Developing education in Zankov. Distortion of the meaning of "fast tempo"

Developmental training according to L.V. Zankov

In the 1960s, the psychological and didactic concept of primary education, aimed at a higher overall development of students, was scientifically substantiated, the principles of education were identified, programs, teaching aids and teaching methods in elementary school were developed.

Purpose: to ensure a high level of general development of primary school students in the process of knowledge formation; to identify patterns in the ratio of education and development of younger students and build on their basis a system of developmental education.

It was assumed that the developmental education of junior schoolchildren according to the system of L.V. Zankov would allow achieving a high level of general development of students and, at the same time, successful results in the assimilation of knowledge and skills. The scientific substantiation of the system and didactic principles, as well as many teaching methods, can be extended to any level of education and all academic disciplines. As a matter of fact, they were already used in the 70s, mainly in the comprehensive secondary school.

When substantiating a new approach to primary education, L.V. Zankov criticized the traditional methodology. Its essence is this. Programs, textbooks and teaching methods in the primary grades do not provide the maximum possible general education of students and at the same time provide insufficient didactic training (level of knowledge and skills). This is because the educational material is lightweight, sometimes primitive, with a low theoretical level; secondly, the teaching methodology relies on the memory of students to the detriment of thought; the limitation of experimental, direct knowledge leads to verbalism, the curiosity of children is not supported; a slow pace of learning is practiced, the individuality of students is ignored.

In developing a new system of education, L.V. Zankov proceeded from the position of L.S. Vygotsky: education should lead to development. His merit is that he showed what education should be so that it can lead development.

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:

The development of observation, the ability to perceive phenomena, facts, natural, speech, mathematical, aesthetic, etc .;

The development of abstract thinking - the ability to analyze, synthesize, compare, generalize, etc.;

The development of practical actions, the ability to create some material object, to perform manual operations, simultaneously developing perception and thinking.

The system of education leading development is based on the didactic principles developed by scientists. Unlike traditional didactic principles, they are aimed at achieving the overall development of schoolchildren, which also ensures the formation of knowledge. The principles are:

1. The principle of the leading role of theoretical knowledge in primary education.

2. The principle of learning at a high level of difficulty.

3. The principle of learning at a fast pace.

4. The principle of awareness of the learning process by schoolchildren.

5. The principle of purposeful and systematic work on the overall development of all students, including the weakest ones.

The decisive role belongs to the principle of learning at a high level of difficulty. According to him, the content and teaching methods are built in such a way as to cause active mental activity in mastering the educational material. Difficulty as an obstacle, the problem lies in the knowledge of the interdependence of phenomena, their internal connections, in rethinking the information and creating their complex structure in the mind of the student. This is directly related to the principle of the leading role of theoretical knowledge. It means that the formation of actual, applied knowledge and skills occurs on the basis of a deep understanding of scientific concepts, relationships, dependencies, on the basis of deep theoretical equipment and general development. The high level of difficulty is also associated with the principle of learning at a fast pace. The point is not to increase the volume of exercises, but to constantly enrich the student's mind with versatile content, the inclusion of new and old information in the knowledge system.

The principle of awareness of the learning process by schoolchildren, with all its closeness, does not coincide with the generally accepted principle of consciousness. It is required to teach the student to realize not only the object of activity - information, knowledge, skills, but also the process of mastering knowledge, their activities, cognitive methods and operations.

Finally, the fifth principle requires the teacher to carry out purposeful and systematic work on the general development of all students, including the weakest ones. For the successful acquisition of knowledge, it is necessary to provide everyone, especially the weak, with shifts in overall development. This requires special attention to the formation of learning motives, not external, but internal: cognitive interest, intellectual growth.

The whole system of principles of the didactic system is implemented in the content of primary education and in teaching methods in all subjects.

In the 60s. L.V. Zankov's laboratory developed programs and methods of primary education. They have been tested in experimental work and have shown high efficiency. The experimental system had a positive impact on primary school education: the creation of new programs and methods. The influence of L.V. Zankov’s didactics also extended to secondary school education, which is explained by the fundamental nature of the scientist’s approach, his reliance on the cardinal position of L.S. Vygotsky about the leading role of education in personality development.

See literature: Zankov L.V. Training and development (experimental and pedagogical research) // Selected pedagogical works. - M .: Pedagogy, 1990

Fridman L.M., Volkov K.N. Psychological science - to the teacher. - M .: Education, 1985. - p.105-108

28.12.2016 12:00

Leonid Vladimirovich Zankov (1901–1977) is one of the most famous scientists in the field of pedagogy, psychology and defectology. His method of developmental education is at the heart of one of the recognized state systems of education in elementary school. According to the data given by the methodologists, on average, every 4th Russian elementary school student studies according to the system of L.V. Zankov. This is from 15% to 40% of all schoolchildren in the Russian Federation, depending on the region. So what is the methodology of developmental education L.V. Zankov different from the traditional education system?

