V primary school learn to count, read and write. This training is aimed at developing literacy skills. Traditionally, the elementary school - four years - was the school of literacy. But with the introduction of general secondary education, the goals began to change. The elementary school must lay the foundation, the basis for mastering the subjects in the middle grades and the fundamentals of science in the senior grades. Mere skills are not a sufficient foundation. In addition, the work of domestic psychologists, primarily L.S. Vygotsky and his school, opened up qualitatively new opportunities for pedagogy: not only to teach narrow-subject knowledge, skills and abilities, but purposefully to form and develop the general intellectual abilities of children.

Today, many primary school teachers are experimenting and developing their own courses. This is a complex work of many specialists - philosophers, psychologists, methodologists, experimental teachers. All these specialists are simply necessary in order to build a truly new pedagogy - the pedagogy of the formation and development of abilities. Such work has been carried out in our country since the 1960s under the leadership of D.B. Elkonin and V.V. Davydov. The fundamental trends in psychology were compared - J. Piaget and L. S. Vygotsky, the approaches of A. Leontiev and S. Rubinshtein, P. Ya. Galperin built his own methodology. In philosophy, there is a sharp discussion between traditional Soviet philosophers and the young avant-garde - E.V. Ilyenkov, A.A. Zinoviev, G.P. Shchedrovitsky. New approaches are being tested by E.V. Ilyenkov in a boarding school for the deaf-blind-mute. The result is amazing - even in the absence of the main sensory channels of perception, you can teach a child to think! And not simply, but theoretically - to model, use categories and concepts.

Here you need to decide right away. Today they say: "Why a special term" developmental learning? With all learning, the child develops.

But does school traditionally set the task of "forming such and such an ability"? It is written in the programs: they must know and be able to. This is what the teacher wants. And what are the abilities, how they are arranged, how to diagnose them and how to work with them - the traditional teacher has nothing to do with this. He even believes that abilities are something innate, and generally doubts that they can be form.

Elkonin-Davydov's approach is specially constructed as a pedagogy of abilities. To emphasize the thought, one could even say: RO is aimed at the formation of thinking abilities in the first place, and at teaching mathematics and the Russian language - in the second place. That is why "developmental education" is not a metaphor, but an exact term. And strictly this term is applicable only and precisely to the training of Elkonin-Davydov.

Basic ideas of developmental education

1) The idea of ​​learning activities.

This idea of ​​D. B. Elkonin is fundamental. It allows you to understand how teaching differs from everything else that a person does. In every activity a person changes, transforms an object to get the result. For example, it transforms the conditions of a problem to get an answer. Or transforms, changes the form of a word to determine the letter in the spelling. It's all - substantive actions. But educational activity special - there is a person in it transforms himself. Makes himself from "I-can't" to "I-can", from "I-don't know" to "I-know". This educational activity is fundamentally different from schoolwork. In the latter, the student performs many tasks, but does not train consciously in any way. For him, in general, methods of action are not the main thing. And in educational activity, the student is aimed precisely at ways - to adopt a new effective way, to understand it, to master it, to train it - this is a specific learning task.

Learning activity is a high culture of self-learning with the help of adults and comrades. Children do not have this kind of culture. It needs to be taught to students.

Means The first main task of RO is to teach children to learn.

Parents about the Elkonin-Davydov program

Educational program

D.B. Elkonin and V.V. Davydov for primary school

Parents of children who will go to the first grade are often puzzled by the question of which learning model to choose and how to choose the right one. Will their first graders start with the traditional model or the developmental one? Of course, it is especially important to choose the right school and program, since the learning process from the very first grade will determine the student's attitude to learning in school later on. In the opinion of many (both educators and parents), it is not necessary to put all the importance only on the training program. It is also very important to find out how much the school is funded, what kind of teachers work there. Be sure to listen to the feedback from the parents of students who have already learned enough at this school: do they like to study, are solid basic knowledge given. And all the same, a teacher of a high level in a good, comfortable school will teach the student everything that is needed according to the program, and even a bad teacher best model education will not give a lot to children.

There are two types of learning models - traditional developmental. Traditional programs -

"Perspective"

"Primary school of the XXI century",

"Planet of Knowledge"

"Promising Primary School"

"School of Russia", "School 2100", "Harmony",

"Classic elementary school".

