Zankov official. Abstract: Conceptual features of the L.V. system

State educational institution

higher professional education

Transbaikal State Humanitarian and Pedagogical University named after V.I. N.G. Chernyshevsky

Faculty of Education

Department of Theory and Methods of Preschool and Primary Education

on the topic “Conceptual features of the L.V. Zankov"

Completed by: 4th year student of OZO

Damasova N.G.

Checked by: Senior Lecturer

M.L. Shatalova

Chita - 2011

Introduction

1.1 Stages of formation of the developing system of education L.V. Zankov

1.3 Conceptual positions of L.V. Zankov from the point of view of modern pedagogy

Conclusion

Introduction

System L.V. Zankov is a unity of didactics, methodology and practice.

This topic is relevant at the present time, because. developing system of education L.V. Zankova is a highly successful learning system. Today, when primary education is considered as the basis for the formation of a child's educational activity, educational and cognitive motives that contribute to the development of the ability to accept, analyze, preserve, implement learning goals, the ability to plan, control and evaluate learning activities and their results, the increasing importance in the system of general education acquire developmental learning strategies in elementary school.

The purpose of this work is to study the features of the learning system of L.V. Zankov.

1) the history of the formation of the L.V. Zankov;

2) to consider the conceptual provisions of the L.V. Zankov;

3) to consider the features of mathematics lessons according to the system of L.V. Zankov.

The method of study is abstract-analytical.

zankov developing learning mathematics

Chapter 1. Conceptual features of L.V. Zankov

1.1 Stages of formation of the system of developing education L.V. Zankov

Leonid Vladimirovich Zankov was born on April 23, 1901 in Warsaw, in the family of a Russian officer. In 1916 he graduated from the gymnasium in Moscow. In the first post-revolutionary years, a recent high school student began teaching in a rural school in the village of Turdey, Tula Region.

In 1919 L.V. Zankov goes to work as an educator, and then becomes the head of a children's agricultural colony in the Tambov province. Recall that at that time he was 18 years old.

From 1920 to 1922, the young teacher was in charge of the Ostrovnya colony in the Moscow region, and from here in 1922 he was sent to study at Moscow State University at the social and pedagogical department of the faculty of social sciences.

Here Zankov meets with the outstanding psychologist Lev Semenovich Vygotsky. Together with his supervisor (Vygotsky was then 26 years old), student Zankov takes part in experimental psychological research on memory problems.

After graduating from the university, L.V. Zankov was left in the graduate school of the Institute of Psychology at the 1st Moscow State University, where, under the guidance of L.S. Vygotsky began to study the psyche and learning characteristics of abnormal children, without interrupting research on general problems of the psychology of memory.

In 1929, the leadership of scientific and pedagogical work in the field of abnormal childhood was entrusted by the People's Commissariat of Education of the RSFSR to the Experimental Defectological Institute, where a systematic and systematic study of the psychological characteristics of handicapped children began. The well-known teacher-defectologist I.I. Danyushevsky, and L.V. Zankov. The first scientific laboratories in the country in various areas of special pedagogy and psychology were created at the institute. The scientific director of psychological laboratories was L.S. Vygotsky.

While working at the Experimental Defectological Institute, the features of the methodological views of L.V. Zankov, which were so fruitfully unfolded in his further research. He begins to be interested in questions of the relationship between pedagogy and psychology, questions of the dependence of the development of the psyche on learning, and at the same time questions of the refraction of external influences through internal conditions, through the individual capabilities of the child. Already at this time, the "research style" of the scientist was being formed - a firm commitment to factual data, the desire to obtain them from real life practice, the desire to build their theoretical positions on the basis of an analysis of reliable scientific facts.

These positions are clearly seen, in particular, in the study of memory problems, which were carried out by L.V. Zankov and his collaborators in the 1930s and 1940s. Reliable facts were obtained about the features of the memory of younger schoolchildren, differing in the level of learning, by age, individual variants were identified, conclusions were drawn about the role of the culture of logical memory in memorizing material. The results of the research are reflected in the scientist's doctoral dissertation "Psychology of Reproduction" (1942), in a significant number of articles, in the monographs "Memory of a Schoolchild" (1943) and "Memory" (1952).

A significant fact: in 1943-1944. L.V. Zankov leads a group of researchers at the institute, which conducts scientific and practical work in special hospitals for craniocerebral injuries to restore speech in wounded soldiers.

In 1944 L.V. Zankov was appointed director of the Research Institute of Defectology, which became part of the Academy of Pedagogical Sciences of the RSFSR (now RAO - Russian Academy of Education), established in 1943. In 1954 he was elected a corresponding member, and in 1955 a full member of the APN of the RSFSR. In 1966, the Academy received the status of a union scientific institution, and Leonid Vladimirovich became a full member of the USSR Academy of Sciences.

In 1951 L.V. Zankov moves to the Research Institute of Theory and History of Pedagogy of the Academy of Pedagogics of the RSFSR and switches to research in the field of general pedagogy. The scientist came to pedagogy with a serious baggage of scientific knowledge about the child, with formed views on the methods of psychological and pedagogical research, on appropriate methods of teaching. At the institute L.V. Zankov heads the laboratory of experimental didactics (later renamed the laboratory of education and development, then - training and development), the peculiarity of which was that it always included specialists of various profiles - didacticists, methodologists, psychologists, physiologists, defectologists. Such a community made it possible to study the deep processes that take place in a child in the learning process, to discover individual characteristics, so that pedagogical intervention gives room for the development of personality strengths without harming the health of children.

With laboratory staff L.V. Zankov researched the topic "Interaction of the teacher's word and visual aids in teaching". Having studied the pedagogical normative provisions, he stated the insufficient scientific validity of many of them. "The scientific substantiation of pedagogical norms," ​​concludes L.V. Zankov, "must go through the disclosure of the internal connection between the applied pedagogical methods and their results." To do this, "it is necessary to study the processes of mastering knowledge and skills - what happens in the student's head when the teacher uses such and such a method and technique"1. Thus, for the first time, the question of including psychological methods of studying the child in the composition of pedagogical research is raised. Thus, a turn is made in understanding the nature of the relationship between pedagogy and psychology.

The next conclusion is that pedagogical research is weakly oriented toward transformation, toward restructuring the practice of teaching and upbringing. The thesis is put forward: for pedagogical science "the main thing is to organically combine in research the creation of new ways of teaching and the disclosure of objective laws that govern their application"2. This is the first step towards establishing the true role of experiment in pedagogical research.

The identified forms of combining the word of the teacher and visualization were reflected in textbooks on pedagogy, served to further highlight the principle of visualization in teaching and, consequently, to improve the practice of teacher training. But the problem of visibility was only a step towards the main scientific theme of Leonid Vladimirovich. Working on the problem of visibility, Zankov thinks about the problem of the relationship between learning and development.