The essence and goals of the methodology

Methods of developing education L.V. Zankova covers the education of children from the age of 6 until their transition to high school. The scientist did not consciously create a teaching methodology in high school - he believed that all the best can be developed only in. For example, the poor memory of a sixth grader is a consequence of ignoring its development at an earlier age. She probably won't get better.

The purpose of training according to the Zankov method is the overall development of the child. It should not be directed to individual components (memory, imagination, attention, etc.), but to the entire psyche as a whole. Under the general development it is necessary to understand the development of several areas:

Mind (logic, observation, memory, imagination, abstract thinking, etc.);

Communication skills (methods of communication, the ability to find a solution in a problem situation);

Will (consists in the development of the child's ability not only to set a goal, but also to motivate himself to achieve it);

Feelings (aesthetic, ethical);

Moral.

However, one should not think that training according to Zankov diminishes the value of factual knowledge. It simply shifts the emphasis on the development of the child's personality, because all of the listed areas of a person's life are necessary precisely to achieve success in the modern world.

Another goal of education is to educate the child in the desire for, and not simply obtaining the necessary knowledge, skills and abilities from the teacher.

The basis of the technique

In a narrow sense, the methodology of developing education L.V. Zankov is based on three pillars: the leading role of education, consistent with a reverent attitude to the inner world of the child and providing a field for the manifestation of his individuality.

Training, education, development are united, as if merged into one process.

Individual, person-oriented approach. Each child must be accepted as he is. There is no need to “pull up” a “weak” student to a “strong” one, you need to work on the development of any child and believe in his success, in his strength.

Between teacher and student should be established good, trusting relationship. Only such relationships can become fertile ground for the development of the child's cognitive activity. Otherwise, he will never wake up interest and thirst for knowledge. L.V. Zankov argued: "A child is the same person, only a small one." Adults should not forget about this - in relation to the child, in no case should physical punishment, rudeness, humiliation be used.

When students answer any mistakes are allowed. “A mistake is a godsend for a teacher,” Zankov believed. The point is that a student’s mistake gives the teacher the opportunity to find his “weak spot”, understand the child’s train of thought and, if necessary, direct him in the right direction.

Of course, both good relations between the teacher and the student, and the assumption of possible mistakes exclude the evaluative attitude towards the child. An outstanding teacher-innovator V.V. Sukhomlinsky once compared the assessment with "a stick in the hands of a teacher." Perhaps this comparison is also relevant for the Zankov system. The child can speak, assume, make mistakes - he knows that he will not receive, for which he will definitely be punished.

As you know, one of the directions of modern education is the implementation of a system-activity approach. We can say that in the last century it was Leonid Vladimirovich who took it as the basis for his methodology. After all, according to the scientist, the child should be able to acquire knowledge and overcome the difficulties encountered along the way, on their own. The teacher can only interest and direct him. The lesson itself takes the form of a discussion - students may not agree with the teacher, start a dispute in which they will express their arguments and try to defend their own point of view.

2 rules for parents, arising from the methodology of L.V. Zankov:

Parents should not cook with their children or, even worse, do homework instead of children. Otherwise, the teacher simply will not be able to notice in time that the child did not understand something.

Parents should not punish a child for failure, which is to blame for his individual characteristics, and not, say, laziness.

Didactic principles

The level of training and didactic material (tasks) is higher than that accepted in the traditional system of education.

As a consequence of the first point, there is no division of material "for strong" and "for weak" students. We work on the development of each student.

High speed of learning the material.

The priority role of theoretical knowledge.

Formation of students' motivation to learn through their emotions. The main "push" to the awakening of the desire to know is to surprise. It is surprise that gives the creative and moral principles of the child.

The importance of repetition.

Learning features

The forms of education are very diverse: it can be classes in the classroom, in the library, in nature, excursions to museums, theaters, enterprises, trips to concerts.

As mentioned above, the lesson takes the form of a discussion, a kind of polylogue.

Students look for answers to emerging questions on their own, without the prompts of the teacher. However, he can ask leading questions, preliminarily give appropriate homework, somehow guide. Thus, a kind of cooperation is established between the students and the teacher.

The main types of tasks are observation, comparison, grouping, classification, elucidation of patterns, drawing conclusions and analyzing conclusions.

Tasks are aimed at the search activity of the child. They should be unexpected and surprising, able to arouse the student's curiosity and encourage him to knowledge. For example, it could be creating a problem situation.

The formation of a general picture of the world in children based on areas with rich content. These are science, natural science, geography, history, philosophy, literature and other arts, foreign languages. There is also a lot of attention in the lessons according to the method of L.V. Zankov should be given to fine arts, music, reading fiction, work.

system flaw

In addition to all the advantages, the system has an important and obvious drawback, which even the followers of L.V. Zankov. Since the scientist's methodology covers exclusively the elementary school, it is very difficult for children who have been brought up for several years on its principles to adapt later to the senior school, which nevertheless sets somewhat different goals at the head.

Julia Levasheva

In Soviet times, schools used the only educational program that was set for everyone and descended from above. However, years of change came to the country. They made it possible to make significant adjustments in almost all spheres of society, including the education system. It was from the 90s that a variety of school programs was established. And today schools have the right to choose the most popular forms of education. At the same time, parents take their child to where they believe the program will be most suitable for him.

