The world around us 1st grade.

What's happened the world.

Lesson #1.

Topic: What is the world around us.

Form of organization of classes (type of lesson): lesson with elements of research and gaming activities.

Lesson type: introductory lesson, lesson on introducing a new subject.

Lesson objectives:

Mastering initial ideas about the educational subject “The World Around us”, about objects of living and inanimate nature.

Creating conditions for formation and development mental functions, abilities, motivational attitudes, creative research thinking through involvement in active educational and research activities

Formation of moral and volitional qualities, the ability to control one’s behavior in educational situations.

Basic concepts: the world around us: the world of nature, the world of things, the world of people.

Metasubject connections: the world around us, art.

Resources: student workbooks, textbooks, colored pencils, 3 pictures of the city, underwater world and girls by the pond; trailers and objects of nature, things, people.

Planned learning outcome, incl. formation of UUD:

Have ideas about the world around us, about objects of living and inanimate nature, give approximate answers to the question: “Why is it necessary to study the world around us?”

Know distinctive features objects of living and inanimate nature.

Be able to make simple observations, compare objects of living and inanimate nature, give answers in the form of a small sentence to simple questions from the teacher or fairy tale character, be able to follow the teacher’s instructions.

Be able to cooperate with comrades in the simplest role playing games and conduct simple dialogues.

1. Personal UUD: developing interest in a new subject, determining the need to study the world in which you live;

2.Regulatory UUD: organization of the workplace according to the teacher’s instructions; If possible, evaluate your own work and the work of a friend; determine a plan for completing the task under the guidance of the teacher.

3. Cognitive learning tools: navigate through the textbook and workbook; compare objects, objects: find commonalities and differences; group objects based on essential features; reproduce what you listened to, determine the topic of the lesson; draw conclusions under the guidance of the teacher.

4.Communicative UUD: participate in dialogue in the lesson, answer the teacher’s questions, formulate a question on an issue of interest; listen and understand the speech of others.

7. Reflection. Personal UUD

Formed UUD

Teacher activities

Student activity

1.Organizational moment

Communicative UUD

The teacher greets the children, accepts their greetings with a smile and, with the help of a small breathing exercise, relieves possible tension. Prepares children

TEACHER. Good morning, children! Let's get ready for the lesson together - raise our hands up, take a deep breath, hold our hands up for a few seconds, and then sharply lower them down, bend forward a little and exhale deeply. And now everyone will sit in a way that is convenient for them to work in class.

Children joyfully greet the teacher, do breathing exercise and take their seats at their work stations. At the same time, they take a comfortable but acceptable position for studying

2.Updating basic knowledge.

Personal UUD

Speech warm-up. The teacher engages students in dialogue.

-Who do you think will be your assistant in class?

Riddle-hint.

Here is the very first assistant:
He's smart and he's loyal
Will lie on the desk for class
Look through it, he'll tell you everything!

-What is the name of our textbook?

This is the name of the subject we will study.

Introduction to the workbook.
.

Teacher, comrade, at home, mother.

This is a textbook!

The world.

Children take it in their hands and look at the cover.

3. Goal setting and motivation.

Regulatory UUD

-Let's talk about what we will talk about in our first lesson about the world around us.

-What is the world around us?

-Why do you suddenly need to study it?

4.Discovery of new knowledge by children

Cognitive UUD

Personal UUD

TEACHER. Now, let's use our first assistant - open the textbook on the page. Let's look at the illustration carefully.
The teacher reads a poem.
TEACHER.
Look around, my friend!
You see a river, a forest, a meadow,
Flocks of birds, airplane,
That he went on a flight.
Sky, wind, clouds,
A river again, a meadow river!
TEACHER. We are starting to learn something new academic subject- "The world". Look at the picture again, look out the window, around, think and tell me, what is the world around us? What and who is part of the world around us?

STUDENTS. The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, the sky, clouds, trees, houses, people.
TEACHER. Okay guys! Well done! And I want you to learn to observe the world around you, study and explore it.

In the lesson about the world around us, we will learn why day follows night? How many days are there in a year? Why do the seasons change? How diverse is the plant and animal world Earth? Why is it very important for a person to live in a family? What miracles can human hands create?

The game is a journey.

Row 1 goes into the forest.

Row 2 goes to the underwater world.

3rd row for a walk around our city.

-List the natural objects you saw there?

-One, two, three – we returned from the trip. You guys turned out to be very observant, so you named a lot of objects in the surrounding world.

Let's sum up the first result.

-What does the subject “The World around us” study?

Students open their textbooks and look at the pictures.

The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people

Students can list several objects around them.

1st row: girl, pond, duck with ducklings, trees, grass.