In 1957 L.V. Zankov and the staff of his laboratory began a psychological and pedagogical study of the problem of "Education and Development". The scientist devoted the last 20 years of his life to this work, his students and followers continue to work on this problem. The task that L.V. Zankov set before his team was to reveal the nature of the objective regular connection between the construction of education and the course of the general development of younger students.

Before revealing the features of the study, let us dwell on the place the scientist assigned to primary education in the system of general education. L.V. Zankov sharply opposed attributing to elementary school only a propaedeutic function of preparing children for further education ("Primary education is distinguished from the school education system as a special area that is built on other methodological foundations than all subsequent school education"3, he wrote). L.V. Zankov believed that the idea that primary education "should give students the foundation in the form of reading, writing, spelling, computing and other skills that are necessary for further education in the fifth and subsequent grades"4 needs to be changed.

Let us quote from the book "On Primary Education", as we consider the point of view of L.V. Zankov, expressed in 1963, is still relevant. "... The system of primary education that has developed in our country has a number of vulnerabilities. ... We want to educate a creative person, and the current methodology of primary education forms one-sided performers from schoolchildren. We want life to burst into school education in a wide stream, so that children see it in all its versatility and brilliance, and in the primary grades, children are shown life through the narrow gap of a few excursions and articles from the educational book "Native Speech". A radical restructuring of primary education is really overdue"5.

The problem of the relationship between learning and development was not new in pedagogy and psychology. Theoretically substantiated the leading role of education in the development of L.S. Vygotsky. The merit of L.V. Zankov is that the solution of the problem of the relationship between learning and development in his works has acquired a solid experimental basis. Based on the foundation of reliable factual data, the scientist developed an appropriate training system.

For the first time in world practice, a pedagogical experiment covered learning as a whole, and not some of its individual aspects. The uniqueness of the study launched by L.V. Zankov, also consisted in the fact that it was interdisciplinary, integrative, holistic. This feature of the study manifested itself, firstly, in the integration of experiment, theory and practice, when the research goal through the experiment was brought to its practical implementation. It is these studies that are currently preferred in various scientific fields. Secondly, the holistic interdisciplinary nature of the study was manifested in the fact that it was carried out at the intersection of the sciences involved in the study of the child: pedagogy, psychology, physiology, and defectology. This became the basis for initially approaching the study of the student holistically, building training that creates conditions for the development of both the logical, rational and intuitive, including the personal component. Consequently, the methodology of the study, which began in 1957, meets the requirements of the new historical era. And the accumulated experience can be used for further research of the conditions necessary "for the individual development of the child."

The study successively passed both through the stage of a laboratory, or narrow, pedagogical experiment (carried out on the basis of one class, 1957-1960, school No. 172 in Moscow, teacher N.V. Kuznetsova), and through a three-stage mass pedagogical experiment (1960 -1963, 1964-1968, 1973-1977), which at the last stage involved more than a thousand experimental classes. The experiment was carried out without selection of teachers and classes, in different pedagogical conditions - in rural and urban, monolingual and multilingual schools. This determined the scientific and practical reliability of the system.

In the course of the study, a new system of primary education was formed, highly effective for the overall development of younger students. In 1963-1967. books were published describing the methodology and methods of a new type of education, the first experimental textbooks for elementary school in the Russian language, reading, mathematics and natural science were developed, the first methodological explanations were written, a system was created for evaluating the effectiveness of training in terms of its impact on the assimilation of knowledge and on general student development.

In 1977 L.V. Zankov is gone. Soon the laboratory was disbanded, all experimental classes were closed. The era, later called "stagnation", influenced all areas of life, including pedagogical science.

Only in 1993, the Ministry of Education of Russia organized the Federal Scientific and Methodological Center. L.V. Zankov, the core of which was the direct students of the academician (I.I. Arginskaya, N.Ya. Dmitrieva, M.V. Zvereva, N.V. Nechaeva, A.V. Polyakova, G.S. Rigina, I.P. Tovpinets , N.A. Tsirulik, N.Ya. Chutko) and his followers (O.A. Bakhchieva, K.S. Belorusets, A.G. Vantsyan, A.N. Kazakov, E.N. Petrova, T.N. Prosnyakova, V.Yu. Sviridova, T.V. Smirnova, I.B. Shilina, S.G. Yakovleva, etc.). This team continued research, practical work to identify the conditions for the development of each child, which corresponds to the social order that modernity imposes on the school. The knowledge gained from this study is the basis for the development of new generations of teaching and learning kits. In total, more than 500 works have been published during the existence of the team.

In 1991-1993 a complete set of the new (second) generation of trial textbooks for the three-year elementary school was published. The textbooks were sold in millions of copies, which indicates the demand for the system.

Since 1996, the system of general development of the schoolchild (L.V. Zankova) has been recognized by the Board of the Ministry of Education as one of the state educational systems of education.

In 1997-2000 a complete educational and methodological set of stable textbooks for a comprehensive three-year elementary school was released.

In 2001-2004 The Federal Expert Council of the Ministry of Education of the Russian Federation approved educational and methodological kits for all academic subjects for a four-year elementary school. Teaching materials for teaching literacy, Russian language, literary reading, mathematics, the world around us became the winners of the competition for the creation of new generation textbooks, held by the National Foundation for Personnel Training (NFTC) and the Ministry of Education of the Russian Federation.

In 2004, educational and methodological kits for grades 5-6 in the Russian language, literature, mathematics and natural history became the winners of the same competition.

During its existence, the system has shown its high efficiency in schools of various types, when teaching children from the age of 7 in a four-year and three-year primary school, when they study from the age of 6 in a four-year primary school, when children move to a basic school. Testing the system in such different learning conditions demonstrates its effectiveness, regardless of the age of the students, the terms of study in the primary grades, and proves the universality of the system of general development in any conditions of its implementation.

Thus, in Russia there is a scientifically based, time-tested integral didactic system that provides the teacher with a theory and methodology for the development of a child's personality.

1.2 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 goal of education is to achieve the optimal overall development of each child;

- the task of teaching is to present 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;

- a 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.

1.3 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 fact 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 knowledge (in the previous edition - 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 students' 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, content and sequence 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 didactic principles mentioned above are closely related to the typical properties of the methodological system, which are, in fact, a means of implementing the principles.

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 students with minimal teacher assistance. At the same time, the entire stock of knowledge and skills they have 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 to a sufficient extent the ability 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.

Chapter 2. Features of mathematics lessons according to the system of L.V. Zankov

Let us dwell in this article on the features of the textbook of mathematics by I.I. Arginskaya, which, as our practice has shown, causes certain difficulties for teachers.

The main tasks of studying mathematics in the system are:

It is known that L.V. Zankov paid great attention to mathematics and pointed out to teachers that, when working from a textbook, the teacher should always remember that this textbook is aimed not only at acquiring knowledge and skills in mathematics by the student, but, above all, at achieving the highest possible results in the overall development of children. . In the process of performing the corresponding tasks, children perform certain actions, operations, at the same time they practice addition, subtraction, multiplication and division, practicing their computational skills.