What to choose for dads and moms? In the list of the most popular areas of the primary school educational system, one of the most important places is occupied by the Zankov program. It was approved for implementation by the federal state educational standards along with such analogues as "Harmony", "School 2100" and "Primary School of the 21st Century". Of course, there are no ideal programs suitable for each of the students among them. That is why each of these systems has its own right to exist.

about the author

Leonid Vladimirovich Zankov is a Soviet academician, professor, doctor of pedagogical sciences. The years of his life - 1901-1977.

Leonid Vladimirovich was a specialist in the field of educational psychology. He was interested in questions regarding the development of children. As a result of his work, some patterns were identified that affect the effectiveness of the learning process. As a result, the Zankov program for elementary school students appeared. This system was developed in the 60-70s of the 20th century. As a variation, it was introduced from the 1995-1996 academic year.

The essence of the method

The Zankov elementary school program is aimed at the comprehensive development of the child. Scientists, within the framework of the system he developed, introduced such subjects as music and literary reading. In addition, Leonid Vladimirovich changed the programs in mathematics and the Russian language. Of course, the volume of the studied material increased at the same time, in connection with which the period of study in elementary school increased by one year.

The main essence of the idea on which Zankov's program is based lies in the leading role of theoretical knowledge. At the same time, training is carried out at a high level of complexity. Children are given a large amount of material while maintaining a fast pace of its passage. Zankov's program is designed for students to overcome these difficulties on their own. What is the role of the teacher in this? He must work on the general development of the whole class and at the same time of each of the students.

The program of the Zankov system is aimed primarily at unlocking the potential of the creative abilities of the individual, which will be a reliable basis for children to master skills, abilities and knowledge. The main goal of such training is to get the student pleasure from cognitive activity. At the same time, “weak” students do not pull themselves up to the level of “strong” ones. In the learning process, their individuality is revealed, which makes it possible for the optimal development of each child.

Let us consider in more detail the main didactic principles of this system.

High level of difficulty

Zankov's work program involves learning based on search activities. At the same time, each student must generalize, compare and compare. Its final actions will depend on the characteristics of the development of the brain.

The passage of training with a high level of difficulty involves the issuance of tasks that will "grope" the maximum possible limit of the abilities of students. The degree of difficulty in this case is present without fail. However, it can be somewhat reduced in cases where it becomes necessary.

At the same time, the teacher should remember that grammatically formalized skills and knowledge are not formed immediately in children. That is why the Zankov program in grade 1 provides for a categorical ban on marking. How can knowledge that is still unclear be assessed? At certain stages, they should be such, but at the same time they are already in the sensual general field of mastering the world.

The construction of new knowledge in a person always begins with the right hemisphere. At the same time, at first it has the form of an obscure one. Further, knowledge is transferred to the left hemisphere. The person begins to reflect on it. He tries to classify the received data, identify their regularity and give a rationale. And only after that, knowledge can become clear and integrate into the general system of understanding the world. Then it returns to the right hemisphere and becomes one of the elements of the knowledge of a particular person.

The Zankov program (grade 1), unlike many other training systems, does not try to force first-graders to classify material that they have not yet comprehended. These children do not yet have a sensual basis. The words of the teacher are alienated from the image, and they try to simply memorize them mechanically. It should be borne in mind that it is easier for girls than for boys. After all, they have a more developed left hemisphere. However, when using the mechanical memorization of meaningless material in children, the possibility of developing a holistic and logical thinking is closed. They are replaced by a set of rules and algorithms.

Exact science study

The application of the principle of a high level of complexity can be clearly seen in Zankov's Mathematics program. The scientist built this course on the integration of several lines at once, such as algebra, arithmetic and geometry. Children are also expected to study the history of mathematics.

For example, Zankov's programs for grade 2 involve the disclosure by students in the lessons of objectively existing relationships, the basis of which is the concept of number. When counting the number of objects and designating the result with numbers, children begin to master the ability to count. At the same time, the numbers seem to take part in the actions themselves, demonstrating the length, mass, area, volume, time, capacity, etc. In this case, the dependence between the quantities available in the problems becomes obvious.

According to the Zankov system, second-graders begin to use numbers to construct and characterize geometric shapes. They also use them to calculate geometric quantities. With the help of numbers, children establish the properties of the arithmetic operations they perform, and also get acquainted with such algebraic concepts as inequality, equation and expression. To create an idea of ​​arithmetic as a science allows the study of the history of the appearance of numbers and various numbering systems.

The leading role of theoretical knowledge

This principle of the Zankov system does not at all aim at making the student memorize scientific terms, formulate laws, etc. Large volumes of theory being studied would be a significant burden on memory and would increase the complexity of learning. On the contrary, the principle under consideration suggests that in the process of doing the exercises, students should observe the material. The role of the teacher in this is to direct their attention. Ultimately, this leads to the disclosure of existing dependencies and relationships in the subject being studied. The task of students is to understand certain patterns, which will allow drawing appropriate conclusions. When implementing this principle, the Zankov program receives reviews as a system that significantly promotes the development of children.

