ART
Second generation standards
Sample programs for academic subjects
ART. 5-9 classes
The study of visual arts in the main school is a continuation of the initial stage of the artistic and aesthetic development of the personality and is an important, integral link in the system continuing education. Features of the content of training for visual arts in the main school are due to the specifics of art as a social phenomenon, the tasks of art education and education, as well as many years of traditions of domestic pedagogy.
Great contribution to the achievement of the main objectives of the main general Education Brings the study of the visual art, which is directed:
- on the development of the figurative perception of the visual world and the development of the methods of artistic, creative self-expression;
- to harmonize the emotional, spiritual and intellectual development of the person as a basis for the formation of a holistic understanding of the world;
- on the development of abilities to the artistic and creative knowledge of the world and himself in this world;
- to prepare a studying for a conscious choice of an individual educational or professional trajectory.
The exemplary program on the visual arts was developed taking into account the logic of the educational process of general secondary education, interdisciplinary and domestic relations, the continuation of the formation of aesthetic attitude to the world on the basis of visual artistic images, the implementation of the artistic and creative potential of students on the material of the visual art. The program is built on the principle of concentric returns to the basics of visual art, studied in elementary school, their permanent deepening and greater disclosure.
The study of the visual arts in the main school is aimed at the formation of moral and moral values, ideas about the real artistic picture of the world, and involves the development and formation of an emotional-shaped, artistic type of thinking, which, along with the rational and logical type of thinking, prevailing in other subjects of the curriculum, Provides the formation of holistic thinking of students. The skills of emotional-value relations, the aesthetic perception of peace and artistic and creative activity should gain new quality. Leading approaches in the study of the subject are activity and problematic. Of particular importance is the formation of the foundations of critical thinking on the basis of perception and analysis of works of fine art, understanding the role of art in society.
The study of fine art makes it possible to real integration with adjacent subject areas (music, history and social studies, Russian language and literature). There is also the possibility of building a system of interdisciplinary and sense relations, integrating the main and additional education through the appeal to the implementation of the artistic and creative potential of students, the synthesis of training and education implemented in the project activities. Creative activities using artistic materials and techniques can be complemented by creative projects based on computer multimedia technologies, on the basis of museum pedagogy, etc.
Child learning to visual art should be aimed at achieving the complex of the following results.
Personal results of the study of visual arts in the main school:
- formation of artistic taste as an ability to feel and perceive plastic arts in all the variety of their species and genres;
- adoption of the multicultural picture of the modern world;
in the work area:
- formation of skills independent work when performing practical creative works;
- willingness to the conscious choice of further educational trajectory;
in the cognitive sphere:
- The ability to know the world through the images and forms of fine art.
MetaPered results of the study of visual arts in the main school are manifested:
in the development of an artistic and figurative, aesthetic type of thinking, the formation of a holistic perception of the world;
in the development of fantasy, imagination, artistic intuition, memory;
In the formation of critical thinking, in the ability to argue its point of view relative to various works of fine art;
In obtaining the experience of perception of works of art as the basis for the formation of communicative skills.
In the field of subject results, the general educational institution provides a student with the opportunity to learn how to learn from the main general education.
In the cognitive sphere:
- to know the world through a visual artistic image, to present the place and role of fine art in the life of a person and society;
- to master the foundations of the visual letter, the features of the figurative language of different types of visual arts, artistic means expressiveness;
- acquire practical skills and skills in fine activities;
- distinguish the studied types of plastic arts;
- perceive and analyze the meaning (concept) of the artistic image of works of plastic arts;
- describe the works of fine art and the phenomenon of culture, using special terminology for this, to give definitions of studied concepts;
In the value-orientation field:
- to form an emotionally value attitude to the art and to life, to be aware of the system of universal values;
- develop aesthetic (artistic) taste as the ability to feel and perceive plastic arts in all the variety of their species and genres, master the multicultural picture of the modern world;
- understand the value of artistic culture of different nations peace and place in her domestic art;
- respect the culture of other peoples; to master the emotional-value attitude to art and to life, spiritual and moral potential accumulated in artwork;
navigate in the system of moral norms and values \u200b\u200bpresented in artwork;
In the communicative sphere:
- navigate in social and aesthetic and information communications;
- to organize dialog for forms of communication with works of art;
In the aesthetic sphere:
- to implement creative potential in its own artistic and creative activity, carry out self-determination and self-realization of the personality at the aesthetic level;
- develop artistic thinking, taste, imagination and fantasy, form the unity of emotional and intellectual perception on the material of plastic arts;
- to perceive aesthetic values, express the opinion on the advantages of the works of high and mass visual art, be able to allocate associative connections and aware of their role in creative activities;
- to show a steady interest in art, the artistic traditions of their people and the achievements of world culture; form aesthetic horizon;
In the work area:
- Apply different expressive means, art materials and technicians in their creative activity.