The term "developmental education" was introduced by the psychologist V.V. Davydov. Developmental learning is different from traditional learning explanatory - reporting type by the nature of teaching. One of the development programs learning-system psychologists Daniil Borisovich Elkonin and Vasily Vasilyevich Davydov. Many (both teachers and parents) call it brilliant, because it is consistent (within the system) and consistent. This system is also called “mark-free assessment”, the methods and techniques incorporated in this system lead to the most powerful development of the student, since the student does not work for the result ( evaluation), but on his personal growth and achievement of high results in education, and, what is very important, evaluates himself.

There are pros and cons to this system.

Pros:

1) The system moves away from the usual goal of the student to good mark, the lessons create conditions for the student's aspirations for learning, for his growth, for achieving great success in learning, for developing skills, gaining deep knowledge. For example, a student does not remember something, but he definitely needs to know where and how to find that necessary information to remember. Also, students of this system know why when multiplying two specific numbers (for example, 2 times 5), we get exactly that much (it will be 10, not 16).

2) Much attention is paid to theory and logical construction.

3) The system of Elkonin and Davydov will be of interest to people who want to develop their child and the ability to analyze, and, moreover, the ability to think deeply, unusually from peers.

4) In the educational process, they pay a lot of attention to the growth of the normal self-esteem of the child - through his self-esteem, the student begins to learn and react to those around him, the outside world around him, then he chooses those (for example, friends-classmates) who are equal to him, based on his self-esteem, his skills and

opportunities. The program also teaches you to critically evaluate your own actions (self-criticism) and the actions of your peers, classmates. For example, in the 1st grade, children learn to choose criteria by which they will evaluate their completed tasks. Some of the criteria: how accurately the task is written, how the letters are correctly written in combination with other letters in the word, how the numbers are written correctly, etc. Further, already in the 3rd grade, students more independently determine the criteria by which they will evaluate their work.

5) In this program, the student's work is evaluated for each of his efforts.

6) Evaluate mainly with scales.

For example, a lesson in the Russian language - students are asked to underline all the vowels that soften or harden the consonant letters, and then evaluate their work in this way: in notebooks, draw a line (like a scale) in the margins of the page and put a tick or cross on it, which, in their opinion, indicates how they coped with the task. On their scale, the higher the cross is placed the better they appreciate their work. Therefore, the teacher here puts their marks on the scale, and the students, together with the teacher, analyze the marks on the scales.

7) The student's personal self-assessment should precede the teacher's assessment. Evaluation of the teacher first of all helps him to create his own normal self-esteem, not underestimated and overestimated.

8) If the program is presented to students in the way it was laid down by the authors, psychologists, children who at the beginning had even a small motive for learning begin to go to school with interest, to understand everything in the lessons, although it is possible not immediately.

Minuses:

1) The level of subjects taught in the Elkonin and Davydov program is very high and complex.

2) This program is not compatible with other programs of study and there is an opinion that it is not recommended to transfer the child to another school with another program later in the higher grades. If possible (this program is not usually taught in high school), choose this system of education from 1st to 11th grades.

3) The lack of a classical grading system - a five-point system - can be frightening. However, many experts say that learning is supervised. The teacher gives the necessary recommendations to parents and collects a kind of portfolio, a "case" of the student's creative work. Instead of a classic diary, this portfolio serves as an indicator of the child's level of success in learning.

4) According to this system, already from the 1st grade, they study the principles of the structure of the language, how and where the numbers came from, etc. n. Understanding the reasons will definitely help when memorizing the rules, and yet, is it necessary for children to know this from this age, perhaps a moot point, and let each parent decide for himself.

5) Special attention they devote to the development of teamwork, communication skills. For example, students themselves conduct their research on something, divided into groups of 5 to 7 people, then together with the teacher discuss what conclusions they have come to, and then make a general conclusion. But such skills of work are also worked out during training in other systems.

By the way.

From the experience of primary school teachers in Moscow:

“The assessment scales need to be constantly changed, they must at the same time determine the success of the “gaps” of students in learning. And yet the scale system is good when assessing at the very beginning of education in elementary school, by the end of elementary school, children want to evaluate themselves, their work in other ways. Therefore, we also began to introduce a point system in our school, but not a five-point system. We give different scores. For example, in a mathematics lesson in the 3rd grade, students solve equations for 15 minutes, having agreed with the teacher in advance how many points will be used in evaluating this work. Having solved 6 equations, the student gives himself 12 points.