Fast paced learning

This principle of the Zankov system is opposed to marking time when a number of exercises of the same type are performed while studying one topic.

According to the author of the program, the fast pace of learning does not contradict the needs of children. On the contrary, they are more interested in learning new material than in repeating what they have learned. However, this principle does not mean the haste of obtaining knowledge and the haste of the lesson.

Awareness of the learning process

This principle is extremely important in Zankov's program. It involves turning students inward. At the same time, the student himself becomes aware of the process of cognition taking place in him. Children understand what they knew before the lesson, and what was revealed to them in the area of ​​the subject being studied. Such awareness allows us to determine the most correct relationship of a person with the world around him. This approach allows you to subsequently develop such a personality trait as self-criticism. The principle, which implies awareness of the educational process, is aimed primarily at making schoolchildren begin to think about the need for the knowledge they receive.

Purposeful and systematic work of the teacher

With this principle, the Zankov program approved by the Federal State Educational Standard confirms its humane orientation. According to this system, the teacher must carry out systematic and purposeful work towards the overall development of students, including the “weakest” ones. After all, all children who do not have certain pathological disorders are able to advance in development. At the same time, such a process can proceed at a somewhat spasmodic or, conversely, at a slow pace.

According to L.V. Zankov, "strong" and "weak" children should study together, contributing to the common life. The scientist considered any isolation to be harmful. Indeed, at the same time, schoolchildren will be deprived of the opportunity of their own assessment against a different background, which will slow down their progress in development.

Thus, the principles of the system proposed by Zankov are fully consistent with the age characteristics of the primary school student and reveal the individual capabilities of each individual.

Educational kit

To implement the Zankov program, a special teaching and learning method has been created that takes into account modern knowledge about the individual and age characteristics of younger students. This kit can provide:

Understanding the interdependencies and relationships of the studied phenomena and objects, which is facilitated by a combination of materials of various levels of generalization;
- possession of concepts that are necessary for further education;
- practical significance and relevance of educational material for the student;
- conditions that allow solving educational problems in the direction of the intellectual, social, personal and aesthetic development of students;
- active forms of the cognitive process used in the course of performing creative and problem tasks (discussions, experiments, observations, etc.);
- carrying out design and research work, which contributes to the growth of information culture;
- individualization of learning, closely related to the motivation of children's activities.

Consider the features of textbooks that are used in the acquisition of knowledge by children under the Zankov program.

Coloring books

The Zankov school uses these textbooks for six-year-olds. These are notebooks made like children's books in which students can color and draw, as if becoming co-authors and completing the creation of a book. Such publications are very attractive for kids. In addition, they have the principles of textbooks. So, on their pages you can find a theory, as well as a number of repeatable and sequential tasks and a methodology.

No repetition sections

Developing learning according to the Zankov system involves constant updating of the learning situation. That is why the content of the teaching materials with such a supply of material must be constantly updated. The authors created such textbooks without the usual "Repetition" sections. However, the material covered here is available. It's just included in the new one.

Variation and procedural

Zankov's program in the requirements regarding the level of training of students, highlights the content in the form of a background necessary for the assimilation of the material. It is important for a brighter and deeper understanding of the foundations of the subject being studied. It is assumed that in the next academic year this background will be the main content and will be assimilated using a new background, the need for which will arise in the future. Thus, a base is created that involves the reusable use of one material for a long period of time. This allows you to consider it in various relationships and functions, which will lead to a strong assimilation of the content.

Intra-subject and inter-subject iteration

In most of the textbooks used in the Zankov program, students are shown various facets of the world around them. Such integration, together with the multilevel content of educational literature, makes it possible to include in the course of the cognitive process children with different types of thinking: visual-effective, visual-figurative, verbal-figurative and verbal-logical. So, when writing material on the study of the world around us, textbooks combine knowledge about nature, the Earth, as well as about the cultural and social life of people in its historical development.

Mastering reading and writing

Textbooks created for the Zankov program allow children to acquire literacy skills while developing psychophysiological functions. All this allows students to quickly and efficiently master the skills of writing and reading.

In order for the kids to learn to read well, the sound-letter method is used. At the same time, first-graders who go through their very first and very difficult period are taught using drawings, diagrams and pictograms. They solve puzzles, crossword puzzles and riddles. From class to class, assignments become more difficult. The textbook that the Zankov program uses for grade 4 contains the most difficult words studied in elementary school. Such a gradual transition allows students to discover for themselves the rules for reading and writing vowels and consonants correctly.

Literary reading

Textbooks in this area, used by Zankov's program, use the methods of comparing various texts, namely author's and folklore, scientific and artistic, prose, etc. In the textbook for the 1st grade, the material is presented in such a way that it allows children to develop conscious reading. The student constantly returns to the material covered, solving the tasks assigned to him, which creates interest in the study. At the same time, aesthetic emotions are formed in children and motivation for creativity appears.

Starting from grade 3, the Zankov program provides for a special structure of textbooks. They contain various headings with additional information. This allows the student to master the methodology of literary reading, referring to different sections of the book ("Historical reference", "Comments", "Timeline", "Consultants", etc.).