Thus, the acquisition of such skills occurs in a fundamentally different way than by the traditional method.

If the teacher in this textbook tries to work as he is accustomed to in the traditional system, then, naturally, there will be no success, but there will be a major failure.

According to the system of L.V. Zankov, according to the method of I.I. Arginsky performance of one task requires intense mental activity, during which the work of thought, and a return to what has already been studied.

The combination of the written performance of the task with the oral account gradually leads to a solid knowledge of the addition and multiplication tables.

In connection with the formation of computational skills, it is necessary to dwell on the question of a special type of work - mental counting. There are no special tasks for him in the textbooks. However, many assignments have parts that require the class to speak. At present, mental arithmetic in elementary grades serves mainly the purpose of improving the skills of performing certain mathematical operations.

Without denying the use of oral counting for this purpose, we, in accordance with the settings of the L.V. Zankov, we believe that this work should occupy a much more modest place. The main direction should be the development of such properties of mental activity as flexibility, speed of reaction. A creative teacher, when conducting a mental calculation, avoids the usual tasks for him of the form: find the value 3 + 5, 6 + 2, etc.

Based on these expressions, as I.I. Arginskaya, various creative tasks can be offered. For example: name expressions whose value is 8. Children name the expressions themselves.

Discussing these expressions, children can remember such mathematical conclusions as: the expression 7 + 1 indicates that the next number is more than the previous one by one; what you need when doing a task, for example, with the expression 6 + 2, 2 + 6, remember the commutative property of addition.

You can also use this kind of task: 12, 15, 18, 21 - what is it?

“Just a row of numbers,” the students will answer. Or: "These numbers can be called two-digit, because it took two digits to write." These numbers can be sum values. The teacher offers to name all possible expressions for these sums.

For the same series of two-digit numbers, the teacher can give another task so that the student finds the next or previous number. This technique can also be used when studying the multiplication table. Imagine that these numbers are the values ​​of the products. And again, many expressions will be called.

Thus, in the system of L.V. Zankov, the formation of computational skills does not occur by piling up homogeneous repetitions, but in the closest connection with the work of the child’s thought, with the assimilation of theoretical knowledge.

In the textbook I.I. Arginskaya reveals to schoolchildren the processes of analysis, comparison, reasoning, which make it possible to comprehend one or another mathematical expression. Accordingly, it can be concluded that the form of presentation of the material in the textbook of mathematics according to the system of L.V. Zankova is approaching a conversation with a student.

One of the features of the textbook under consideration is that it aims the teacher at active work in the classroom. But this does not mean that it lacks the basis for homework. However, they are of a specific nature, since they are not aimed at directly consolidating what has been learned in the lesson. Often they are given in the case when the difficult task was mainly completed in the classroom, i.e. the correct direction was developed to get the correct answer, but the solution can be continued at home if the students want. This technique, aimed at the formation of mathematical knowledge, at the same time contributes to the development of the ability to make an independent decision, i.e. It also has a general developmental value. Of course, such a technique is acceptable in such conditions when a mark is not put for homework, but the work is subjected to a meaningful analysis, which happens in the system of L.V. Zankov.

Methods of work in mathematics in the system of L.V. Zankova, with its correct implementation, has proven itself and proved to be highly effective for the assimilation of mathematical knowledge and the development of thinking.

Conclusion

The Zankov system covers only the initial link of education, based on the fact that it is it that is of decisive importance. Purposeful work on the development of the internal flow of forces and external influence is the initial position of the system. Not the development of memory, attention, imagination, but the general development of the personality - the mind, will and feelings. The system was based on the developments of the prominent psychologist L.S. Vygotsky, the essence of which was that learning should not be guided by the already mature features of children's thinking, but should lead the development of the child, Development involves cooperation, this is the nature of adult help - not a direct hint, but the organization of a joint search for a solution. The Zankov system accepts each child as he is, seeing in him a person with his own characteristics, mindset and character, given that the development of the child is uneven. The system covers not only classroom work, but also extensive extracurricular work.

In 1957 L.V. Zankov and the staff of his laboratory began a psychological and pedagogical study of the problem of "Education and Development". The scientist devoted the last 20 years of his life to this work, his students and followers continue to work on this problem.

The principles of the concept are learning at a higher level of difficulty, learning the material at a faster pace, the leading role of theoretical knowledge, awareness of the learning process, work on the development of all students - both the weakest and the strongest. The principles are valid only in a comprehensive system of education. Transferred to the regular program, the principle of higher difficulty gave the opposite result - overload. The system is not designed to force development, but creates the conditions for the awakening and deployment of the forces maturing in the child. The development of the child is affected only by intensive independent activity associated with emotional experience. To awaken independent thought, questions are posed in a general way, which encourages children to think. Checking the effectiveness of the application of this system of education gives encouraging results: the level of training and development of children is higher than when teaching by traditional methods.

L.V. Zankov paid great attention to mathematics and pointed out that when working from a textbook, the teacher should always remember that this textbook is aimed not only at acquiring knowledge and skills in mathematics by the student, but, above all, at achieving the highest possible results in the overall development of children.

The main tasks of studying mathematics in the system of L.V. Zankov singled out:

Achieving the optimal result in the overall development of each student, his mind, will, feelings, moral sphere;

Formation of the idea of ​​mathematics as a science that contributes to the knowledge of the surrounding world through the generalization and idealization of the phenomena actually occurring in it;

Mastering the knowledge, skills and abilities provided by the program.

The system is based on the idea of ​​merging education, upbringing and development into a single process. To teach children without deuces, without coercion, to develop in them a steady interest in knowledge and the need for their independent search. That is why the system of Academician L.V. Zankova received the greatest recognition from teachers in Russian schools.

Bibliography

2. http://www.zankov.ru/search/article=621/

3. Arginskaya I.I. Mathematics. Methodological guide to the textbook of the 1st grade of a four-year elementary school. - M.: Center for General Development, 1999. - 104 p.

4. Zankov L.V. Selected pedagogical works. - M.: House of Pedagogy, 1999, p. 107.

5. Zankov readings. Experience. Achievements. Prospects: Materials of the first All-Russian Zankov readings. - Samara: Publishing house. Fedorov house. 2005 - 400 p.

Introduction

The relevance of the topic lies in the fact that the problem of the relationship between training and development has been and remains one of the core problems of pedagogy. At various historical stages, its solution has changed, due to a change in methodological guidelines, the emergence of new interpretations of understanding the essence of personality development, and the learning process itself, and rethinking the role of the latter in this development.

The connection between learning and human development is one of the central problems of education. When considering it, it is important to note that:

a) self-development is a complex involutionary-evolutionary progressive movement, during which progressive and regressive intellectual, personal, behavioral, activity changes occur in the person himself;

b) development, especially personal, continues until the moment of termination of life itself, changing only in direction, intensity, character and quality.