2nd row: sea ​​stars, vegetation, corals, bottom, water.

3rd row: building, square, flowers, trees.

The subject of the surrounding world studies the natural world, the world of things, the world of people.

5.Primary consolidation.

Regulatory UUD

Communicative UUD

WORK according to the textbook on p. 5Z

Assignment: Divide the drawings into two groups. Explain your decision. You can use a hint.

-List the items in the picture.

-Which two groups would you divide them into? Why?

-Let’s try to explain the full answer to the question: What is the world around us?

Option 1: living and inanimate nature.

Option 2: the world of nature, the world of people, the world of things.

According to the textbook: the world around us is what is around us: nature, people and everything that is created by man.

The answers of children who can more accurately reproduce this definition are assessed.

6.Independent work.

Communicative UUD

Cognitive UUD

Personal UUD

WORK in workbooks on pp. 4-5

Task 1 on p.4.

-Color what is related to living nature.

PHYSICAL MINUTE for eyes and hands.
TEACHER. We did a good job with you and your eyes and hands deserve a little rest. We got up from our jobs, came out from behind our desks, raised our hands up, put them down. We repeat three times. Now let's try to rotate our arms: forward, backward. We stretched our arms to the side, bent them at the elbows and rotate them: back and forth, now we spread our arms to the sides and rotate our hands: back and forth. Now we lower our hands down and shake our hands a little. Close your eyes, imagine that you are on the shore of a gentle warm sea, put your hands in warm water, took your hands out of the water and are trying to shake off the drops. Well done! Now let's look carefully out the window at the large tree in the school yard, fix our gaze on the tree, and count to 10 out loud. Fine! Now close your eyes and count to 10 again.

Children follow the teacher’s instructions: rotate their arms, rotate their arms bent at the elbows, rotate and shake their hands, close their eyes.

WORK on page 5. notebooks.

-Combine the pictures into two groups. Explain your choice.

GAME “Attach carriages to the trains.”

Living and inanimate nature.

I call two train students to the board. Children show their picture from the seat, and the trains assemble the trailers.

TEACHER. Well done boys! That's right, we can divide all objects found in nature into two large groups– objects of living nature and objects of inanimate nature.

Flowers, butterfly, spruce, mushrooms.

Work in pairs: “Take advice from your neighbor.”

Dishes are inanimate nature, other objects are living nature.

They conduct active independent activities.

Control themselves and their comrades during the game.

Control based on the model on the board.

Communicative UUD -What new did you learn in the lesson?

–Who found it difficult? Interesting? Evaluating your work.

PEDAGOGICAL UNIVERSITY OF "THE FIRST SEPTEMBER"

VINOGRADOVA Natalya Fedorovna,
RYDZE Oksana Anatolevna

“The world around us” as a subject in primary school: features, capabilities, methodological approaches

Lecture plan for the course
Newspaper number	Lecture title
	Lecture 1. Junior schoolchild and the world around him: features of interaction. Does a junior high school student perceive the world in the same way as an adult? What is “integrity of perception”? Does the younger student show interest in the nature, history, and culture of his native country? Does a child's personality change under the influence of the world around him?
	Lecture 2. Development and education junior school student– the purpose of studying the subject “The World around us”. Why was the subject “Natural History” replaced by “The Environment”? What is the contribution of the subject “The World Around us” to the development and education of a primary school student? What personality traits are developed primarily in lessons about the surrounding world?
	Lecture 3. What to teach: what knowledge about the world around us is relevant for a primary school student. What does “current knowledge” mean? Why should the content of knowledge about the world be integrated? Under what conditions does knowledge turn into value relations? Test № 1.
	Lecture 4. Lesson “the world around us”: types and structure. Why can’t a combined lesson be a priority when studying the world around us? What types of lessons reflect the specifics of the surrounding world as an object of study? Why should games, logical and creative tasks be mandatory structural units of the lesson?
	Lecture 5. When a junior student is active: methods of activation cognitive activity in “the world around us” lessons. Under what conditions for the organization of cognitive activity is a junior schoolchild active, proactive, independent and working in the zone of proximal development?
	Lecture 6. What is learning independence and how to develop it? What is the difference between everyday and educational independence? What skills ensure the development of educational independence? Test No. 2.
	Lecture 7. Younger schoolchildren work together: use various forms organization of learning in lessons of the surrounding world. When teaching becomes collective activity? What is the didactic significance different forms organizing joint activities?
	Lecture 8. Do you need to know “The World Around You”? Can relationships and feelings be measured by a marker? How to evaluate knowledge about the world around us? Final work.

Lecture 2.