Brief description of L.V. Zankov

System L.V. Zankov is a unity of didactics, methodology and practice. The unity and integrity of the pedagogical system is achieved through the interconnection of educational tasks at all levels. These include:

The purpose of education is to achieve the optimal overall development of each child;

The task of teaching is to provide students with a broad, holistic picture of the world by means of science, literature, art and direct knowledge;

Didactic principles - teaching at a high level of difficulty in 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;

Methodological system - its typical properties: versatility, processuality, collisions, variance;

Subject methods in all educational areas;

Forms of organization of training;

System for studying the success of education and development of schoolchildren.

System L.V. Zankova is integral, during its implementation one should not miss any of its components described above: each of them has its own developing function. A systematic approach to the organization of the educational space contributes to the solution of the problem of the general development of schoolchildren.

In 1995 - 1996 L.V. system Zankov was introduced into the Russian school as a parallel state system of primary education. It is highly consistent with the principles put forward by the Law of the Russian Federation on Education, which requires ensuring the humanistic nature of education, the development of the child's personality.

Conceptual positions of L.V. Zankov from the point of view

modern pedagogy

The system of primary education L.V. Zankova initially set herself the task of "high overall development of students." Under the general development of L.V. Zankov understood the development of all aspects of the child's personality: his cognitive processes ("mind"), volitional qualities that govern all human activities ("will"), and moral and ethical qualities that manifest themselves in all types of activities ("feelings"). General development is the formation and qualitative changes in such personality traits, which in school years are the basis for the successful achievement of the goals and objectives of education, and after graduation - the basis of creative work in any field of human activity. “The learning process of our students,” wrote L.V. Zankov, - is least of all similar to the measured and cold “perception of educational material”, - it is permeated with that quivering feeling that is born when a person is delighted with an inexhaustible treasury of knowledge.

To solve this problem, it was impossible to confine ourselves only to improving the methodology of educational subjects. In the 60-70s of the XX century, a new holistic didactic system of education was developed, the single basis and core of which were the principles of building the educational process. Their essence was as follows.

Based on the fact that the school programs of that time were poorly saturated with educational material, and teaching methods did not contribute to the creative activity of students, the principle of teaching at a high level of difficulty became the first principle of the new system.

Speaking against multiple repetitions of the studied material, monotonous and monotonous exercises, L.V. Zankov introduced the principle of learning material at a fast pace, which meant a constant and dynamic change in learning tasks and actions.

Without denying that elementary school should form spelling, computational and other skills, L.V. Zankov spoke out against passive-reproductive, "training" methods and called for the formation of skills based on a deep understanding of the laws of the science that formed the basis of the subject. This is how the principle of the leading role of theoretical knowledge emerged, which enhances the cognitive side of primary education.

The concept of the consciousness of learning, which was interpreted as understanding the content of the educational material, was expanded in the new system of education to the awareness of the learning process itself. The principle of schoolchildren's awareness of the learning process has made the connection between the individual parts of the educational material, the patterns of grammatical, computational, and other operations, the mechanism for the occurrence of errors and their overcoming the object of close attention.

L.V. Zankov and the staff of his laboratory proceeded from the premise that the creation of certain learning conditions would contribute to the development of all students - from the strongest to the weakest. At the same time, development will take place at an individual pace, depending on the inclinations and abilities of each student.

More than 40 years have passed since the development of these principles, and today there is a need to comprehend them from the standpoint of modern pedagogy.

The study of the current state of the educational system L.V. Zankov, in particular the implementation of the principles, showed that the interpretation of some of them in pedagogical practice was distorted.

So, the words "fast pace" have become associated mainly with a reduction in time to study program material. At the same time, those author's conditions were not observed, those Zankov's "pedagogical means" were not used to the proper extent, which, in fact, made the training more capacious and intensive.

L.V. Zankov and the staff of his laboratory proposed to intensify the educational process through a comprehensive study of didactic units, considering each didactic unit in its various functions and aspects, due to the constant inclusion of previously covered material in the work. This made it possible to abandon the traditional "chewing" already known to schoolchildren, repeated monotonous repetitions, leading to mental laziness, to spiritual apathy, and, consequently, hindering the development of children. In contrast to them, the words “fast pace” were introduced into the formulation of one of the principles, which meant a different organization of the study of the material.

A similar situation has developed with teachers' understanding of the third principle—the leading role of theoretical knowledge. Its appearance was also due to the peculiarities of the methods of the middle of the 20th century. Primary school was then considered as a special stage of the school education system, which had a propaedeutic character, only preparing the child for systematic education in the middle link. Based on this understanding, the traditional system formed in children - mainly through reproductive means - practical skills in working with educational material. L.V. Zankov criticized the purely practical way of mastering the first knowledge, pointing to its cognitive passivity. He raised the issue of conscious mastery of skills by children on the basis of productive work with theoretical information about the subject being studied.