The main substantive lines in the study of the visual art are:
the emergence and types of plastic arts; language and genres of fine art;
artistic image and artistic and expressive means of painting, graphics, sculptures, decorative and applied arts; Communication of times in art on the example of the evolution of artistic images.
The main types of student learning activities are: perception of works of plastic arts; Practical creative activity in various genres, species, artistic materials and techniques.
Exemplary programs of basic general education according to the visual arts are compiled based on the hours specified in the basic curriculum of educational institutions of general education.
The Item "Fine Art" is recommended to be studied in 5-7 classes in a volume of at least 105 hours (35 hours in each class).
Art
A great contribution to the achievement of the main objectives of the main general education makes a study of art. In the main school, students get acquainted with visual art and music. The previously formed skills of an active dialogue with art become the basis of the process of generalization and reflection, within the framework of the training course, there is a rethinking of the study of world artistic culture. Thus, the content of the study of the course "Art" in the main school is the result of the first stage of the aesthetic development of the person and is an integral link in the system of continuing education.
The task of perceiving by students of works of art, disclosure to them the patterns of historical development, features of the figurative language of art, formation and development of artistic and figurative thinking is made to the foregoing.
A special place is given to the study of domestic art. The art in which the native word sounds is captured by feelings and aspirations of compatriots, closer, clearer and perceived sharper. This allows you to create conditions for the dialogue between the cultures of not only different historical eras, but also inside one era (domestic and foreign art); It helps to identify that general and peculiar, which is due to historical fate, a psychological warehouse, traditions, originality of the spiritual life of every people; It helps to achieve social consolidation and harmonization in the context of the growth of social, ethnic, religious and cultural diversity of our society.
The activities of the educational institution of general education in teaching art should be aimed at achieving students of the following personality results:
development of the figurative perception and the development of methods of artistic, creative self-expression of the individual;
harmonization of intellectual and emotional personality development;
the formation of the worldview, the holistic understanding of the world, on the forms of life of art;
Development of skills and skills of knowledge and self-knowledge through art, accumulation of diversity and unique experience of aesthetic experience;
Formation of creative attitudes towards problems, preparation for the conscious choice of an individual educational or professional trajectory.
MetaPered results of the study of art in the main school:
Application of cognition methods through an artistic image to study various parties to the surrounding reality;
active use Basic intellectual operations: analysis and synthesis, comparison, generalization, systematization, identification of causal relationships, search for analogues in Being and the dynamics of art development;
The ability to organize their activities, identify its goals and objectives, choose means of implementing these goals and apply them in practice, interact with other people in achieving common goals; evaluate reached results;
the development of critical thinking, the ability to argue its point of view about the works of art;
To form key competencies in the process of dialogue with art: research skills, communicative skills, information skills.