The development and education of a junior schoolchild is the goal of studying the subject “The World around us”

The topic of the round table.“Is the subject “The World around us” necessary in primary school?

Participants: Educational methodologist, head teacher, teacher, parent.

Head teacher Subject “The world around us” It was recently included in the primary school curriculum; before that, the school studied the subject “Natural History”. And it seems to me that for a junior schoolchild it was very successful. The kids loved this item.

Teacher. I agree: for how many years children successfully studied natural history! The course “The World around us” is quite complex, containing a significant amount of information from many areas (biology, geography, social science, physics and even chemistry). The child is already overloaded with knowledge of the Russian language and mathematics, but here there is such a load: reading, conducting experiments, inventing... This is unbearable for children of this age. And how much suffering this subject brings to the teacher! Each lesson takes a long time to prepare...

UO methodologist. Let me remind my respected colleagues that in the history of the development of primary education there has always been an integrated subject that introduced children to different aspects of the world around them. This began in the 19th century by K.D. Ushinsky in “Native Word”, A.Ya. Gerd in “The World of God” and later in the course “Natural Science and Geography,” which was studied in the 20s of the 20th century and included knowledge about the relationship between man and nature.

Parent. I must admit that the amount of knowledge today is indeed very large. But my youngest daughter, studying this subject, has a much more solid store of knowledge about life in society than the eldest, who studied natural history. In my opinion, the subject “The world around us” is extremely necessary for a junior schoolchild, as it allows him to navigate his surroundings, accept right decisions about how to behave in nature, take care of your own health, learn the rules of relationships and the culture of the country.

UO methodologist. This is especially important today when we have lost values Soviet society, but haven’t purchased new ones yet.

Teacher. But this course is much more difficult than natural history. It is very multifaceted, requiring (primarily from the teacher!) the desire and ability to explore and discover new things. Although, I agree, the results of our work are more obvious.

Parent. You say that the course is difficult, but the difficulties of the learning process (accessible, of course) are more interesting than their absence. And one more thing: the child already knows a lot of what is being studied. But for some reason, many teachers still force you to learn everything that is written in the textbook. Has nothing really changed in 20–30 years and our children, like us and our parents, must develop the ability to cram?

UO methodologist. I propose to discuss all these problems:

Why was the subject “Natural History” replaced by “The Environment”?

What is the contribution of the subject “The World Around us” to the development and education of a primary school student?

What personality traits are developed primarily in lessons about the surrounding world?

? Why was the subject “Natural History” replaced by the subject “The World Around us”?

If we look into textbooks on the history of pedagogy and take an interest in the curricula and the nomenclature of subjects, which in different historical times studied by schoolchildren primary classes, then let us pay attention to the fact that for the first time a course similar to natural history appeared in the second half of the 18th century. Author of "Inscription" natural history, published for the Public Schools Russian Empire..." (1786) V.F. Zuev proposed introducing elementary school students to inanimate nature (“Fossil Kingdom”), plants (“Vegetable Kingdom”), and animals (“Animal Kingdom”). The authors of all natural history courses that were studied later, up to the 90s of the 19th century (A. Gerd, L. Sevruk, I. Polyansky, D. Kaygorodov, V. Goroshchenko, A. Nizova, Z.A. Klepinina, L. F. Melchakov, A.A. Pleshakov), paid special attention to expanding the knowledge acquired by children. Gradually, more and more new sections were introduced, reflecting the field of natural science knowledge: soil, natural communities, the structure of the human body, ecology, etc. The authors based the course on the idea of ​​the diversity of the kingdoms of nature and the characteristics of their representatives.

It is also interesting to note that from time to time the subject “Natural History” (“Natural History”) was removed as an independent subject and replaced by explanatory reading in reading and reading lessons. native language. This was during the time of K.D. Ushinsky and his followers; this was for almost thirty years between 1937 and 1966. This course of familiarization with the world could not, of course, solve all educational and educational problems, but it had one advantage - the world was studied holistically.

The study of history was also included in the training programs for primary school students at different historical times. Thus, the “Charter of Gymnasiums and Pro-Gymnasiums” (1864) provided for the study of an episodic history course in grades 3–4, elementary course social science in the 20s of the XX century was compulsory subject in grades 2–3 of primary school, then (in the 1930s) a course on the history of the USSR was introduced. Unfortunately, subsequent acquaintance with history, modern life society remained within the framework of explanatory reading.

Perhaps, the violation of the principle of natural conformity of education (children of primary school age learn the world holistically) was the main reason for the emergence of the subject “The World Around us” on the basis of “Nature Studies”.

No matter how interesting and useful natural history was, it did not solve the problems of social development of a primary school student. It is known that man is not only a biological, but also a social being.