“Our many years of experience in teaching children this“ gradeless learning ”in fact, gives us reasons to state that with professional teaching of this technology, students by the end of primary school education have a solid ability to sufficiently (adequately) evaluate their knowledge and capabilities, self-control skills, and also, when teaching, to separate what is already known from the unknown. Children remain interested in learning, which is extremely important. We affirm that training according to Elkonin and Davydov brings good results even after elementary school (in basic school), so we use this program usually up to the 7th grade.”

Introduction………………………………………………………………………3

1. The main characteristics of the system by D.B.Elkonin-V.V.Davydov……4
2. The main provisions of the educational and methodological set (authors V.V. Repkin and others) "Russian language" in the light of the requirements of the Federal State Educational Standard……………...6

Conclusion………………………………………………………………..11

List of references…………………………………….....12

Introduction.

Modern stage teaching practice is a transition from information and explanatory technology of education to an activity-developing one, forming a wide range of personal qualities child. Not only acquired knowledge becomes important, but also the methods of assimilation and processing. educational information, development of cognitive forces and creative potential of students.

To dateThere are two types of learning models - traditional and developing. Traditional programs:"Perspective" "Primary School of the 21st Century", "Perspective Primary School", "School of Russia", "School 2100", "Harmony", "Classical Primary School". Training in two programs - the author L.V. Zankov and the authors D.B. Elkonina - V.V. Davydov- is considered to be developing.

Parents of children who will go to the first grade are often puzzled by the question - which learning model to choose and how to choose the right one. Will startDo their first-graders study according to the traditional model or according to the developing one?

The term "developmental education" was introduced by the psychologist V.V. Davydov. Developing education differs from traditional education of the explanatory-reporting type in the nature of teaching. One of the developing training programs is the system of psychologists Daniil Borisovich Elkonin and Vasily Vasilyevich Davydov. Many people call her genius becauseit is consistent and consistent. This system is also called "non-marking assessment", the methods and techniques incorporated in this system lead to the most powerful development of the student, since the student does not work for the result, but for his personal growth and the achievement of high results in education, and, which is very important, evaluates himself.

1. The main characteristics of the system D. B. Elkonin-V. V. Davydov.

The system that has become popular in Moscow schools is the theory of learning activities and methods of primary education by D.B. Elkonin and V.V. Davydov. The Elkonin-Davydov system has been developed since 1958 on the basis of the experimental school No. 91 of the Russian Academy of Education. A feature of this psychological and pedagogical concept is a variety of group discussion forms of work, during which children discover the main content of educational subjects. Knowledge is not given to children in the form ready-made rules, axioms, schemes. Unlike the traditional, empirical system, the courses studied are based on the system scientific concepts. Children are not graded in elementary school, the teacher, together with the students, evaluates the learning outcomes at a qualitative level, which creates an atmosphere of psychological comfort. Homework is minimized, assimilation and consolidation educational material happens in the classroom.

Children do not overwork, their memory is not overloaded with numerous, but unimportant information. As a result of learning according to the Elkonin-Davydov system, children are able to reasonably defend their point of view, take into account the position of another, do not accept information on faith, but require proof and explanation. They form a conscious approach to the study of various disciplines. Training is carried out within the framework of the usual school programs but on a different quality level. At present, programs in mathematics, Russian language, literature, natural science, fine arts and music for elementary school and programs in Russian language and literature for secondary school have been developed and are being practically applied.

In the system of D.B. Elkonin - V.V. Davydova training is built in accordance with three principles:

1. The subject of assimilation are general methods of action - methods for solving a class of problems. They begin the development of the subject. Further general way actions are specified in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.
2. The development of a general method in no case can be its message - information about it. It should be built as a learning activity, starting with a subject-practical action. The real objective action is further folded into a model-concept. In the model, the general mode of action is fixed in a "pure form".
3. Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

Following these principles allows you to achieve the main goal of education - the formation of a system of scientific concepts, as well as educational independence and initiative. Its achievement is possible because knowledge (models) act not as information about objects, but as a means of finding, deriving or constructing them. The student learns to identify the possibilities and limitations of his actions and seek resources for their implementation.

1. The main provisions of the educational and methodological set (authors V.V. Repkin and others) "Russian language" in the light of the requirements of the Federal State Educational Standard

The Russian language teaching kit for elementary school is compiled in accordance with the Russian language teaching program developed by the authors (developing education system of D.B. Elkonin - V.V. Davydov), which implements both cognitive and sociocultural lines.