In the field of subject results, the educational institution of general education provides a student with the opportunity to learn:
in the cognitive sphere:
- to present the place and role of art in the development of world culture, in human and society's life;
- observe (perceive) objects and phenomena of art, perceive the meaning (concept) of the artistic image, works of art;
- to absorb the peculiarities of the language of different types of art, artistic means of expressiveness, the specifics of the artistic image in various types of art;
- distinguish the studied species and genres of art;
- to describe the phenomena of art using a special terminology;
- classify learned objects and phenomena of culture;
- structuring the studied material and information obtained from various sources;
In the value-orientation field:
- represent a system of universal values;
- to be aware of the value of the art of different peoples of the world and the place of domestic art;
- respect the culture of another people, to master the spiritual-moral potential accumulated in the works of art, to show emotionally value attitude towards art and to life, to navigate in the system of moral norms and values \u200b\u200bpresented in artwork;
In the communicative sphere:
- to form communicative, informational and social and aesthetic competence, including to master the culture of oral and written speech;
- use the methods of aesthetic communication, master the dialog forms of communication with works of art;
in the aesthetic sphere:
- develop an individual artistic taste, intellectual and emotional spheres;
- perceive and analyze the aesthetic values, express the opinion on the advantages of the works of high and mass art, to see associative communications and aware of their role in creative activity;
- to show a steady interest in art, the artistic traditions of their people and the achievements of world culture, expand their aesthetic horizons;
- understand the conventionality of the language of various types of art, create conventional images, symbols;
- to determine the dependence of the artistic form from the purpose of creative design;
- to realize your creative potential, carry out self-determination and self-realization of the individual on the aesthetic (artistic-shaped) material;
In the work area:
- Apply various artistic materials, use expressive arts in their work in both traditional and innovative (information) technologies.
Basic content lines when studying art: the role and place of art in the life of a person and society, an artistic image and its specificity in various kinds of art; species and genres, styles and directions in art; History of art of various eras (primitive art, art of the ancient world, Middle Ages, Renaissance, Enlightenment; General characteristics of the art of the XIX century.); the art of the peoples of Russia and the global artistic process; Art XX century; New arts (cinema, television, computer art and its aesthetic features).