Moreover, a person is born as biological creature, but develops as a social one, as a member of a certain society existing in certain time and in a certain space. A person cannot develop outside of society, not a single Mowgli in real life I couldn’t become a full-fledged person.

The trinity of the surrounding world (nature-human-society) became the main conceptual idea when developing a new subject for elementary school, “The surrounding world.” This was first implemented in the author’s program “The World Around us” by N.F. Vinogradova, and then was reflected in the state standard and curriculum, where the subject “The World around us” appeared in the early 90s.

Taking into account the characteristics of modern society and the social side of people’s lives, the problem of expanding knowledge about the world around us has become special meaning. Today, the state and society have set the most important task for the school: to cultivate the highest feelings of the younger generation, to form ideas about the history of our state, to develop value relations and guidelines.

? What is the contribution of the subject “The World Around us” to the development and education of a primary school student?

Let us draw attention to the fact that the presence of knowledge, the assimilation of any information is an essential indicator of development, but not the most important.

Outstanding child psychologist L.S. Vygotsky defined child development as a result of learning that does not coincide with its content, that is, as personal new formations that fundamentally distinguish a child at the end of his education from himself at the beginning. These are changes that occur in the psyche (in perception, attention, imagination, thinking, speech and memory), in personal development(in understanding oneself, self-control and self-esteem, managing one’s feelings and actions, etc.), in relation to the world around us and the activities that the child is engaged in, etc.

What development characteristics, the most important for a primary school student, are formed during the study of the subject “The World around us”?

The ability to apply acquired knowledge, choose a rational way to solve an educational problem;

the desire to be independent and take initiative when studying the surrounding reality, to find ways to get, systematization, generalization of information;

the ability to carry out educational cooperation, choose an activity partner, and appropriate ways to work together;

the ability to evaluate one’s ignorance, find the cause of the mistake made and ways to correct it, and determine the need to acquire new knowledge.

One of the main tasks of the subject under consideration is development general culture schoolboy. The activities of a primary school teacher are aimed at forming elements of environmental culture, developing moral feelings, as well as the culture of behavior in society.

Since the lessons are based on material that is specific and close to children, they touch their feelings, allow them to compare their experience with what they have acquired, and have their own point of view. For example, in 2nd grade children learn enough difficult topic"Russia is your Motherland." To work with text that is difficult for a second grader, the textbook offers two emotional supports. The first, the story “What Dad Told About,” depicts an emotional situation familiar to almost every child: dad returns from a business trip and talks with the children about how he misses home. In the process of reading and discussing the text, children can answer next questions: “Have such stories happened to you? When did you miss home? Do you remember your hometown, street, house, when you go to other places? Why does a person miss home?

As a result collective discussion schoolchildren come to the conclusion: a person gets used to his home, where he always feels comfortable and happy, where they are waiting for him and miss him. Homeland is also native home, therefore, a person cannot live for a long time without his Fatherland.

At the same time, the teacher offers another emotional support: schoolchildren look at a reproduction of a painting by I.I. Levitan "Evening Bells" It is especially important to draw children’s attention to the following words: “The poet conveys his love for the Motherland with words, the composer with melody, and the artist with colors.” This will prepare students to analyze the meaning of I. Shaferan’s poem “Red Sun” (p. 52 in the textbook for 2nd grade)- the poet conveys his feeling of love to native land, nature, Motherland.

Certainly, personal attitude to the event, moral standard It is not easy to develop in a primary school student. For this, it is necessary to build a system of emotional “help”: give examples from the lives of children, revive their experience, use visual material, etc.

Let's give an example. In 4th grade the topic “From birth to old age” is studied. At one of the lessons, the children are asked to speculate on the topic “Why do old people need your help?” As the first emotional support in discussing a topic, the teacher uses the student’s life experience. A fourth grader compares the image of an elderly person from his past experience with the image presented in the text of the textbook. In this case, emotional support is combined with content support: children’s experience is enriched by specific life situations.

The second emotional support is a reproduction of a painting by the wonderful Russian artist V.M. Vasnetsov "From apartment to apartment." By comparing his experience of communicating with older people, looking at the picture, the student gets the opportunity to think about whether the attitude towards old people, which we often observe how we ourselves behave, is normal. Perhaps, having discussed with classmates the importance and need for attention to older people, the student will devote some time to his relatives, say kind word to the elderly, will provide all possible assistance if necessary. The third emotional support is the students’ stories about how they help their grandparents, and discussion of the situation “Grandma has come home.”