Working with textbooks, students learn the basic concepts of the science of language, which will make it possible to realize the most general patterns mother tongue- as a social phenomenon and as a special system - and on this basis, master the techniques of language analysis, i.e. learn to study it. The content of textbooks is focused on the formation in the process of mastering knowledgelearning activitieschild - a system of educational and cognitive motives, the ability to accept and maintain learning goals, to model, plan, control and evaluate learning activities and their results, to determine the boundaries of their own knowledge. In the process of such training, stable cognitive interests are formed in younger students, their Creative skills, including the ability to think, interest in learning, skills of cooperation with adults and peers in different situations communication, the desire and ability to learn, i.e., conditions are created for the formation and development of the child's personality.

Cognitive line in the content of textbooks is organically linked withsociocultural. Mastering knowledge in the field of the Russian language meets the tasks speech development and formation of communicative competences of students. Based on deep knowledge of the language, younger students learn to use language tools consciously, evaluate their compliance language norms, as well as from the point of view of relevance in various situations of speech communication, which contributes to the development of a sense of language as a condition of speech, and hence common culture person.

Thus, teaching the art of coherent speech in its main forms appears in textbooks as an independent task, although organically connected with the cognitive task. A prerequisite for its successful solution is also the fact that teaching the Russian language according to the system of D.B. Elkonin - V.V. Davydov is organized as a collectively distributed activity, subordinated to the tasks of forming schoolchildren's universal skills and abilities of educational cooperation (planning educational cooperation with a teacher and peers; the ability to accurately and fully express one's thoughts in accordance with the tasks and conditions of communication, convincingly defend one's point of view, negotiate, distribute work, get a common result, evaluate your contribution to joint work, etc.). This approach meets the requirements of the standard regarding the solution of a number of practical problems necessary to achieve the goals.

All textbooks for grades 1-4 (including the Primer) in the analyzed teaching materials havedialogical character- each learning task arises for him as a result of a discussion between cross-cutting characters and is formulated in the form of a question. It is assumed that the plots of problematic situations that precede the setting of a learning task can be used by the teacher as a kind of scenario in the lessons of the corresponding type. The collectively distributed nature of educational activities, the uselearning dialogueas the main form of the lesson, set by the style of presenting the material in this teaching material, puts the student in front of the need to participate in the discussion of the problem that has arisen and ways to solve it, i.e. generates meaningful communication motives at the lesson. The general class discussion unfolding on this basis puts students in a situation of a specificcommunicative task, the successful solution of which requires taking into account and adequate assessment of the entire set of communication conditions, the choice of appropriate language tools, and the ability to use them correctly. At the same time, an ever deeper awareness of linguistic meanings and means of their expression in the process of studying the course contributes to the intensive development of the "sense of language", which becomes one of the most important factors speech development.

The task of primary education in the Russian (native) language is to develop in children the ability to read and write, various speech (communicative) skills. In this regard, this educational system is designed to provide identification, analysis, meaningful generalization and subsequent specification of the objective grounds for reading, writing, communicative and speech actions.

As the subject of assimilation in the program, the phonemic principle of writing is put, which introduces children to the theory of their native language. In the Russian language program, a system of concepts is singled out, revealing the content of the phonemic principle of writing and based on these concepts, the methods for performing the spelling action. The essence of the leading principle of Russian writing is revealed in this course in connection with the students' awareness of the relations that are essential for the language between the sound shell of a word and its lexical meaning, as well as between the sound shell of the word and its letter notation.

The structure of the paragraph - the main component of the textbook in the analyzed teaching materials - consistently reflects the structurelearning activitiesand reproduces its main links: the moment of setting the problem, the stages of searching for a general way to solve it, mastering this method and concretizing it on a wide scale. practical material, control and evaluation. Therefore, in each paragraph of textbooks for grades 1-4, the following are clearly highlighted:

1. motivational material that precedes the main part of the paragraph, which presentsproblem situationin the form of a plot with the participation of cross-cutting characters;
2. a system of main tasks that reflect the conceptual logic of the paragraph, the implementation of which will lead students tosolution of the educational task;
3. a block of exercises and tasks containing developmental and specifyingmethod found material;
4. multi-level control tasks intended for independent control and evaluation by the child own possession of the method opened in this paragraph, new knowledge.