An analysis of the current state of the system showed that in the practical implementation of this principle there was a tilt towards too early assimilation of theoretical concepts without proper understanding from the standpoint of children's sensory experience, which led to an unjustified increase in intellectual load. In the classes of the Zankov system, they began to select the most prepared children for school, thereby violating the conceptual ideas of the system.

Scientific laboratory of training according to the system of L.V. Zankova offers new formulations of the second and third principles, which do not contradict their essence, but concretize and enrich their content from the standpoint of modern pedagogy.

Thus, from the point of view of modern pedagogy, the didactic principles of L.V. Zankov sound like this:

1) training at a high level of difficulty;

2) the inclusion of the studied didactic units in the variety of functional connections (in the previous edition - the study of the material at a fast pace);

3) a combination of sensory and rational cognition (in the previous version, the leading role of theoretical knowledge);

4) students' awareness of the learning process;

5) the development of all students, regardless of their level of school maturity.

These principles are specified as follows.

The principle of learning at a high level of difficulty is the leading principle of the system, for "only such an educational process, which systematically provides abundant food for intense mental work, can serve for the rapid and intensive development of students."

Difficulty in the system of L. V. Zankov is understood as the tension of the intellectual and spiritual forces of the student, the intensity of mental work in solving educational problems, overcoming obstacles that arise in the process of cognition. This tension is achieved not by involving more complex material, but by extensive involvement of analyzing observation and the use of a problem-based teaching method.

The main idea of ​​this principle is to create an atmosphere of intellectual activity of students, to provide them with the opportunity as independently as possible (with the tactful guiding help of the teacher) not only to solve the set educational tasks, but also to see and understand the difficulties that arise in the learning process and find ways to overcome them. This kind of activity contributes to the activation of all the students' knowledge about the subject of study, educates and develops observation, arbitrariness (conscious control of activities), self-control. Along with this, the general emotional background of the learning process also increases. Who doesn't like to feel smart and able to succeed!

However, training at a high level of difficulty should be carried out in compliance with the measure of difficulty "in relation to the class as a whole, as well as to individual students, according to the individual originality of mastering the educational material." The measure of difficulty in relation to each child is determined by the teacher on the basis of the data of the child's pedagogical study, which begins from the moment he is enrolled in school and continues throughout the entire period of study.

Modern pedagogy understands an individual approach not only as the presentation of educational material at different levels of complexity or the provision of individually metered assistance to students, but also as the right of each child to learn the amount of educational material offered to him that corresponds to his capabilities. The intensification of the educational process, characteristic of the system of L.V. Zankov, needs to attract additional educational material. But only the material that is included in the educational minimum, determined by the standards of education, is subject to mandatory assimilation by all students.

Such an understanding of the individualization of learning meets both the requirement to comply with the measure of difficulty and the principle of the development of all students, regardless of their level of school maturity. This principle is most fully realized in teaching methods. For example, the predominance of collective forms of work allows low-performing students to fully participate in the discussion of the problem being solved in the lesson and participate in it to the best of their ability.

The principle of including the studied didactic units in the variety of functional connections is revealed as follows. The activity of analytical comprehension of educational material by younger students quickly decreases if students are forced to analyze the same unit of educational material for several lessons, perform the same type of mental operations (for example, select test words by changing the form of the word). It is known that children quickly get tired of doing the same thing, their work becomes ineffective, and the development process slows down.

To avoid "marking time", the L.V. Zankova recommends that in the process of studying a particular unit of educational material, explore its connections with other units. Comparing the content of each part of the educational material with others, finding similarities and differences, determining the degree of dependence of each didactic unit on others, students comprehend the material as an interacting logical system.

Another aspect of this principle is to increase the capacity of study time, its efficiency. This is achieved, firstly, through a comprehensive study of the material, and secondly, due to the absence of separate periods for repeating what was previously studied.

The educational material is assembled into thematic blocks, which include closely interacting and mutually dependent units. Their simultaneous study allows, on the one hand, to save study time, and on the other hand, makes it possible to study each unit for more lessons. For example, if traditional planning takes 4 hours to study each of the two units of material, then by combining them into a thematic block, the teacher gets the opportunity to study each for 8 hours. At the same time, due to the observation of their connections with other similar units, the previously studied material is repeated.

In the previous version of the principle, all this was called “fast pace”. This approach, in an organic combination with teaching at a high level of difficulty and observing the measure of difficulty, makes the learning process comfortable for both strong and weak students, i.e. it goes to the implementation of the principle of development of all students. In addition, it contributes to the implementation of the fourth principle - the principle of schoolchildren's awareness of the learning process, because, observing the relationship and interaction of all units of material, and each unit in the variety of its functions, students are aware of both the content of the educational material and the process of obtaining knowledge, the content and sequence of mental operations.

For a more complete and effective provision of such observations in the curriculum of the L.V. Zankov, a number of thematic units from the main school are included, but not for study, but only for familiarization.

The choice of added units is not accidental and was not undertaken to increase the load in order to increase the difficulty of the exercise. They are designed to expand the field of activity of students, emphasizing the essential features of the material that is traditionally studied in elementary school, and thereby deepening its understanding by children.