Lessons from the world around us when properly organized, they make it possible to develop the most important intellectual qualities student: ability to compare, classify, draw conclusions. For example, while studying the topic “Your first acquaintance with the stars” in 2nd grade, the teacher suggests looking at two diagrams and discussing the following problem: “In ancient times, people, when drawing the Universe, placed the Earth in the center - approximately as shown in the first diagram, - and they thought that the Sun revolved around the Earth. Compare the diagrams. Which one seems correct to you from the point of view of modern astronomy?” (The second diagram shows modern look mood solar system.)

As a result of the discussion, the children come to the following conclusion: in ancient times, people had a misconception about the role of the Sun in the solar system. This star is the center of the solar system, and the Earth revolves around the Sun. So comparing the two different points vision becomes the basis for a correct understanding of connections in the surrounding world.

Among the goals of studying the surrounding world, one of the most important is the development of social significant qualities personality, value ideas about nature, people, society. The content of the course is aimed at achieving it , and all components of the methodology for getting to know nature, society, people, etc. Problematic situations are especially important for the formation of a positive attitude towards the world and its knowledge.

For example, during a discussion in 4th grade problematic issues: “Why did Russian soldiers always burn bridges behind them?”, “Why did they say: “There is nowhere to retreat. Moscow is behind us!”?”, “What do the words of A.S. mean? Pushkin, said about Kutuzov: “When the voice of the people’s faith...” (see tutorial)?”, “Why did the words of the song “Get up, huge country...” inspire people to heroic deeds?” and so on. – children develop higher moral feelings – patriotism, pride in heroic history home country, admiration for the exploits of our ancestors.

The value positions of a primary school student are manifested in his activities - first in educational situations, then in everyday life. The younger schoolchild, in his statements, comments on his drawings and textbook illustrations, in his essays, and sketch stories, reflects his own understanding events of the country, learns to compare his emotional states with the relationships expressed in his works by the authors of artistic paintings, literary works, sculptural compositions, etc. For example, in the textbook for the 4th grade, a number of posters dedicated to the Great Patriotic War were selected. Looking at them, fourth graders pay attention to visual arts, which artists use, on how they depict our soldiers and fascist enemies. So, the poster “What Hitler wants and what he will get” means visual arts actually names a number of reasons why Hitler started a war with Soviet Union: “Hitler wants to take away the grain from the peasants; wants to give the factories to the bourgeoisie; wants to litter the earth with coffins; wants to make slaves of the free.”

Of course, at primary school age the development of a child’s reflection is just beginning. In order for the student to learn to evaluate the results of his activities, in order for his self-esteem and self-control to be successfully formed, already in the 1st grade a special exercise is introduced: “Evaluate how you completed the task.” The student carefully reads himself (or listens to the teacher) all the answer options for assessing the completion of the task:

– quickly, correctly, independently;
– correctly, but slowly;
– correctly, but with the help of others;
- fast, but wrong.

Then the student chooses from the answers one that, from his point of view, corresponds to the process of his activity and the result obtained. Since the student can choose only one answer out of four, this forces him to first analyze all the proposed answer options. The experience of using this and similar exercises shows that by the end of the first year of schooling, children evaluate their activities quite objectively, which makes it possible to introduce more differentiated assessments in subsequent grades.

The process of studying the surrounding world in to a greater extent than all other academic disciplines in primary school, it contributes to the development of children's erudition.

When studying the course, students master a fairly large amount of knowledge from different educational areas– natural sciences, geography, social studies, anatomy, etc. This means that the subject “The World Around us” is cultural, shaping the culture and erudition of the child. The study of nature, society and man contributes to the moral development of the individual, the formation of a humane attitude towards all living things. The child learns the rules of behavior, learns to interact with other people, understand himself, and manage his behavior.

For example, in 2nd grade, during lessons on the topic “Who lives next to you,” children learn the rules of cultural behavior and attitudes towards people. To get away from edification and formal memorization of rules, you need to pay more attention emotional side human actions. The conclusion that students will make: “Society cannot exist without rules. Rules help people live without trouble. Following the rules allows you to organize your life.” ( Let's give an example from a 2nd grade textbook. pp. 42–43.)

Important side The personality of a growing child is the education of an ecological culture. Children learn the alphabet of the laws of life of nature, learn about the interaction of plant and animal organisms, the need for a careful, prudent and reasonable attitude towards natural environment. During the learning process, experience is formed in assessing human behavior in nature, skills and abilities are developed in caring for animals, plants, and providing them with necessary assistance both in artificial and natural environment a habitat. The basis of the aesthetic education of junior schoolchildren is the figurative, emotional perception of objects created by nature and man. The diversity, brightness, and dynamism of objects in the surrounding world affect the stability of emotional impressions, and the relationship between the emotional and cognitive becomes a condition for the development of aesthetic feelings.