Control tasks are intentionally included in the textbook, i.e. as a mandatory part of the kit, so that each child has the opportunity to self-examine individually. V methodological guide the teacher is offered the second version of the control tasks for each section. With the help of the control tasks of the textbook, it is possible to check not only the assimilation of the new material studied by the child, but also the level of formation of the components of educational activity in him (universal learning activities).

Textbooks for grades 1-4 of the considered teaching materials have a special section “For the curious”, expanding the linguistic horizons of the child. The block of exercises also contains optional exercises, with the help of which students can get answers to many questions that arise in the course of studying the main material of the textbook. These exercises are specially marked. It is expected that children can refer to these exercises for own will or use them to prepare class projects.

The textbooks also labeled exercises specifically designed forindependentwork, exercises for organizing work in the classroom in group form - what creates conditions for the formation of students' skills to have a dialog , justify one's point of view. Separate marking exercises that are recommended to be performed in the classroom under the guidance of a teacher are marked - they usually contain some kind of clarification, new angle the method or concept being studied.

The foregoing allows us to conclude that the described educational and methodological package can be used to teach Russian to younger schoolchildren in the transition period as it generally meets the new standards of primary education.

Conclusion.

The basis of the concept of D.B. Elkonin-V.V. Davydov is the theory of educational activity and its subject, then one of the main common goals is the need for self-change. In order for schoolchildren to form a full-fledged educational activity, they must systematically solve learning objectives, the main ability of which is that when solving them, the student is encouraged to search, he looks for and finds a general way of approaching many particular problems. Assimilation of theoretical knowledge requires students to analyze the essential relationships of the objects and phenomena being studied. The search for these relationships involves the implementation of analysis, planning and reflection by schoolchildren of a meaningful nature. Therefore, during the assimilation of theoretical knowledge, conditions arise for the development of precisely these mental actions as important components theoretical thinking. The younger student in the role of a subject performs his own learning activities initially with others and with the help of a teacher. However, he must be aware of his limited opportunities, strive and be able to overcome their limitations, this means that the child must consider the basis of his own actions and knowledge, that is, reflect.

As noted by V.V. Davydov, the acquisition of the need for learning activities of appropriate motives strengthens the desire to learn, mastery of learning actions forms the ability to learn. Performing educational activities initially jointly, conducting dialogues, discussions about choosing the best path of search, during which zones of near development arise, schoolchildren support each other in accepting and solving the problem. In other words, at the first stages, learning activity is carried out by a collective subject. Gradually, everyone begins to fulfill it, becoming its individual subject.

List of used literature.

1. Davydov V.V. Psychological theory educational activities and methods of primary education based on meaningful generalization. Tomsk: Peleng, 1992.
2. Kalmina N.I. I'm going to the lesson, Omsk: OOIPKRO publishing house, 2002
3. Selevko G.K. Modern pedagogical technologies. M.: Public education, 1998

Training systems that have stood the test of time inspire trust and respect. It is to such educational methods that the developing technology of D.B. Elkonina - V.V. Davydov. The forty-year "experience" of the program speaks of the demand in elementary school.

The essence of the developmental education system

As the name implies, at the origins educational program are psychologists D.B. Elkonin and V.V. Davydov. The purpose of their work was to identify the features of the development of children of primary school age from the point of view of psychology. The conducted studies (based on the developments of L.N. Vygotsky) showed that during this period the child develops to a greater extent under the influence of the learning process. This fact was the basis pedagogical system D.B. Elkonina - V.V. Davydov.

Scientists made an assumption (which was later confirmed experimentally) that it is more logical and natural to adapt a non-child to conditions educational system, and change the methods and techniques of teaching for the most harmonious relationship between adults and children, schools and students.

The 1995-1996 academic year was the time of recognition of the D.B. Elkonina - V.V. Davydov along with the traditional form of education and the methodology of L.V. Zankov.

Features pedagogical technology is the following:

Pedagogical technology is non-selective, it can be applied to children with different levels intelligence, personality characteristics and existing knowledge.

The program has been implemented in schools in Russia, Kazakhstan, Belarus, Latvia, and Ukraine. Non-CIS countries are also interested in such a system: Norway is a country where children are taught using the principles of developmental education not only in primary school, but also in middle and high school, colleges and some universities.

Advantages and disadvantages of the theory

All participants in the educational process receive certain benefits associated with the peculiarities of teaching and learning according to the D.B. Elkonina - V.V. Davydov.