Speaking about the main goal of any education system - the development of the student's personality, one should, first of all, emphasize one of the main provisions of modern psychology, according to which education is not only a condition, but also the basis and means of mental and, in general, personal development of a person.

Recognition of the main role of education in the development of natural inclinations was already contained in the works of the founder of pedagogy Ya.A. Comenius. This idea, in one form or another, was affirmed by many educators and psychologists over the following centuries, up to the present. In domestic pedagogy, it was reflected in the works of K.D. Ushinsky, P.F. Kaptereva, N.X. Wessel, K.N. Wentzel, P.P. Blonsky, L.S. Vygotsky and others.

At the same time, the question of the nature of the relationship and the role of learning and development in the sociocultural development of the individual remains highly debatable in the theory and practice of education. It was discussed with particular poignancy at the beginning of the 20th century, receiving an ironic interpretation in science as the “horse and cart” problem. In general terms, it was about what should be in the forefront and lead - training or development. And different points of view were put forward regarding the solution of this issue.

The object of our study is to consider the problem of the relationship between training and development. The subject is developmental education according to the system of L.V. Zankov.

Research L.S. Vygotsky, V.V. Davydov laid the psychological foundations for a holistic domestic concept of developmental education, reflecting all four hypostases of the child's active familiarization with the world: entry into the world of nature, the world of universal culture, the world of significant others, and the development of the child's self-awareness.

The purpose of our work is to study the features of developmental education according to the system of L.V. Zankov. To achieve this goal, it is necessary to solve the following tasks:

Consider the relationship between the role of learning and development;

highlight the main provisions of the theory of developmental education;

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

Hypothesis: the analysis of this problem will contribute to a deeper understanding of the goals of developmental education, the structure and organization of education according to the system of L.V. Zankov.

Chapter I. The problem of the relationship between training and development

1 Relationship between the role of learning and development

The problem of learning and development has always been and will be at the center of research in many areas of the psychological and pedagogical sciences. Its solution serves as the foundation for didactics and methods of teaching and education. S. L. Rubinshtein wrote that "the correct solution of the question of the relationship between development and learning is of central importance not only for psychology, but also for pedagogy. Each concept of learning that the teacher formulates includes (whether he is aware of it or not) a certain concept In the same way, the concept of mental development that the psychologist will formulate (whether he is aware of it or not) contains a certain theory of learning.

At various historical stages, her decision changed. This is due to a change in methodological guidelines, the emergence of new interpretations in understanding the essence of personality development and the learning process itself, and a rethinking of the role of the latter in this process. The traditional problem of the relationship between learning and development, primarily cognitive, has now been transformed into the problem of the relationship between learning and personal development, setting new perspectives for reforming the education system. The shift in semantic emphasis in this problem is due to a number of reasons.

The first is that education in a democratic society cannot be directed only at the formation of knowledge and skills.

The second reason is connected with the development of science, enrichment and increase in the volume of knowledge, which educational institutions do not keep up with, since it is impossible to constantly increase the terms of general and professional training. It should be aimed at the formation of students' ways of independent and continuous self-education.

The third reason is due to the fact that for a long time, taking into account the age characteristics of children was considered a priority and invariable principle of education. If this were indeed the case, then no education would be able to overcome the limited nature of the possibilities of a particular age. Identification of the relationship between learning and personal development makes it possible to eliminate, with the help of training, the apparent limitations of the age characteristics of students, to expand their capabilities.

The fourth reason is related to:

with the recognition of the priority of the principle of developing education;

the development of personality theory, which makes it possible to more fully represent the processes of personal transformations at various stages of ontogenesis;

understanding the factors that determine personal growth and personal change;

creation of the concept of developmental education.

By the beginning of the 30s. 20th century three main theories about the relationship between learning and development came to light more or less clearly. They were described by L.S. Vygotsky.

The first theory is that there is no connection between learning and development.

According to the first point of view, expressed by the famous Swiss psychologist J. Piaget and the school developed by him, the connection between education and the development of the child is denied. This independence is expressed, in particular, in the fact that the child's thinking passes through certain stages, regardless of whether he learns or not. And the relativity of the independence of these processes lies in the fact that in order for learning to become possible, development must prepare an appropriate basis for this. In this case, learning "goes at the tail end of development", it seems to be built on top of maturation.

Thus, the first theory is based on the idea of ​​the independence of child development from learning processes. According to this theory, “development must go through certain completed cycles, certain functions must mature before the school can begin to teach certain knowledge and skills to the child. Development cycles always precede learning cycles. Learning trails development, development always precedes learning. Thanks to this alone, any possibility of raising the question of the role of learning itself in the course of the development and maturation of those functions that are activated by training is precluded in advance. Their development and maturation are rather a prerequisite than the result of training. Training builds on development without changing anything in it in essence " .

According to this theory, the development of a child is a consequence of internal, spontaneous self-change, on which training does not have any influence. The child's thinking necessarily goes through all known phases and stages, regardless of the learning process. Moreover, learning is determined by the level of human development. Naturally, this point of view does not recognize the very idea of ​​developmental education.

Some of the modern domestic and foreign child psychologists and teachers adhere to the positions of this theory, which were so vividly and unambiguously described by L.S. Vygotsky. Many believe that pedagogical life itself, a long-standing established practice of education, stands behind such positions, because this psychological theory corresponds to the famous didactic principle - the principle of accessibility (according to it, as you know, a child can and should be taught only what he "can understand", for which he has already matured certain cognitive abilities). The first theory, of course, does not recognize developmental learning - this theoretical substantiation of the practice of education, in principle, excludes any possibility of manifestation of such learning.

The second theory: learning and development are identical processes.

According to the second point of view, learning and development are identical. It is believed that the child develops to the extent that he learns, so development is learning, and learning is development.

Thus, the second theory, according to L.S. Vygotsky, adheres to the point of view that learning is development, that the first completely merges with child development, when each step in learning corresponds to a step in development (in this case, development is reduced mainly to the accumulation of all kinds of habits).

Naturally, according to this theory, any education is developmental, since teaching children, for example, some mathematical knowledge, can lead to the development of valuable intellectual habits.

The third theory is that there is a close relationship between learning and development.

The third theory attempts to combine the first two. She views self-development as a dual process: as maturation and as learning. And from this it follows that maturation somehow affects learning, and learning, in turn, affects maturation. At the same time, learning is understood as a process of the emergence of new structures and the improvement of old ones, and therefore learning can go not only after development, but also ahead of it, causing new formations in it.

In this theory, attempts are made to overcome the extremes of the first two by simply combining them. On the one hand, development is conceived as a process independent of learning. On the other hand, self-learning, in which the child acquires new forms of behavior, is seen as identical to development. According to the third theory, development (maturation) prepares and makes learning possible, and the latter, as it were, stimulates and advances development (maturation).