Constantly observing the phenomena of the surrounding world and being in interaction with its subjects and objects, the junior schoolchild acquires not only great sensory experience. He develops the ability to analyze, establish connections and dependencies, classify, compare, generalize what he observes, draw conclusions - that is, he learns to be a student.

In the process of getting acquainted with the world around us, it is quite easy to create situations of surprise, question, assumption, foresight, which become the basis for the emergence of a motive for acquiring knowledge and acquire special significance in the development of logical thinking and coherent speech (speech-reasoning).

Let us now imagine the goals of the subject in the form of a diagram.

Leading goals of the subject “The World around us”

Goals determined by the natural history content of the subject:

formation of systematized knowledge about the diversity of nature and its living conditions;

development of a positive attitude towards nature, elements of ecological culture;

formation of skills of a careful, creative attitude towards nature.

Goals determined by the social science content of the subject:

education of the principles of higher moral feelings (attitudes towards the Motherland, its culture and history), tolerance, etc.;

fostering a culture of behavior and relationships;

developing the ability to empathize, show attention, provide assistance, etc.

Goals due to the integrated nature of the course content:

formation of general culture and erudition of schoolchildren;

development of value relations to the surrounding world, moral and aesthetic feelings;

awareness of oneself as a part of nature and a member of society.

? What personality traits are developed primarily in lessons about the surrounding world?

If we proceed from the position accepted in didactics that the intended learning goals are the planned result of the didactic process, then the implementation of the above-mentioned leading educational goals of a primary school student will lead to the emergence of “new formations” (L.S. Vygotsky) of his personality.

These new qualities of the child’s personality will help him interact with the world and himself, and will become elements of his readiness for such interaction.

Let us highlight the main components of a primary school student’s readiness to interact with the outside world.

1. INTELLECTUAL READINESS– ability to work with information different types, the ability to apply knowledge in non-standard situations, determine the method of constructing a learning task; master (at the age level) techniques for independently acquiring new knowledge. TO intellectual readiness These include the required level of development of cognitive interests, the student’s ability to work in search conditions, the ability to put forward and discuss assumptions, and conduct small-scale research.

2. PERSONAL READINESS– desire and ability to demonstrate independence, initiative, purposefulness, volitional effort when overcoming difficulties; ability to plan and organize one’s activities, own elementary rules educational cooperation.

3. COMMUNICATION READINESS– the ability to use the means of language and speech to receive and transmit information, the ability to participate in educational dialogue, build monologue statements different types.

4. REFLECTIVE READINESS– the ability to monitor and evaluate one’s activities, anticipate the possible consequences of one’s actions, find and eliminate the cause of emerging difficulties; consciousness self-esteem, the ability to objectively evaluate one’s educational achievements and strive to improve them.

5. BUSINESS (activity) READINESS– the ability to translate a practical task into an educational one, to design one’s activities from setting a goal to obtaining a result; ability to apply an algorithm of actions; ability to work under conditions of choice.

6. CREATIVE READINESS– ability to decide learning task creatively; wish
and the ability to refuse a model, to achieve originality and novelty of a solution.

7. EMOTIONAL READINESS– a system of educational and cognitive motives (reasonable desire to learn), adequate emotional reaction to various learning situations, the ability to use and gain sensory experience.

From the above it follows that the characteristics of readiness of a junior school student are indifferent to the content of training, that is, these qualities of the student can be formed in any lesson.

Self-test questions

1. Prove the special importance of the surrounding world for the social development of the child.

2. What is the attitude of the parents of students in your class towards the subject “The World Around You”?

3. Describe one of the goals of studying the subject.

4. How do you understand the readiness of a primary school student to live in the modern world around him?

5. Express your opinion on the question: “Is it necessary to adjust the learning process in connection with changes in the modern social situation?”

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2. Vinogradova N.F.. Strategy Russian Federation in the field of educational development for the period until 2008: priorities of education as a contribution to the socio-economic development of the country // Elementary education. – 2005. – № 5.

3. Vinogradova N.F.. How to implement student-centered education in primary school? // Elementary School. – 2001. – No. 9.

4. Vinogradova N.F.. Education should be developmental // Primary education. – 2004. – No. 2.

5. Vinogradova N.F. How to develop reflective abilities. Elementary education. – 2005. – No. 4.

6. Zhurova L.E., Vinogradova N.F.. Educational activities: Program for elementary school // In collection. "Programs for four-year elementary schools." – M.: Ventana-Graf, 2005.

This article presents material for 3rd grade students, for whom the world around them is presented in the form of simplified ecosystem models. The concept of human society, its structure and significance in the life of every person is also considered. On simple examples the process of explaining the surrounding world is underway. This is the main task of this material.