The main types of student learning activities are: perception of works of art (listening to music, perception of works of plastic arts, watching movies, theatrical performances, etc.); creative activity in various types of art, genres and art technicians; Implementation of research projects using new information and communication technologies.
Exemplary programs of the main general education in art are based on the hours specified in the basic curriculum of educational institutions of general education.
The subject "Art" is recommended to be studied in 8, 9 classes in the amount of at least 35 hours in each class.
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Lipova, 5 CL. (Glube). UMK E. D. CRITSKAYA, 4 CL. UMK E. D. CRTSKAYA, 3 CL. Umk E. D. CRTSKAYA, 2 CL. UMK E. D. CRITSKAYA, 1 \u200b\u200bCL. UMK E. V. Efremova, 7 CL. UMK E. V. Agibalova, 6 CL. UMK E. A. "Agricultural Labor", 5 CL. Umk D. K. Belyaev, 11 CL. (Bases.) Umk D. K. Belyaev, 10 CL. (Bases.) UMC Geography, 9 CL. (VIII View. V.V. Voronkova) UMC Geography, 8 CL. (VIII View. V.V. Voronkova) UMC Geography, 7 CL. (VIII View. V.V. Voronkova) UMC Geography, 6 CL. (VIII View. V.V. Voronkov) UMK G. P. Sergeeva. Art, 9 cl. UMK G. P. Sergeeva. Art, 8 cl. UMK G. P. Sergeeva, 7 CL. UMK G. P. Sergeeva, 6 CL. Umk G. P. Sergeeva, 5 CL. Umk G. P. Sergeeva, 1 CL. UMK G. E. Rudzitis, 9 CL. UMK G. E. Rudzitis, 8 CL. UMK G. E. Rudzitis, 11 CL. UMK G. E. Rudzitis, 10 CL. UMK G. V. Dorofeyev, 9 CL. UMK G. V. Dorofeyev, 8 CL. UMK G. V. Dorofeev, 7 CL. UMK G. V. Dorofeyev, 6 CL. UMK G. V. Dorofeev, 5 CL. UMK G. V. Dorofeyev, 4 CL. UMK G. V. Dorofeyev, 3 CL. UMK G. V. Dorofeev, 2 CL. Umk G. V. Dorofeev, 1 CL. Umk Lamushkin, 6 CL. Umk V. Ya. Korovina, 9 CL. UMK V. Ya. Korovina, 8 CL. UMK V. Ya. Korovina, 7 CL. UMK V. Ya. Korovina, 6 CL. Umk V. Ya. Korovina, 5 CL. Umk V. F. Damov, 9 CL. Umk V. F. Damov, 8 CL. UMK V. F. Dams, 7 CL. Ukk V. F. Dams, 6 CL. Umk V. F. Damov, 5 CL. UMK V. F. Greek, 11 CL. (Bases). UMK V. F. Greek, 10 CL. (Bases). UMK V. F. Buduzova, 9 CL. UMK V. F. Buduzova, 8 CL. UMK V. F. Buduzova, 7 CL. UMK V. F. Buduzova, 10 CL. UMK V. P. Maksakovsky, 10 CL. UMK V. P. Kuzovlev, 9 CL. Umk V. P. Kuzovlev, 8 CL. UMK V. P. Kuzovlev, 7 CL. UMK V. P. Kuzovlev, 6 CL. UMK V. P. Kuzovlev, 5 CL. (1st year of study) UMK V. P. Kuzovlev, 5 CL. Umk V. P. Kuzovlev, 4 CL. Umk V. P. Kuzovlev, 3 CL. Umk V. P. Kuzovlev, 2 CL. Umk V. P. Kuzovlev, 11 CL. Umk V. P. Kuzovlev, 10 CL. UMK V. P. Zhuravlev, 11 CL. (Base / prof). UMK V. N. Chernyakova, 5 CL. Ukk V. L. Baburin, 11 CL. (Electric). Umk V. K. Noisy, 10 CL. UMK V. I. Ukolova, 5 CL. Umk V. I. Ukolova, 10 CL. UMK V. I. Lyakh, 8 CL. Umk V. I. Lyakh, 4 CL. Umk V. I. Lyakh, 10 cl. Umk V. I. Lyakh, 1 CL. Umk V. I. Korovin, 10 CL. (Base / prof). UMK V. G. Maranzman, 9 CL. UMK V. G. Marandzman, 8 CL. UMK V. G. Maranzman, 7 CL. UMK V. G. Maranzman, 6 CL. UMK V. G. Maranzman, 5 CL. UMK V. G. Maranzman, 11 CL. (Base / prof). UMK V. G. Marandzman, 10 CL. (Base / prof). Umk V. V. Zhumayeva, 9 CL. (VIII View. V. V. Voronkova) UMK V. B. Sukhova (PREDOM). (I View) UMK V. A. Shestakov, 9 CL. UMK