For students, this is:

For teachers working on this system, the opportunity opens up to organize exciting lessons for schoolchildren, monitor the process of becoming an individual growth of students and form them as independent individuals, as well as easier obtaining the highest category as a result of successful teaching using D.B. Elkonina - V.V. Davydov.

Parents who dream of raising a smart and developed child, can be sure that the system will help them in educating a thinking and equal interlocutor who will not be at a loss in a critical or non-standard situation and will make the right decision.

The disadvantages of the system may be such moments:

• the impossibility of continuing education in technology in the future (middle, senior level);
• the difficulty of understanding the basics of the system for parents who studied according to traditional methods;
• the low level of the teacher's knowledge of the methods of the educational program can lead to the opposite result - the unwillingness of students to attend school, the inability to obtain the desired effect.

The lack of a scoring system can be a repulsive factor for some parents, as many simply do not understand how the knowledge, actions and performances of the child are evaluated.

Construction of a lesson according to D.B. Elkonina - V.V. Davydov

Lessons are based on teaching aids for students in the main disciplines: Russian language, mathematics, literary reading, the world. The federal list of textbooks recommended by the Ministry of Education and Science of the Russian Federation includes all editions of the Elkonin-Davydov developing system, except for the world around.

Various forms of discussion included in the outline of the educational process is one of the conditions effective learning according to the technology in question. Students during "peaceful" disputes receive basic knowledge of the subjects.

The main features of the construction of the lesson:

A stumbling block for many in the D.B. Elkonina - V.V. Davydov was the lack of assessments in their traditional sense. Fives, fours, threes, twos are not given to children under any circumstances. Instead, the child should get a description of his actions and knowledge, the choice of a method or way of solving the problem or task. The teacher, evaluating the completed task in the Russian language, for example, writes in detail about where and what letter is missing, whether there are errors in the words. Very often, the teacher does not indicate the place of the error, but invites the student to find it on their own.

The goal of the unmarked system is not to eliminate twos and threes as a fact, but to instill in children from elementary school the ability to independently and objectively evaluate their activities. The student, together with the teacher, classmates or parents (at home), must learn to characterize his actions in the lesson, evaluate the steps he took to search right decision, draw conclusions and extract what is necessary to avoid repeating mistakes.

You should not take the lack of marks literally, replacing the point system with the issuance of stickers, suns, flags, postcards, and similar signs.

Math lesson

This is how a mathematics lesson in elementary school can be held on the topic “Repeating the measurement of quantities using a measure and describing it with an arrow diagram”, the purpose of which is to analyze the conditions for constructing a number line. The lesson is held in the form of a game using the methods of observation, search, class discussion.

To relieve mental stress at a particular stage of the lesson, a physical education minute is held.

An example of a lesson in Russian

A lesson on the topic “Checking the spelling of weak positions at the root of a word in a strong position” is conducted to control and evaluate students' knowledge.

1. At the beginning of the lesson, the teacher invites the students, holding hands, to greet each other with sincere smiles and wishes for success.
2. Children are shown slides with the topic, plan and objectives of the lesson. Students can work alone, in pairs or in a group. They are invited to write related words to the word "mushroom", then change places with a desk mate and check each other's work.
3. The teacher leads the children with questions to the relevance of using related words to test weak positions against strong ones. During the lesson, students perform the corresponding tasks displayed on the slides.
4. The lesson is continued in group mode. Schoolchildren from different teams check each other's work and evaluate it using pre-set marks.
5. At the end of the lesson, students discuss the results of the work and the quality of the knowledge gained, thank those who helped them cope with the tasks.

A dynamic pause can be directed to sporting events of one or another time period, taking place in the country or abroad. Most often these are simulation exercises or small physical exercises.

Pair work in the classroom and joint discussion are not forbidden

Literary reading

The lesson on the topic "Cranky mood" is conducted according to the combined principle (in the form of an observation lesson).