Ecosystem concept

In order for a 3rd grade student to better understand what planet Earth is, it is necessary to clearly demonstrate a model of the globe. Our planet has an outer shell called the atmosphere. All living organisms on Earth breathe atmospheric air. The atmosphere protects the Earth from overheating and from cosmic ray radiation.

The earth has water shell- this is the hydrosphere. The hydrosphere is formed by underwater waters, rivers, seas, and oceans of the globe.

The lithosphere forms the solid shell of the Earth. Land, mountains, earth are classified as the lithosphere.

All living organisms living on Earth live in the biosphere. The biosphere is located on the border of all other three spheres.

All living organisms on Earth live in air, water and terrestrial environment. In order for the cycle of substances in nature to continue, all living organisms cannot do without each other. All organisms according to their functions (or you can compare the functions of organisms with professions) are divided into producers, consumers and destroyers. Producers are plants and trees, consumers are basically all animals, but destroyers include bacteria, fungi and worms. Producers, consumers and destroyers cannot live on Earth without air, water, soil and rocks. Consequently, all of the above elements can be divided into two large groups: living and inanimate nature. Thus, we can imagine the world around us - it is living and inanimate nature.

The concept of society. Its structure

For a 3rd grade student, to define the concept of society, one should cite as an example his own family, which (mostly) consists of members: father, mother, grandmother, grandfather, brothers, sisters. A family (group of people) is the elementary or basic unit of society. All members of society interact with each other. Thus, society is also the surrounding world. The whole society rests on four components. These components are parliament, hospital, church, prison. The surrounding world is a certain structure that was formed in ancient times, and its basis has been preserved to this day.

Economics concept

Let's highlight those things that a person needs for life. These things are called needs. What can we classify as human needs? This is the need for food, for rest, for clothing, for work, for maintaining health, for transport, for safety. This list can go on for a long time. The needs of humanity are different in purpose and meaning.

Needs can be cognitive (theater, books, television), physiological (hunger, sleep), material (apartment, computer, car, cottage). Nature gives us a lot - the warmth of the sun, air, water, the harvest of the earth. And love, communication, friendship - we get all this by communicating with each other. And all material goods - these are things that cannot exist in nature (houses, cars, clothes) - are given to us by the economy. Translated from Greek language- "housekeeping". Like this simple explanation for 3rd grade students, the world around them will look simple and understandable.

Conclusion

In conclusion, I would like to say that, despite the scale and complexity, the world around us is a rather fragile structure; it is important to appreciate, and most importantly, protect it for future generations main task adults before children. But at the same time, at the stage of education, it is necessary for the younger generation to form an appropriate value system.

A clear change of all seasons is visible. Each of them is unique and has its own distinctive features. The most striking signs of autumn, winter, spring and summer are reflected in the works of great poets, writers, and artists. In addition, observations of seasonal changes played in nature important role in the organization of human economic activity.

September

September is considered the first month of autumn. It is at this time that changes associated with the life of living and inanimate nature begin to occur. First of all, this concerns a decrease in air temperature, changes in precipitation, and a decrease in clear days. It is no coincidence that in ancient times September was called spring or gloom. Many signs of autumn characterize it exactly this way.

Quotations that were born many centuries ago have survived to this day:

• September is cold, but full;
• thunder in September - for warm autumn;
• cranes fly high, coo loudly - for a good autumn.

For the first autumn month It's time for Indian summer. Many folk signs of autumn are associated with this period. For example, inclement weather that prevails from mid-September to the end of the month will certainly be replaced by a long, dry autumn. A clear Indian summer indicates that the winter will be frosty.

October

Gryaznik, Podzimnik, Svabednik - all these are names of the same month - October. The ancient names reflect the main features of the second autumn month, as well as general signs of autumn. In October, rains become more frequent, snow may fall, and night frosts become regular. It has long been customary to have weddings at this time, because the time of hard agricultural work was ending. In addition, after the harvest it was not difficult to organize a festive feast.

There were beliefs among the people that had to be followed strictly. In order for the cranes to return to their native land, it was necessary to shout out after the flying flock: “The road is on the road!” In the first half of October there was always honey on the table. At the end of the month, it was recommended to hang all clothes out in the morning frost to get rid of evil spirits.

There are signs of autumn that any modern person knows about. For example, a flying cobweb in early October indicates that cold weather will not come soon. October 4th will indicate what the weather will be like for another four weeks.

November

Jelly, half-winter, chestnut, leaf fall. This is what the ancestors called the last month of autumn. Dark nights- its main feature. But after the first snow, which covers the ground in November, it becomes lighter at night.