V. A. Shestakov, 11 CL. (prof). CMD Biology, 9 CL. (VIII View. V. V. Voronkova) CMD Biology, 8 CL. (VIII View. V. V. Voronkov) CMK Biology, 7 CL. (VIII View. V. V. Voronkova) CMD Biology, 6 CL. (VIII View. V. V. Voronkova) UMC BDD / Ed. A.T. Smirnova, 5 CL. UMC BDD / Ed. A. T. Smirnova, 10 cl. UMC BDD / P.V. Izhevsky, 1 CL. UMK A.O. Chubaryan, 11 cl. (prof). UMK A.G. Hein, 9 cl. UMK A.G. Hein, 8 cl. UMK A.G. Hein, 7 cl. Umk A. Ya. Yudovskaya, 8 CL. Umk A. Ya. Yudovskaya, 7 CL. UMK A. F. Nikitin, 9 CL. UMK A. F. Nikitin, 10 CL. (right). UMK A. T. Smirnov, B.O. Khrennikov, 11 cl. (Baz / Prof) UMK A. T. Smirnov, B.O. Khrennikov, 10 cl. (Bases / Prof) UMK A. T. Smirnov, 9 CL. UMK A. T. Smirnov, 8 CL. UMK A. T. Smirnov, 7 CL. UMK A. T. Smirnov, 6 CL. UMK A. T. Smirnov, 5 CL. UMK A. P. Matveyev, 8 CL. UMK A. P. Matveyev, 6 CL. UMK A. P. Matveyev, 5 CL. Umk A. P. Matveyev, 3 CL. Umk A. P. Matveyev, 2 CL. Umk A. P. Matveyev, 1 CL. UMK A. N. Sakharov, 7 CL. UMK A. N. Sakharov, 6 CL. UMK A. N. Sakharov, 10 CL. (prof). UMK A. N. Kolmogorova, 11 CL. (BAZ) UMK A. N. Kolmogorova, 10 CL. (Bases). UMK A. L. Semenova, 4 CL. Umk A. L. Semenova, 3 CL. UMK A. L. Semenov, 7 CL. Umk A. L. Semenov, 6 CL. UMK A. L. Semenov, 5 CL. Umk A. K. Reading, 7 CL. (VIII View. V. V. Voronkova) UMK A. I. Gorshkov, 11 CL. (Electric). Umk A. I. Vlasenkov, 11 CL. (Base / prof). Umk A. I. Vlasenkov, 11 CL. (Bases). Umk A. I. Vlasenkov, 10 CL. (Base / prof). Umk A. I. Vlasenkov, 10 CL. (Bases). Umk A. I. Alekseev, 9 CL. Umk A. D. Alexandrov, 9 CL. (Glube). Umk A. D. Alexandrov, 9 CL. Umk A. D. Alexandrov, 8 CL. (Glube). Umk A. D. Alexandrov, 8 CL. Umk A. D. Alexandrov, 7 CL. UMK A. D. Alexandrov, 11 CL. (prof / coalub). UMK A. D. Alexandrov, 11 CL. (Base / prof). Umk A. D. Alexandrov, 10 CL. (prof / coalub). UMK A. D. Aleksandrov, 10 CL. (Base / prof). UMK A. Gayne, 9 CL. UMK A. Gayne, 8 CL. UMK A. G. Hein, 11 CL. (Base / prof). Umk A. Gyne, 10 CL. (Base / prof). UMK A. V. Filippov, 11 CL. (Bases). UMK A. V. Filippov, 10 CL. (Bases). Umk A. V. Pogorelov, 9 CL. Umk A. V. Pogorelov, 8 CL. UMK A. V. Pogorelov, 7 CL. UMK A. V. Pogorelov, 10 cl. (Base / prof). Umk A. A. Ulunyan, 11 CL. UMK A. A. Preobrazhensky, 6 CL. UMK A. A. Murashov, 11 CL. (Electric). Umk A. A. Levandovsky, 8 CL. Umk A. A. Kuznetsov, 8 CL. UMK A. A. Danilov. Peoples of Russia, 9 CL. UMK A. A. Danilov, 9 CL. Umk A. A. Danilov, 8 CL. UMK A. A. Danilov, 7 CL. Umk A. A. Danilov, 6 CL. Umk A. A. Danilov, 10 CL. (Electric). UMK A. A. Milovov et al., 4 cl. (Glube). Umk A. A. Milovov et al., 3 cl. (Glube). UMK A. A. Milovov et al., 2 cl. (Glube). UMK A. A. Vigasin, 6 CL. Umk A. A. Vigasin, 5 CL. UMK "I am a citizen of Russia" L.V. Poles, 5 CL. (Electric.) UMC "School of Russia" M. I. Moro, 4 CL. UMK "School of Russia" M. I. Moro, 3 CL. UMK "School of Russia" M. I. Moro, 2 CL. UMC "School of Russia" M. I. Moro, 1 CL. UMK "School of Russia" L. F. Klimanova, 4 CL. UMK "School of Russia" L. F. Klimanova, 3 CL. UMK "School of Russia" L. F. Klimanova, 2 CL. UMK "School of Russia" L. F. Klimanova, 