1. The teacher quotes Jean-Jacques Rousseau's statements about talented children, encouraging his students to feel like that too.
2. The children are invited to remember the fairy tale "Flower-Semitsvetik" by Valentin Kataev. The teacher activates the students by inviting them to evaluate the mood of the semi-flower, the image of which is displayed on the screen. Schoolchildren answer: joyful, sad, cheerful, boring and so on.
3. Children, together with the teacher, discuss how one could have guessed this, and come to the conclusion that with the help of color. Students (on the instructions of the teacher) independently compare cards of different shades and verbal designation of mood, then they all look at the board together and compare the results.
4. The teacher, by recording the crying of the child and reading Agnia Barto's poem "The Roaring Girl", creates a problematic situation, inviting the students to come up with the name of the work themselves. Pupils remember the correct one and name other famous verses of the author.
5. Then everyone opens their textbooks and reads the poem under consideration on their own and chooses incomprehensible terms and unfamiliar words. The teacher and the children try to explain these concepts to everyone. The teacher on leading questions activates the work of children in the direction of determining the main character, her behavior, and encourages them to find confirmation of this in the text. The exclamation point helps students understand the intonational accents of the mood and demands of a capricious girl.
6. At the end of the lesson, the teacher invites students to evaluate musical works from cartoons, highlighting a suitable fragment for a capricious mood, and sum up the lesson by answering the teacher's questions.

During the lesson, you can offer to read a poem in roles, come up with images of the face of a seven-flower flower to display its capricious mood. You can create mini-theaters and dramatize the work, and then evaluate the performance of each group with the argumentation of opinions.

The world

A lesson considering the properties of air can be built like this:

The system of developing education D.B. Elkonina - V.V. Davydov fully meets the new goals of education defined by the modern Federal state standard education and the concept of modernization Russian education adopted by the Government of the Russian Federation. The main goal of the modernization of Russian education is the formation in the younger generation of such qualities as initiative, independence and responsibility, capable of mobilely realizing their opportunities in the new socio-economic conditions.

The teaching materials of the Elkonin-Davydov system are issued by a publishing house "VITA-PRESS".

In addition, teachers' manuals for grades 1-4 have been issued on an integrated course. « art and artistic work (

In the Elkonin-Davydov system, training is built in accordance with three principles:
1. The subject of assimilation are general methods of action - methods for solving a class of problems. They begin the development of the subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.
2. The development of a general method in no case can be its message - information about it. It should be built as a learning activity, starting with a subject-practical action. The real objective action is further folded into a model-concept. In the model, the general mode of action is fixed in a "pure form".
3. Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

Following these principles makes it possible to achieve the main purpose of learning- formation of a system of scientific concepts, as well as educational independence and initiative. Its achievement is possible because knowledge (models) act not as information about objects, but as a means of finding, deriving or constructing them. The student learns to identify the possibilities and limitations of his actions and seek resources for their implementation.

Learning Outcome according to the program of Elkonin - Davydov - at the exit from the school to have a developed, free personality.

A graduate from an elementary school is, first of all, a student with a developed creative potential, which means with a developed imagination. To solve this problem, the system has a number of special training courses. Generally curriculum educational field"Art" is given up to 35% of the study time.

In addition, the authors of the Elkonin-Davydov system want primary school graduates to have formed ability to reflect as the basis of theoretical thinking, which in the younger school age reveals itself through:
- knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
- the ability to indicate in an underdetermined situation what knowledge and skills are not enough for successful action;
- the ability to consider and evaluate one's own thoughts and actions "from the outside", not considering one's own point of view as the only possible one;
- the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.

The ability to reflect , according to the authors of the Elkonin-Davydov program, is the most important component of the ability to learn, the emergence of which is the central event in mental development younger students. The second component of the ability to learn is the ability to acquire the missing knowledge and skills, using different sources of information, experimenting, which is a subject of special concern in the basic school.

Capabilities for content analysis and content planning also belong to the foundations of theoretical thinking and should be basically formed by the end of elementary school. The formation of these abilities is detected if:
- students can identify a system of tasks of one class that have a single principle of their construction, but differ external features conditions (meaningful analysis);
- students can mentally build a chain of actions, and then perform them smoothly and accurately.

feature This psychological and pedagogical concept is a variety of group discussion forms of work, during which children discover the main content of educational subjects. Knowledge is not given to children in the form of ready-made rules, axioms, schemes. Unlike the traditional, empirical system, the studied courses are based on a system of scientific concepts. Children are not graded in elementary school, the teacher, together with the students, evaluates the learning outcomes at a qualitative level, which creates an atmosphere of psychological comfort. Homework is reduced to a minimum, learning and consolidation of educational material takes place in the classroom. Children do not overwork, their memory is not overloaded with numerous, but unimportant information.

As a result of learning according to the Elkonin-Davydov system, children are able to reasonably defend their point of view, take into account the position of another, do not accept information on faith, but require proof and explanation. They form a conscious approach to the study of various disciplines. Education is carried out within the framework of regular school programs, but at a different quality level.