At the same time, according to this theory, as L.S. Vygotsky, “development always turns out to be a wider range than learning ... The child has learned to perform some operation. Thus, he has learned some structural principle, the scope of which is wider than just operations of the type on which this principle was learned Therefore, taking a step in learning, the child advances in development by two steps, i.e. learning and development do not coincide ". This theory separates the processes of learning and development and at the same time establishes their relationship (development prepares learning, and learning stimulates development).

1.2 The fundamental directions of Zankov's developmental education

From the end of the 50s. of the last century, a research team led by Leonid Vladimirovich Zankov launched a large-scale experimental study to study the objective patterns of the learning process. It was undertaken with the aim of developing the ideas and provisions of L.S. Vygotsky on the relationship between learning and the general development of schoolchildren.

The efforts of the L.V. Zankov were aimed at developing a system of teaching younger schoolchildren, with the goal of their overall mental development, which is understood as the development of the mind, will, and feelings. The latter acts as the main criterion for the effectiveness of training.

Another aspect is also important: neoplasms arising as a result of internal integrative processes may appear later than the corresponding pedagogical influences.

Leonid Vladimirovich Zankov names three main lines of development:

) development of abstract thinking;

) development of analyzing perception (observation);

) development of practical skills.

These three aspects of the psyche reflect the three general lines of a person's relationship to reality: obtaining data about reality with the help of their own senses - with the help of observations; abstraction, distraction from direct data, their generalization; material impact on the world with the aim of changing it, which is achieved by practical actions.

This training was complex. This was expressed in the fact that the content of the experiment was not individual objects, methods and techniques, but "testing the legitimacy and effectiveness of the very principles of the didactic system" . Leonid Vladimirovich set the task of building such a system of primary education, in which a much higher development of younger schoolchildren would be achieved than when teaching according to the canons of traditional methods. This system was supposed to be created by organizing pilot studies, the conduct of which would change the existing practice, demonstrating the effectiveness of the use of special programs and methods.

L.V. Zankov, setting the task of intensive development of schoolchildren, critically assesses the unlawful, from his point of view, facilitation of educational material, the unjustifiably slow pace of its study and monotonous repetitions. At the same time, the educational material itself often suffers from the scarcity of theoretical knowledge, its superficial nature, and subordination to the inculcation of skills.

Zankov began experimental teaching of first-graders in September 1957 in Moscow and worked with the same student body for four years. A few years later, the experiment was significantly expanded and took place in several dozen schools in Kalinin (now Tver) and Tula. At the same time, the results of experiential learning and learning in conventional classes were constantly compared. It was shown that the program of a four-year elementary school can be completed within three years without overloading schoolchildren, and even more so - enriched and deepened in comparison with the current one at school. The data obtained allowed L.V. Zankov to formulate the fundamental provisions of the new system.

Chapter II. Didactic characteristics of L.V. Zankov

1 Principles of didactic system

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

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

Features of organizational forms in the Zankov system are that they are more dynamic and flexible. The forms themselves remain the same, but their content changes. The lesson, remaining the leading form of organization of learning, acquires a different character.

The structure of the lesson departs from the standard parts - a survey, explanation of the new, consolidation, homework. The lesson, in accordance with the principle of teaching at a high level of difficulty, can begin with a completely new question for students, the connection of which with previous experience, students realize on their own or with the help of a teacher (subject to the measure of difficulty). The lesson can unfold in the form of a gradual deepening into the topic, which is facilitated by the involvement of material both from the topics covered (which simultaneously ensures their repetition) and from those not completed.

In the lesson, the ratio of the specific weight of the speech of the teacher and students changes. In traditional teaching, one can often observe such a picture when the lion's share of time is filled with the teacher's speech - repetitions of questions, repetitions of students' answers, suggesting the beginning of the answer (the teacher cannot pause, wait for the student to gather his thoughts), various kinds, as a rule, unnecessary words that encourage students to be active (“think, think”, “faster, faster”, etc.), explanations, conclusions made by the teacher himself. This should not be the case for a teacher working according to the Zankov system.

Great art is required from him: while maintaining his leading role, to ensure the freedom of self-realization of the child, to create such conditions that from the first steps of being in the lesson the child is not afraid to express his, albeit still immature, thoughts, his observations, knowledge. To do this, it is very important to learn how to ask children questions that require variant, and not unequivocal answers. Then each student can find an opportunity to express their views.

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

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

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

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

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

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

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

One of the brightest features of Zankov's didactic system is the kind, trusting relationship filled with positive emotions between the teacher and the students. The creation of a joyful atmosphere, an atmosphere of enthusiasm and satisfaction of children with learning contributes to the whole structure of education, and, above all, the richness of the content of education, which allows each student to realize himself in a satisfying activity. Teaching methods also contribute to children's positive emotions.

When in the lesson there is a discussion of questions new to children, when there is an opportunity to express different points of view, to agree or doubt about the point of view of a friend, and sometimes to refuse one’s own, to give one’s personal observations, then general development occurs here. Moreover, indirect ways of the development of the child come into play: intellectual activity is nourished by those bright, diverse feelings that children experience, difficulties overcome in intellectual activity give rise to feelings of success and satisfaction.

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

The didactic core of the lesson according to the new system is the activity of the students themselves. Students do not just decide, discuss, but observe, compare, classify, group, draw conclusions, find out patterns.

"Development - in cooperation" is the most important idea that permeates the methods and forms of educational activity of schoolchildren. In a joint search, the child strains his mind, and even with minimal participation in joint activities, he feels like a co-author, which significantly restructures the motivational sphere.

L.V. Zankov considers it fair that when assimilating a concept (in any class), the term is communicated to schoolchildren not as a result of studying the relevant phenomena, but during the study, since it serves as a means of generalization. The process of assimilation of the term goes through a series of steps, which the student passes through, and which lead him to the desired result. They are. At first, the term is used by the teacher; children are not required to operate the term. Further, exercises are practiced in the selection of particular cases to the general concept. Then such exercises are carried out when students identify and distinguish the phenomena denoted by this term from a number of others. This is followed by exercises that, in their logical and psychological structure, represent the selection of a general concept for a particular case. As a result of such work, the term is translated from the passive vocabulary of schoolchildren into an active one.

Educational material is built and assimilated by schoolchildren in the logic of increasing differentiation of knowledge, from the whole to the part. Pupils get acquainted with the concept, which at first remains as an "unformed generalization". This concept is increasingly differentiated, clarified, concretized in the study of other, new sections of the topic. The material is arranged in such a way that each of the proposed tasks finds its natural continuation in subsequent sections. Returning to the past is not limited to the formal reproduction of the material in the form in which it was studied.

In the system of L.V. Zankov's return to the past is at the same time a significant step forward.

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

Zankov believed that didactic principles have a guiding and regulating role in relation to the learning process. He identified five such principles:

training at a high level of difficulty,

fast pace in the study of program material,

the leading role of theoretical knowledge,

students' awareness of the learning process,

purposeful and systematic work on the development of all students, including the weakest ones.