1 CL. UMK "School of Russia" E. A. Lutseva, 4 CL. UMK "School of Russia" E. A. Lutseva, 3 CL. UMK "School of Russia" E. A. Lutseva, 2 CL. UMK "School of Russia" E. A. Lutseva, 1 CL. UMK "School of Russia" V. P. Kanakina, 4 CL. UMK "School of Russia" V. P. Kanakina, 3 CL. UMC "School of Russia" V. P. Kanakina, 2 CL. UMK "School of Russia" V. P. Kanakina, 1 CL. UMK "School of Russia" V. G. Goretsky, 1 CL. UMK "School of Russia" A. A. Pleshakov, 4 CL. UMK "School of Russia" A. A. Pleshakov, 3 CL. UMK "School of Russia" A. A. Pleshakov, 2 CL. UMK "School of Russia" A. A. Pleshakov, 1 CL. UMK "School of Oleg Gabrielyan", 10 cl. UMK "French Pension" E. M. Berevskaya et al., 4 cl. (Glube). UMC "French in the prospect" N. M. Kasatkina et al., 3 cl. (Glube). UMK "French in the future" N. M. Kasatkina et al., 2 cl. (Glube). UMK "French Pension" E. Ya. Grigorieva, 9 CL. (Glube). UMK "French Pension" E. Ya. Grigorieva, 8 CL. (Glube). UMK "French Pension" A. S. Kuligina, 7 CL. (Glube). UMK "French Pension" A. S. Kuligina, 6 CL. (Glube). UMC "French Pension" A. S. Kuligina, 5 CL. (Glube). UMK "French in perspective" G. I. Bubnova et al., 11 cl. (Glube). UMK "French in perspective" G. I. Bubnova, etc. , 10 cl. (Glube). UMK "Universum" S. V. Gromov, 11 CL. UMK "Universum" S. V. Gromov, 10 CL. UMC "Technology. Sewing case" 7 CL. UMK "Technology. Locksmith" 6 CL. UMC "Technology. Agricultural Labor" 9 CL. UMC "Technology. Agricultural work" 8 CL. UMK "Technology. Agricultural work" 7 CL. UMK "Your friend French" A. S. Kuligina et al., 9 cl. UMK "Your friend French" A. S. Kuligina et al., 8 cl. UMK "Your friend French" A. S. Kuligina et al., 7 cl. UMK "Your friend French" A. S. Kuligina et al., 6 cl. UMK "Your friend French" A. S. Kuligina et al., 5 cl. UMK "Your friend French" A. S. Kuligina et al., 4 cl. UMC "Your friend French" A. S. Kuligina et al., 3 cl. UMK "Your friend French" A. S. Kuligina et al., 2 cl. UMC "spheres". Yu.A. Alekseev, 11 cl. UMC "spheres". Yu.A. Alekseev, 10 cl. UMC "spheres". E. A. Baynovich, 6 CL. UMC "spheres". E. A. Baynovich, 5 CL. UMC "spheres". D.Yu, Bovykin, 8 cl. UMC "spheres". D.Yu, Bovykin, 7 cl. UMC "spheres". IN AND. Ukolova, 5 CL. UMC "spheres". V. P. Dronov, 9 CL. UMC "spheres". V. P. Dronov, 8 CL. UMC "spheres". V.I. Ukolova, 6 CL. UMC "spheres". A. P. Kuznetsov, 7 CL. UMC "spheres". A. A. Lobzhanidze, 6 CL. UMC "spheres". A. A. Lobzhanidze, 5 CL. UMC "Spheres" Chemistry, 9 CL. UMC "Spheres" Chemistry, 8 CL. UMC "spheres" social science 5 CL. UMC "spheres" hp Belousov, A.Yu. Watlin, 9 cl. UMC "Spheres" L. N. Sukhukova, 7 CL. UMC "Spheres" L. N. Sukhukova, 6 CL. UMC "Spheres" L. N. Sukhukova, 5 CL. UMC "Spheres" L. N. Sukhukova, 11 CL. (prof). UMC "Spheres" L. N. Sukhukova, 10-11 CL. (base). UMC "Spheres" L. N. Sukhukova, 10 CL. (prof). UMC "Spheres" V. S. Kuchmenko, 9 CL. UMC "Spheres" V. S. Kuchmenko, 8 CL. UMC "Spheres" V. V. BELAGA, 9 CL. UMC "Spheres" V. V. BELAGA, 8 CL. UMC "spheres" V. V. BELAGA, 7 CL. UMC "Spheres" A. A. Danilov, 9 CL. UMC "Spheres" A. A. Danilov, 8 CL. UMC "spheres" A. A. Danilov, 7 CL. UMC "spheres" A. A. Danilov, 6 CL. UMK "Blue Bird" E. M. Berevskaya, 5 CL. UMK "Blue Bird" N. A. Selivanova, 9 CL. UMK "Blue Bird" N. A. Selivanova, 7 CL. UMK "Blue Bird" N. A. Selivanova, 6 CL. UMK "Agricultural Labor", 8 CL. UMK "Agricultural Labor", 7 CL. UMK "Agricultural Labor", 6 CL. UMC "continuity" umk "Polar Star". Yu. N. Gladky, 11 CL. UMK "Polar Star". Yu. N. Gladky, 10 CL. UMK "Polar Star" A. I. Alekseev, 9 CL. UMK "Polar Star" A. I. Alekseev, 8 CL. UMK "Polar Star" A. I. Alekseev, 7 CL. UMK "Polar Star" A. I. Alekseev, 6 CL. UMK "Polar Star" A. I. Alekseev, 5-6 CL. UMK "Polar Star" A. I. Alekseev, 5 CL. UMK "Perspective" N. I. Rogologseva, 4 CL. UMC "Perspective" N. I. Rogovseva, 3 CL. UMC "Perspective" N. I. Rogovseva, 2 CL. UMK "Perspective" N. I. Rogovseva, 1 CL. UMK "Perspective" L. F. Klimanova, 4 CL. UMK "Perspective" L. F. Klimanova, 4 CL. UMK "Perspective" L. F. Klimanova, 3 CL. UMK "Perspective" L. F. Klimanova, 3 CL. UMC "Perspective" L. F. Klimanova, 2 CL. UMC "Perspective" L. F. Klimanova, 2 CL. UMK "Perspective" L. F. Klimanova, 1 CL. UMK "Perspective" L. F. Klimanova, 1 CL. UMK "Perspective" L. F. Klimanova, 1 CL. UMK "Perspective" A. A. Pleshakov, 4 CL. UMK "Perspective" A. A. Pleshakov, 3 CL. UMK "Perspective" A. A. Pleshakov, 2 CL. UMK "Perspective" A. A. Pleshakov, 1 CL. UMC "Cooking Basics", 10 CL. UMC "The foundations of the spiritual and moral culture of the peoples of Russia", 5 CL. UMC "The foundations of the spiritual and moral culture of the peoples of Russia", 4 CL. UMC "The foundations of the spiritual and moral culture of the peoples of Russia", 4 CL. UMK "Lens" E. Ya. Grigorieva, 11 CL. UMK "Lens" E. Ya. Grigorieva, 10 CL. UMC "Mosaic". N. D. Galskova, 9 CL. (Glube). UMC "Mosaic". N. D. Galskova, 8 CL. (Glube). UMC "Mosaic". N. D. Galskova, 7 CL. (Glube). UMC "Mosaic". N. D. Galskova, 6 CL. (Glube). UMC "Mosaic". N. D. Galskova, 5 CL. (Glube). UMC "Mosaic". L. N. Yakovlev, 11 CL. (Glube). UMC "Mosaic". L. N. Yakovlev, 10 cl. (Glube). UMC "MSU - School" S. S. Berdonosov, 9 CL. UMC "MSU - School" S. S. Berdonosov, 8 CL. UMK "MSU - School" S. M. Nikolsky, 9 CL. UMK "MSU - School" S. M. Nikolsky, 8 CL. UMK "MSU - School" S. M. Nikolsky, 7 CL. UMK "MSU - School" S. M. Nikolsky, 6 CL. UMC "MSU - School" S. M. Nikolsky, 5 CL. UMK "MSU - School" S. M. Nikolsky, 11 CL. (Base / prof). UMK "MSU - School" S. M. Nikolsky, 10 CL. (Bases / prof.). UMK "MSU - School" S. V. Novikov, 10 CL. (prof). UMC "MSU - School" N. S. Borisov, 10 cl. (Bases). - A. A. Levandovsky, 11 CL. (Bases). UMK "MSU - School" L. S. Atanasyan, 11 CL. (Base / prof). UMK "MSU - School" L. S. Atanasyan, 10 cl. (Base / prof). UMC "MSU - School" V. P. Smirnov, 11 CL. (prof). UMK "MSU - School" A. O. Sorok-Zype, 11 CL. (Bases). UMK "MSU - School" A. A. Levandovsky, 11 CL. (Bases). UMK "Lomonosov" A. A. Fadeeva, 9 CL. UMK "Lomonosov" A. A. Fadeeva, 8 CL. UMC "Lomonosov" A. A. Fadeeva, 7 CL. UMK "Lyceum" A. A. Pinsky, 9 CL. (Glube.) UMC "Lyceum" A. A. Pinsky, 8 CL. (Glub.) UMC "Lyceum" A. A. Pinsky, 