; Zankov L.V. About primary education. - M., 1963; Zankov L.V. Commonwealth of scientist and teacher. - M., 1991; Kabanova-Meller E.N. Formation of methods of mental activity and mental development of students. - M., 1968.; Zvereva M.V. On the system of primary education aimed at the general development of students //Psychological science and education. - 1996. - No. 4.

Curricula, teaching aids, teaching tasks for the teacher: secondary school programs. Primary classes. - M.: Enlightenment, 1997; New system of primary education - I, II, III classes / Ed. L.V. Zankova. - M., 1965, 1966, 1967; Experimental training tasks / Ed. L.V. Zankova. - M.: NIIOP APN USSR, 1978; Studying the development of students by the teacher / Ed. M.V. Zvereva. - M.: NIIOP APN USSR, 1984; Education and Development / Ed. L.V. Zankova. - M., 1975; The development of schoolchildren in the learning process (grades 3-4) / Ed. L.V. Zankova. - M., 1967; Berkman T.L., Grishchenko K.S. Musical development of students in the process of learning to sing / Ed. ed. L.V. Zankova. - M., 1961; Zankov L.V. Conversations with teachers. -M., 1970, 1975; Commonwealth of scientists and teachers / Comp. M.V. Zvereva, N.K. Indik. - M.: Enlightenment, 1991; The history of the formation of man. For teachers and students of the 2nd grade. Teaching aid. - Minsk: Belarusian Press House, 1996; The training program according to the system of L.V. Zankov, grades 1-3. - M., 1996; Nechaeva N.V. Planning a period of literacy (system I-III). -M.: FNMTs, 1996; Nechaeva N.V. The study of the effective development of speech activity of younger students. - M.: FNMTs, 1996; Nechaeva N.V., Roganova Z.N. Experimental program and materials for teaching the Russian language in 5th grades. - M.: FNMTs, 1996.

Textbooks, books for students: Romanovskaya Z.I., Romanovsky A.P. The Living Word: A Book to Read in I, II, III class / Under the total. ed. L.V. Zankova. - M., 1965, 1966, 1967; Polyakova A.V. Russian language: a textbook for grades I, II, III / Ed. ed. L.V. Zankova. - M., 1965, 1966, 1967; Zankov L.V. Mathematics textbook for class I. -M., 1965; Arginskaya I.I. Mathematics textbook for II, III grade / Ed. ed. L.V. Zankova. - M., 1966, 1967; Chutko N.Ya. Educational materials on history - III class. -M.: Enlightenment, 1967; Zankov L.V., Arginskaya I.I. Mathematics, I class. -M.: Enlightenment, 1979; Dmitrieva N.Ya. Natural science book. 1st class - M.: Enlightenment, 1979; Alphabet / Ed. Nechaeva N.V. - M., 1996.

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

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

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

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

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

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

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

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

Advantages of the Zankov technique

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

What is Zankov's developing system based on?

The training system is built on three criteria:

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

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

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

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

The main priorities are as follows:

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

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

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

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

Trust and respect.

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

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

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

Self-learning and control.

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

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

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

Non-conservative teaching methods.

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

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

Who can teach using the Zankov method?

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

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

And there are a number of irrefutable explanations for this:

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

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

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

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

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

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

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