The principle of teaching at a high level of difficulty is characterized, according to Zankov, not only by the fact that it exceeds the “average norm” of difficulty, but, above all, by the fact that it reveals the spiritual forces of the child, gives them scope and direction. This refers to the difficulty associated with the knowledge of the essence of the phenomena being studied, the dependencies between them, with a genuine familiarization of schoolchildren with the values ​​of science and culture. The most significant thing here is that the assimilation of certain knowledge becomes both the property of the student and the next step, ensuring his transition to a higher level of development. Learning at a high level of difficulty is accompanied by compliance with a measure of difficulty, which is relative. For example, the program for grade 3 includes the topic “Meaning of cases of nouns (verbals). Some basic meanings. This topic has a rather high level of difficulty for a given age, but its study stimulates the development of schoolchildren's thinking. Before this topic, they studied the 1st, 2nd and 3rd declension of nouns and are already familiar with the endings of nouns belonging to different types of declension, but standing in the same case. Now students should abstract from the differences that are characteristic of all types of declension, and comprehend the meaning of a particular case in a generalized form. So, the unprepositional instrumental case, which depends on the verb, is shown in the most typical meaning for it of the instrument or means by which the action is performed (cut with an ax, draw with a brush, write with a pen). Such a generalization represents a transition to a higher level of thinking.

Another principle is organically connected with the principle of learning at a high level of difficulty: when studying program material, you need to move forward at a fast pace. This implies the rejection of the monotonous repetition of the past. At the same time, the most important thing is the continuous enrichment of schoolchildren with more and more new knowledge. However, this principle should not be confused with haste in academic work and one should not strive for a large amount of knowledge performed by schoolchildren. More important is the enrichment of the student's mind with versatile content and the creation of favorable conditions for a deep understanding of the information received. An effective tool that allows both strong and weak students to go at a fast pace is the use of a differentiated methodology, the specificity of which is that different students go through the same topics of the program with unequal depth.

The next principle of L.V. Zankova - the leading role of theoretical knowledge already in elementary school, which are the main means of development and the basis for mastering skills and abilities. This principle was put forward as a counterweight to the traditional ideas about the concreteness of the thinking of younger students, since modern psychology does not provide a basis for such a conclusion.

Studies have shown that in elementary school students, abstraction and generalization, clothed in verbal form, are observed in the formation of new concepts, in the generalized recognition of unfamiliar objects, and in the awareness of the moral qualities of characters from works of fiction. The concept, according to which the development of the thinking of the younger schoolchild is presented as a gradual increase in the abstraction and generalization of thinking, is outdated.

Even L. S. Vygotsky, on the basis of a study of the formation of concepts at school age, noted that it is carried out in different ways, including from the abstract to the concrete in the learning process. Therefore, to be limited only to the formation of concrete thinking in younger schoolchildren means to slow down their development. Theoretical knowledge is not limited to terms and definitions. A large place in the education of younger students is occupied by the assimilation of dependencies, laws (for example, the commutative law of addition and multiplication in the course of mathematics, the patterns of seasonal changes in the life of plants and animals - in natural science).

This principle applies to all subjects. But it does not reduce the importance of skills and abilities and their formation in younger students. In the system of education L.V. Zankov, the formation of skills occurs on the basis of a full-fledged general development, on the basis of a deep understanding of the relevant concepts, relationships, and dependencies.

An important condition for the development of a student is the fact that the process of mastering knowledge and skills is the object of his awareness. According to the traditional methodology, when passing through the multiplication table, various techniques are used to help memorize it. This allows us to reduce the time of its study and eliminate many difficulties. According to the system of L.V. Zankov, the educational process is built in such a way that the student understands the grounds for the arrangement of the material, the need to memorize certain of its elements.

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

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

The didactic core of the lesson according to the new system is the activity of the students themselves. Students do not just decide, discuss, but observe, compare, classify, group, draw conclusions, find out patterns. "Development - in cooperation" is the most important idea that permeates the methods and forms of educational activity of schoolchildren. In a joint search, the child strains his mind, and even with minimal participation in joint activities, he feels like a co-author, which significantly restructures the motivational sphere.

Flexibility, dynamism of the structure of the lesson due to the fact that the learning process is organized "from the student". The lesson is built taking into account the logic of the children's collective thought and at the same time maintains integrity, organicity, logical and psychological completeness.

Particular attention is paid to the selection and formulation of tasks and questions. They should awaken the independent thought of students, stimulate a collective search, and activate the mechanisms of creativity.

The construction of textbooks for elementary grades is such that a certain idea of ​​the formation of a system of knowledge among schoolchildren is associated with it.

L.V. Zankov considers it fair that when assimilating a concept (in any class), the term is communicated to schoolchildren not as a result of studying the relevant phenomena, but during the study, since it serves as a means of generalization. The process of assimilation of the term goes through a series of steps, which the student passes through, and which lead him to the desired result. They are.

Educational material is built and assimilated by schoolchildren in the logic of increasing differentiation of knowledge, from the whole to the part. Pupils get acquainted with the concept, which at first remains as an "unformed generalization". This concept is increasingly differentiated, clarified, concretized in the study of other, new sections of the topic. Returning to the past is not limited to the formal reproduction of the material in the form in which it was studied. In the system of L.V. Zankov's return to the past is at the same time a significant step forward.

Also L.V. Zankov formulated a position on four forms of correlation between visibility and the teacher's words in teaching:

the student, studying a visual image (diagram, image of an object), finds the necessary information himself. The teacher guides the student's observation, draws his attention to the essential signs;

the teacher reports information about the object being studied, illustrating their validity by showing a visual aid;

when studying the connections between phenomena, the student in the course of observation (performing laboratory work) discovers these connections himself, the teacher, with the help of a word, leads students to comprehend the connections;

the teacher reports on the connection between the phenomena and illustrates their presence by showing.

In these cases, when using the same manuals, the ways in which students acquire knowledge are fundamentally different: in the first and third cases, they acquire knowledge through their own mental and practical activity, which has the nature of a search; in the second and fourth cases, they receive ready-made knowledge from the teacher, and their activity is expressed mainly in the memorization and understanding of the knowledge communicated to them.

The problem of the sequence of introduction and assimilation of knowledge is the second aspect of the disclosure of the characteristics of the L.V. Zankov. It is connected with the implementation of the genetic method of teaching, which reproduces the history of human mental development - from the general to the particular, from the whole to parts, from the merged to the separate, from the states of the holistically global to the states of internally dissected and differentiated.

The formation of knowledge systems and their concentration around the leading system-forming factors is the third aspect of considering the features of the L.V. Zankov. With its help, the modern theoretical significance of this system in its focus on the mental development of children is revealed. In this regard, the words of L.V. Zankov that his system is aimed at overcoming atomism, fragmentation and incoherence of schoolchildren's knowledge, that training should be structured so that children develop well-ordered systems of knowledge. For example, in mathematics, this is the bit composition of numbers, the commutative law of addition, reciprocal additions and subtractions.