The ability to see the broader effect of the concept under study forms in children the ability to analyze the material, perceive it as an interacting system and contributes to a variety of educational tasks and exercises. In addition, this ensures that students are prepared for the subsequent assimilation of knowledge, preventing their failure in learning. At first, students only get acquainted with this or that phenomenon, observe it in interaction with the main object of study. When it is the turn of its systematic study, what was only familiar becomes the main material of educational work. In the course of this work, the students again get acquainted with some new phenomenon, and everything repeats again.

The essence of the principle of combining sensory and rational cognition is "in the cognition of the interdependence of phenomena, their internal essential connection." In order for the material to contribute to the development of the child's ability to independently comprehend the phenomena of the life around him, to think productively, it is necessary that work with him be based on an understanding of all terms and concepts. The key to understanding lies in the correct formation of concepts, which is carried out first on the basis of the intuitive and practical experience of students with the help of all the analyzers they have and only then is transferred to the plane of theoretical generalizations.

The typical properties of the methodological system, which are, in fact, a means of implementing the principles, are closely related to the didactic principles mentioned above.

The versatility of learning lies in the fact that the studied material is not only a source of intellectual development, but also a stimulus for moral and emotional development.

An example of the implementation of versatility is the mutual verification of the work performed by children. After checking the work of a friend, the student must point out to him the errors found, express his comments on the methods of solving, etc. At the same time, comments must be made without fail politely, tactfully, so as not to offend a comrade. Each remark needs to be substantiated, to prove its correctness. For its part, the child whose work is being checked learns not to be offended by the comments made, but to comprehend them, to be critical of their work. As a result of such cooperation, a psychologically comfortable environment is established in the children's team, in which each student feels himself a valuable person.

Thus, the same exercise teaches, develops, educates, relieves emotional stress.

Processuality (from the word "process") involves the planning of educational material in the form of a sequential chain of stages of study, each of which logically continues the previous one and prepares the assimilation of the next one.

Consistency is ensured by the fact that educational material is presented to students in the form of an interacting system, where each unit of educational material is interconnected with other units.

The functional approach lies in the fact that each unit of educational material is studied in the unity of all its functions.

Collisions are collisions. The clash of the old, everyday understanding of things with a new scientific view of their essence, practical experience with its theoretical understanding, which often contradicts previous ideas. The task of the teacher is to ensure that these contradictions in the lesson give rise to a dispute, a discussion. Finding out the essence of the disagreements that have emerged, the students analyze the subject of the dispute from different positions, connect the knowledge they already have with the new fact, learn to meaningfully argue their opinion and respect the points of view of other students.

Variation is expressed in the flexibility of the learning process. The same task can be performed in different ways, which the student chooses. The same task can pursue different goals: to focus on finding solutions, to teach, to control, etc. The requirements for students, taking into account their individual differences, are also variant.

Partial-exploratory and problematic methods are defined as system-forming methods of teaching.

Both of these methods are somewhat similar to each other, implemented using similar techniques. The essence of the problematic method is that the teacher poses a problem (learning task) to the students and considers it together with them. As a result of joint efforts, ways to solve it are outlined, an action plan is established that is independently implemented by the students with minimal help from the teacher. At the same time, the entire stock of their knowledge and skills is updated, and those that are relevant to the subject of study are selected from it. The techniques of the problematic method are observation associated with a conversation, analysis of phenomena with the selection of their essential and non-essential features, comparison of each unit with others, summarizing each observation and generalizing these results in the form of a definition of a concept, rule or algorithm for solving an educational problem.

A characteristic feature of the partial search method is that, having posed a problem to the students, the teacher does not draw up an action plan together with the students to solve it, but divides it into a series of subtasks accessible to the children, each of which is a step towards achieving the main goal. Then he teaches the children to follow these steps in sequence. As a result of joint work with the teacher, students independently, at the level of their understanding of the material, make a generalization in the form of judgments about the results of observations and conversations. The partial search method, to a greater extent than the problem method, allows work at the empirical level, that is, at the level of the child's life and speech experience, at the level of children's ideas about the material being studied. The methods mentioned above, in the problematic method, are not so much used by students as they are taught.

The partial search method is more appropriate in the first year of study. It is fragmentarily used in the second, third and fourth grades at the first lessons of learning new material for students. First they observe it, learn new terms and learn how to use them, relate the new material to the knowledge they already have and find a place for it in the system. Then they choose ways to solve educational problems, working with new material, etc. And when the children develop and consolidate enough skills to work with new material, the teacher switches to the problematic method.

The complex use of both methods makes it possible for some of the students to independently cope with the task and fully assimilate the material being studied at this stage, and for some to resort to the help of a teacher and comrades, while remaining at the level of presentation, and achieve full assimilation at later stages. learning.

Hello, friends! My name is Evgenia Klimkovich and I am glad to welcome you to the pages of the blog, where we are all trying to figure out what and how our kids are taught at school. When the 1st grade begins to loom on the horizon, parents have a lot of questions about the children's education programs. And now there are a lot of programs, we considered the main ones.