A large amount of snow fell in last month autumn, allows us to hope for a good harvest in next year. The appearance of mosquitoes in November indicates what is to come warm winter. Frosts will linger if last leaves They fall from the trees slowly.

In November, both nature and people prepare for the coming of winter. Therefore, many signs of November indicate what the coming time of year will be like. Knowing the signs and knowing how to use them helps people adapt to natural conditions, feel more secure. It is for this reason that acquaintance with the main signs relating to different seasons should occur in childhood.

Signs of autumn for preschool children

Seeing the distinctive features of each season is very important skill, which a child must master before attending school. Getting to know the signs of a particular season occurs on a practical level during walks in the forest, park, square, or near a pond. Even simply observing nature from the window of your room can teach a child a lot.

Autumn is a bright time of year. Its signs cannot go unnoticed by the child. Children usually themselves begin to ask questions about the changing color of the leaves on the trees; they are amazed by the thick fogs and the farewell cries of birds. It is important for an adult to support the child in conversations, give him the opportunity to reason and provide him with new knowledge.

Walking through the park and watching squirrels, you can mention that a large number of squirrel pantries with rich supplies may indicate a harsh winter. This is also evidenced by a good harvest of rowan berries. By the leaves on a birch tree you can learn about the timing of the approaching cold weather. If they turn yellow below, frost will not come for a long time. If the crown of birch trees begins to turn yellow at the top, the approach of the cold season is just around the corner.
Regular conversations with your child about the signs of autumn will lead to him gradually developing cognitive interest, he himself will easily notice the main changes occurring in nature.

Phenological observations

Children begin to conduct systematic observations of changes in nature associated with the changing seasons while studying at school. This is required by the requirements of the program in the subject “The Environment,” which is included in the list of compulsory disciplines.

As a result of studying individual topics, children will learn that the nature of work of rural residents depends on the season. The signs of winter, spring, and summer are listed by children without any difficulty, as are the signs of autumn. 2nd grade is the stage of learning when students begin to keep diaries of nature observations. Folk signs, which were discussed in the lessons, it is necessary to observe, if possible, and make sure that the conclusions made by the ancestors are correct. Systematic work in this direction is not only interesting, but also useful for the child for further study of nature.

- ▲ world (of) habitat, surrounding world. the world is a totality, a system of everything that exists. light. White light(whatever there is in this world). God's light. ↓ consciousness... Ideographic Dictionary of the Russian Language

See Earth (Source: “Aphorisms from around the world. Encyclopedia of Wisdom.” www.foxdesign.ru) ...

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- (eng. Dayworld) scientifically fantasy trilogy writer Philip José Farmer. In order to combat growing overpopulation, humanity was divided into seven parts. Everyone has the right to live one day a week, say... ... Wikipedia

Model of space and time by R. L. Bartini, illustration for the work “Multiplicity of geometries and multiplicity of physics” in the book “Modeling dynamic systems"(together with P. G. Kuznetsov) The world of Bartini is an abstraction, according to which time, like ... Wikipedia

"The World of Equally Different Worlds"- After the fall of the Iron Curtain modern world became different. The world order with two superpowers has been replaced by multipolarity and multidimensionality of the communication space. On the horizons of the emerging New World international relationships … Geoeconomic dictionary-reference book

- 'THE WORLD AS WILL AND REPRESENTATION' (published in 1818, expanded in editions of 1844 and 1859) a work by Schopenhauer. In the preface, the author explains that the material of the work is presented systematically in order to facilitate its assimilation, but must... ...

The world, space, order and image of things that God intended for human life. I. THE WORD WORLD IN THE OT: 1) Heb. The OT does not know a single designation for the concept of M., which can be expressed in different ways: a) the words all the earth (Gen. 11:1,8,9) or ... ... Bible Encyclopedia Brockhaus

- (published in 1818, supplemented in editions of 1844 and 1859) work by Schopenhauer. In the preface, the author explains that the material of the work is presented systematically in order to facilitate its assimilation, but should function as whole organism, i.e.… … History of Philosophy: Encyclopedia

Aya, oh. Located, located around, nearby. About the situation, the area. About the objects. O. peace. Fight for purity environment. ◁ Ambient, wow; Wed O. light, sad. Believe in changing the environment. Interest, indifference to... ... encyclopedic Dictionary

Books

• The world around us, M. N. Danilova, I. R. Koltunova, O. N. Lazareva. ...
• The world around us, Kadomtseva N.. The world around us is one of the most interesting and useful subjects in elementary school. If your child is already preparing to start school, this book is for you. Developmental and educational tasks collected…