The psychological analysis of the system of L. V. Zankov shows that will, emotions and motivations - all these processes and personality traits must necessarily develop in children in a positive direction, and in the most natural way, one might even say, in an inevitable way.

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

firstly, due to the inclusion in the curriculum (with the usual hourly load) as separate subjects of natural science (from grade I), geography (from grade II);

secondly, by enriching the content of ordinary, generally accepted subjects in the primary grades - the Russian language, reading, mathematics, labor training, subjects of the aesthetic cycle;

thirdly, by changing the ratio of the importance of the so-called main and non-main subjects (music, fine arts, labor lessons). From the point of view of general development, there are no main and non-main subjects. And no less important than the advancement of students in mastering spelling skills, counting, reading is the mastery of visual activity, familiarization with works of art, the development of manual skills, the ability to observe the world around them - all this sometimes feeds on the process of mastering skills;

fourthly, by increasing the proportion of knowledge acquired by children under the guidance of a teacher outside the school walls, during various kinds of excursions;

fifthly, by introducing independent, personal, everyday observations of children into the course of the lesson (students are given the opportunity to share such observations with their comrades, this enriches the lesson and has a beneficial effect on children's sense of self at school);

sixth, an important element of the content of education in the Zank classes is the child's own "I", the child's knowledge, awareness of himself.

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

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

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

the leading role of theoretical knowledge;

studying program material at a fast pace;

students' awareness of the learning process;

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

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

Teaching methodology. One of the properties of L. V. Zankov's methodology is its versatility, which lies in the fact that the methods of teaching are characterized by heterogeneous functions. The task of education is not only the acquisition of knowledge and skills, but also the upbringing and general development of schoolchildren. Due to the versatility, not only the intellect of the student is involved in the sphere, but also emotions, aspirations, and other aspects of the personality.

Further, Zankov singles out such a property as the procedural nature of cognition, or the procedural nature, which consists in the fact that the student's study of each segment of the course is included as a dependent element in an organic connection with other elements. This is not an external connection, but an internal one, going along the line of deployment of the essence of cognition of an educational subject. So, for example, during the period of learning to read and write, the concept of sound is introduced - the basic phonetic concept. Then, at subsequent literacy lessons, the vowel-consonant distinction is introduced - there was a return to the well-known concept at a new level. Then concepts appear: syllable, soft - hard consonants, voiced - deaf consonants, monotonous and iotized vowels. When studying the latter at a new level to indicators of hardness-softness of consonants. The next return is associated with hard, soft consonants and "ь" and "ъ" signs that do not indicate a sound. A completely new concept of hardness - softness will sound when you get acquainted with the soft and hard variant of the declension of nouns and adjectives, with nouns related to the third declension and with an indefinite form of the verb.

In mathematics, such processuality can be traced on the example of the concept of part and whole. First, it is fixed on simpler cases of addition and subtraction. Then we return to this concept when studying multiplication, where the whole is provided in a more complex version, as consisting of several identical parts. A new concept "number of parts" appears. Then we return again to the concepts of the whole, part of the whole and quantity when studying the action of division. In the process of working on the action by division (dividing by ... and dividing by ...), they are refined, worked out at a new level. We return to the concept of the whole and its parts when studying ordinary fractions, named numbers.

The structure of the process of cognition resembles a grid. At the same time, there is no repetition for the purpose of memorization, but there is an increasing complication of the ratios of the elements of deepening knowledge. The procedural character is when each new material raises and activates all connections, all the layers that were before rise.

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

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

The property of variance is also manifested in relation to students. The tasks and questions of the teacher, both in the lesson and in the homework, are formulated in such a way that they do not require an unequivocal answer and action, but, on the contrary, contribute to the formulation of different points of view, different assessments, attitudes towards the material being studied. Such a property of the system as variability gives a huge scope for creativity to each teacher, makes it possible to make the lesson interesting and exciting.

3 Criteria for learning outcomes

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

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

Particularly strong differences are noted in the development of emotional and volitional qualities of students.

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

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

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

The ability for self-control, for self-regulation of one's actions, deeds, behavior, and not only in educational, but also in everyday situations, is associated with the rudiments of reflection.

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

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

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

It is especially necessary to single out such an important orientation of schoolchildren as the attitude towards oneself as a value. Not in an egoistic sense, but in a high human sense, when self-love, attitude towards oneself as a value acts both as the basis of self-esteem, and as the basis for understanding the other as a value, the basis of friendliness, love of life. A person cannot perceive another as a value if he does not realize himself as such. Through himself, a person knows the pain and joy of another person, through understanding himself, he understands the other. No wonder the biblical truth says: love your neighbor as yourself. The basis for cultivating such an attitude towards oneself is in the depths of the training system. Even initial observations of children in Zank classes convince us that everyone in the class is a person, a person who respects himself, but is also respected by others, respecting others. This can be seen from the communication of children in the classroom: how attentively and respectfully they listen to everyone! At the same time, everyone recognizes himself as an individual, asserts himself before the collective of the class. “How interesting Seryozha told, - you can hear in the lesson. But I want to add to it. Thus, conditions are created when everyone satisfies his need to be represented in the minds of others.

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

teaching zankov didactic

Conclusion

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

Based on the work carried out under the direction of L.V. Zankov's research, the following results were obtained:

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

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

the concept of “general development” was introduced as a common goal and indicator of the effectiveness of primary education;

the lines and methods of studying the general development of schoolchildren are revealed;

it is shown that until now in practice the huge reserves of the development of the child have not been used.

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

Proposed by L.V. Zankov didactic system proved to be effective for all stages of the learning process. However, despite its productivity, so far it remains insufficiently demanded in school practice. In the 60-70s. attempts to implement it in mass school practice did not give the expected results, since teachers were unable to provide new programs with appropriate teaching technologies.

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

Replace L.V. Zankov is impossible, based on his theoretical and practical research, it is possible to improve schooling.

System L.V. Zankova is interesting to the teacher and students. However, the teacher should start working on it only after a thorough study of it, when all its advantages become visible to him. Then you need to set a goal: teaching, do no harm.

An important feature of the L.V. Zankov is that the learning process is thought of as the development of the child's personality, that is, learning should be focused not so much on the class as a whole, but on each individual student. In other words, training should be personally oriented, developing. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class. That is why there are no “main” and “non-main” subjects in school.

Bibliography

1.Vygotsky L.S. Pedagogical psychology. M., 2006.

2.Davydov V.V. Problems of developing education. - M., 2006.

.Zak A.Z. The development of theoretical thinking in younger students. - M., 2010.

.Zankov L.V. Selected pedagogical works. - M., 2010.

.Zvereva M.V. Commonwealth of scientist and teacher: L.V. Zankov. - M., 2011.

.Zimnyaya I.A. Pedagogical psychology. - M., 2009.

.New time - new didactics: Pedagogical ideas of L. V. Zankov and school practice / Comp. M.V. Zvereva, R.G. Churakov. - M., 2011.