How to choose the right educational program for your child? I think, for starters, it’s worth understanding what each of them is, and then drawing conclusions. And today Zankov's school program is on the agenda. Have you heard about this one? If yes, then I'm waiting for your additions on the topic in the comments. Well, if not, then now I'll tell you a little about it.

Let's start with whose name this program bears?

Lesson plan:

Who is Zankov?

Zankov Leonid Vladimirovich is a Soviet psychologist. He was born at the very beginning of the 20th century and died in 1977. Leonid Vladimirovich was a specialist in educational psychology and studied issues related to the development of children, as a result, he revealed some patterns that affect the effectiveness of their education. This is very briefly.

Zankov developed his training system back in the 60-70s of the last century. And since the 90s, it began to be used in schools as an experimental one. It is still used to this day. The Zankov program belongs to the category of non-traditional, developing training programs. And it has its own characteristics.

Do these principles mean anything to you? To be honest, at this stage, nothing at all to me) So let's dig deeper, consider each of Zankov's principles in more detail.

Difficulty level

This level must be high. This does not mean that children in the 2nd grade will be offered to solve problems for the 9th grade. The point here is something else. At the lessons, children are given “food” for the mind, they are encouraged to turn on their intellect, analyze, look for ways out of situations, overcome obstacles, remember everything they know about the topic being studied, and also connect emotions to the learning process.

Zankov believed that only in this way can the intensive and rapid development of schoolchildren be achieved. Even wrong answers are welcome. Since finding errors is also a way of mastering the material. The task of the teacher is to “stir up” the students, to make them want to be active in the classroom, express their point of view and justify it.

Fast pace

What is the essence of this principle? As I already said, Zankov worked a lot with children and made sure that children quickly get tired of monotonous activities. That is, if they “hollow” the same thing every day (for example, make them check unstressed vowels in words from lesson to lesson or solve monotonous multiplication examples), then their productivity decreases, they become completely uninteresting. Naturally, at the same time, the rate of assimilation of the material decreases.

In order to maintain a fast pace, Zankov proposed to consider each unit of information in the lessons in connection with other units: to compare, find similarities, and look for differences. Consider the material as a single logical scheme. And here we find contact with another principle - "the connection between the parts of the material."

Communication between parts of the material

Moreover, this connection sometimes goes beyond the primary school curriculum. Children are given information from the middle classes. But not for study, but for familiarization. In order to have a broader and deeper understanding of the essence of the phenomenon under study.

Theoretical knowledge

And where are our children without knowledge of different definitions, rules, terms? Yes, nowhere! And they will be taught it. The only question is how? The teacher will not bring a “worm” in his beak to his “chicks”, he will simply tell that this “worm” is very tasty and hint at where he is hiding. And the task of the “chicks” of this worm is to find, carefully examine, and then “gobble up”.

So the kids are trying, gaining knowledge through discussion, analysis, conclusions, joint work in the classroom. They argue, but they argue culturally. They prove to each other, point out mistakes and as a result get to the bottom of the truth. Knowledge acquired in this way remains in the head for a long time. And this is the message to the next principle.

Mindfulness of learning

Students understand what they are doing in the classroom, why they are doing it, how they are doing it and why they need it. Moreover, the learning process itself is interesting. For example, one of the tasks is to check the work of a neighbor on the desk. That is, the children change notebooks and check each other. If they find errors, they point them out. But only in such a way as not to offend a comrade, they argue, prove. Well, the student whose work is being checked learns to calmly accept criticism, and if it seems unreasonable to him, in turn, defends his point of view.

Children often visit libraries, museums, visual material is used in the lessons. Often the work is done in groups. But, nevertheless, there is a focus on each individual student. Yes, Zankov's program involves the involvement of additional material. But the child does not have to learn this additional material at all. His task is to learn the educational minimum, which is determined. Therefore, children have the opportunity to learn according to their abilities.

textbooks

Like all schoolchildren, little "Zankovites" have their own textbooks and workbooks. The authors of manuals from grades 1 to 4 in the Russian language are N.V. Nechaev and S.V. Yakovlev. Nechaeva is the author of the "ABC" for grade 1, she compiled it in company with Belorusets K.S. Workbooks are attached to both the ABC and Russian language textbooks.

Textbooks and workbooks help children get acquainted with mathematics, on which a whole team of authors worked: Arginskaya I.I., Benenson E.P., Itina L.S., Ivanovskaya E.I., Kormishina S.N.

There are two lines of textbooks on literary reading. The author of one line is Sviridova V.Yu., the author of the other is Lazareva V.A. Also in the arsenal of a small student for studying literature there are workbooks and anthologies.

Another important subject, "The World Around", is represented by textbooks authored by Dmitrieva N.Ya. and Kazakova A.N. The same authors also compiled a workbook on the subject.

English textbooks for grades 2-4 are called Magic Rainbow. Authors: Svyatlovskaya E. A., Belousova S. Yu., Gatskevich M. A.

There are also separate textbooks on "Music", "Fine Arts", "Physical Education", "Technology" and the subject "Fundamentals of Spiritual and Moral Culture of the Peoples of Russia".