.Pedagogy: Pedagogical theories, systems, technologies / Ed. S.A. Smirnova. - M., 2010.

.Pedagogical psychology / Ed. V.V. Davydov. - M., 2010.

.Rubinshtein S.L. Fundamentals of General Psychology - St. Petersburg, 2009.

.Selivanov B.C. Fundamentals of general pedagogy: Theory and methods of education. - M., 2010.

.Sitarov V.A. Didactics. - M., 2012.

.Slastenin V.A., Isaev I.F., Shiyanov E.N. General pedagogy. - At 2 o'clock. 1. - M., 2012.

.Stepanova M. "Developmental education" // School psychologist 2007. No. 15, - p. 19.

.Tsukerman G.A. Types of communication in education. - Tomsk, 2013.

.Churakova R.G. Didactic system of L.V. Zankov. - Samara, 2011.

.Chutko N.Ya. "Zankov yesterday, today, tomorrow" // Primary School 2013. No. 6, - p. 5.

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Theoretical knowledge plays a leading role in education. Training takes place at a high level of difficulty, a large amount of material being studied, a fast pace of its passage. These difficulties are designed for students to overcome independently. The teacher works on the overall development of each student. Zankov's approach is aimed at developing the creative abilities of the child. The main goal of the system is that the student enjoys the cognitive activity.

Lesson on the Zankov system

The lesson according to the Zankov system differs significantly from the traditional lesson. The cognitive activity of students can be activated only with a trusting atmosphere in the classroom. Good relations should be established between the teacher and students and mutual respect must be present. Children should feel free in the classroom and not be afraid of self-expression, while understanding that the teacher in the class still remains the main one. The teacher must adequately and correctly respond to the mistakes and actions of students. In no case is a rude or humiliating attitude towards students allowed.

The lesson is built in the form of a discussion. Students should be able to challenge the opinion of not only classmates, but also the teacher if they disagree and not be afraid to express their point of view. The teacher competently corrects mistakes and does not give bad grades, but, on the contrary, any activity in the lesson is encouraged. Students independently acquire knowledge, and the teacher only helps and directs on the right path.

In addition to the usual lessons in the classroom, the system involves visiting excursions, trips to theaters, museums, and nature. This helps diversify learning and broadens the horizons of children.

Features of textbooks

In textbooks designed for teaching according to the Zankov system, there are no sections with a repetition of the material covered. This material is included in the next new paragraph. Coloring books are used in the lessons. They help to interest children and develop their imagination. The textbooks include material for children with different types of thinking. In the workbooks on the Russian language there are tasks for students on self-control and introspection.

What should a teacher be like?

Teachers working according to the Zankov system should be distinguished from others primarily by their humanity. They must voluntarily choose this system, feel that this approach to learning is ideal for them. This system is state-owned, so any teacher who decides to take it as a basis can be retrained in special courses.

To date, only three systems are considered state education systems in Russia - this is the traditional system, the system of L.V. Zankov and the system Elkonin-Davydova.

Traditional education system

The traditional system of education is known to all of us firsthand. Created over 400 years ago by the Czech educator Jan Amos Comenius, it is still considered the main educational system in many countries. It was Ya.A. Comenius was the first to propose the introduction of teaching in the native language for children and developed a class-lesson teaching system.

Thanks to Comenius' innovations, children from ordinary working-class families could receive an education and those basic skills that later helped them to carry out their professional activities. In the Comenius schools, students learned to act according to the algorithm, listen to the teacher and easily cope with monotonous classes, completing the task with the same method.

The traditional system has become so firmly established in the education of Russians only because in the 20th century practically the same requirements were imposed on people. People had to grow up submissive, patient, respect the authority of their superiors and be able to perform monotonous monotonous actions.

At the same time, the leap in the development of science and technology that occurred just at that time was not taken into account. The amount of information that a person had to perceive has increased several times, and in general the pace of life has greatly accelerated. Traditional education has ceased to be so relevant, because it could no longer cope with the changed requirements of society.

That is why classical education, which has been successfully operating for several centuries, is now forced to step aside, because in the new millennium your child will need completely different skills and abilities in order to find his place in life.

System L.V. Zankov. Basic principles

What personal characteristics are now the most important for the successful formation of the personality and its further development? Important at this stage is the level of communicative culture, as well as the breadth of horizons, independence, the ability to calculate and make all decisions in your life on your own. The conditions of modern life are such that a person cannot afford to be static - he must constantly be in motion, change, develop and learn new things. The ability to quickly respond to changing conditions will help the child in the future when choosing friends, profession, goals in life, and so on.

Having chosen this or that profession, a person will also not be able to stand still - he will have to constantly develop. The ability to analyze a situation, make quick decisions and act quickly can be acquired at school.

In principle, the further development of his personality largely depends on what a child learns in an educational institution. It is very important to develop curiosity, attention, desire for new things in a child.

Learner-Centered

It was L.V. Zankov who was the teacher and psychologist who saw the trend in the development of society and proposed a new system of education that would meet all the requirements of modern society, would develop in a person those skills that will be useful to him in the future.

The purpose of education in Zankov schools- achieving the holistic development of each child through the assimilation of the knowledge, skills and abilities that the school can give him. Education in Zank schools is aimed at developing the mind, will, and feelings. At the same time, much attention is paid to the physical development and health of the child.

All components of a child's holistic development are taught in equal amounts, none of them stand in the background. Factual knowledge, moral education and physical development - all these areas of education are provided in equal shares by the teachers of the Zankov schools. After all, all elements play an equally important role in the development of the child, and in the absence of one of them, the formation of his personality will go along a completely different path.

One of the most important features of Zankov's teaching system is that all learning is aimed not at the formation of knowledge in the class as a whole, but at development of each student individually. Learner-Centered education in Zankov schools allows each child to feel like an individual.

It is important to note that the Zankov system is not about “pulling up” a few lagging behind students to the level of more successful ones. In each child, teachers seek to reveal precisely his individuality, the characteristics of his personality. The focus is on the development of those qualities of the student that were originally laid in him. That's why in Zankov's schools there is no concept of strong and weak. All children are different and each has its own strengths, which develop even more thanks to the competent teaching of teachers.

The Zankov School is open to absolutely all children of six years of age and older, who, according to all indications, can study in general education schools. There are no special requirements for students in the school.

Analyzing Zankov’s education system and the requirements that the government of the Russian Federation is now putting forward in relation to modern education, it becomes clear that Zankov, by some miracle, was 50 years ahead of his time and foresaw that soon his system would become incredibly relevant for society.

Thanks to the foresight of the teacher, the system is not only modern and relevant, but also proven by years of experience. And consequently, all teachers managed to become professionals in their field, and all teaching methods will not cause unforeseen results.

Zankov's learning system has been developed and tested for quite a long time, so now it can take into account all the individual characteristics of the child and is suitable for any student.

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

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 students with minimal teacher assistance. At the same time, the entire stock of knowledge and skills they have 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 to a sufficient extent the ability 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.