7 CL. (Ceal.) UMC "LIFE LIFE". V. Book, 9 CL. UMK "LIFE LIFE". V. V. Book, 8 CL. UMK "LIFE LIFE". V. V. Book, 7 CL. UMK "LIFE LIFE". V. Book, 6 CL. UMK "LIFE LIFE". V. V. Pischik, 5-6 classes UMK "Line Life". V. V. Book, 5 CL. UMK "Labyrinth" I. Yu. Aleksashina, 5 CL. UMK "Labyrinth" I. Yu. Aleksashina, 11 CL. UMK "Labyrinth" I. Yu. Aleksashina, 10 cl. UMK "Contacts" G. I. Voronina, 11 CL. UMC "Classic course" G. Ya. Myakyshev, 11 CL. UMK "Classic course" G. Ya. Myakyshev, 10 cl. UMK "So, German!" N. D. Galskova, 11 CL. UMK "Star English", K. M. Baranova, 9 CL. UMK "Star English", K. M. Baranova, 8 CL. UMK "Star English", K. M. Baranova, 7 CL. UMK "Star English", K. M. Baranova, 6 CL. UMK "Star English", K. M. Baranova, 5 CL. UMK "Star English", K. M. Baranova, 4 CL. UMK "Star English", K. M. Baranova, 3 CL. UMK "Star English", K. M. Baranova, 2 CL. UMK "Star English", K. M. Baranova, 11 CL. UMK "Star English", K. M. Baranova, 10 CL. UMC "Star English", K. M. Baranova, 1 CL. UMK "Tomorrow" S.V. Kostyleva et al., Grade 9 CMK "Tomorrow" S.V. Kostyleva et al., 8th grade UMK "Tomorrow" S.V. Kostyleva et al., Grade 7 CMK "Tomorrow" S.V. Kostyleva et al., Grade 6 CMK "Tomorrow" S.V. Kostyleva et al., 5-6 classes UMK "Tomorrow" S.V. Kostyleva et al., Grade 10 CMK "Business French" I. A. Golovanova, 10 CL. (Electric). UMC "Horizons" M. M. Averin, 9 CL. UMC "Horizons" M. M. Averin, 8 CL. UMK "Horizons" M. M. Averin, 7 CL. UMK "Horizons" M. M. Averin, 6 CL. UMK "Horizons" M. M. Averin, 5 CL. UMK "Wunderkinda" G. V. Yakovskaya, 5 CL. UMK "Wunderkind Plus" O. A. Radchenko, 8 CL. UMK "Wunderkind Plus" O. A. Radchenko, 7 CL. UMK "Wunderkind Plus" O. A. Radchenko, 6 CL. UMK "Meetings" N. A. Selivanova et al., 8-9 classes of UMK "Meetings" N. A. Selivanova et al., 7th grade UMK "Astronomy" E. P. Levitan, 11 CL. (Electr.) UMC "Archimedes" O. F. Kabardin, 9 CL. UMK "Archimedes" O. F. Kabardin, 8 CL. UMK "Archimedes" O. F. Kabardin, 7 CL. UMC "Archimedes" K. Yu. Bogdanov, 11 CL. UMC "Archimedes" K. Yu. Bogdanov, 10 CL. UMK "English in focus", Yu. E. Vaulina, 9 CL. UMK "English in focus", Yu. E. Vaulina, 8 CL. UMK "English in focus", Yu. E. Vaulina, 7 CL. Umk "English in focus", Yu. E. Vaulina, 6 CL. Umk "English in focus", Yu. E. Vaulina, 5 CL. UMK "English in focus", O. V. Afanasyev, 11 CL. UMK "English in focus", O. V. Afanasyev, 10 cl. UMK "English in focus", N. I. Bykov, 4 CL. UMK "English in focus", N. I. Bykov, 3 CL. UMK "English in focus", N. I. Bykov, 2 CL. UMK "English in focus", N. I. Bykov, 1 CL. UMK "Academy" A. A. Pinsky, 11 CL. (Angle). UMK "Academy" A. A. Pinsky, 10 CL. (Angle). UMK "Azbuchka Twist", 5 CL. Russian language. Literacy learning. (1) Russian. Literacy learning. (0) Russian language and literary reading, 4 cl. Russian language and literary reading, 3 cl. Russian language and literary reading, 2 cl. Russian language and literary reading, 1 CL. Russian language (9) Russian language (8) Russian language (7) Russian (6) Program edited by B. M. Nemensky. Fine art, 5 years old program edited by B. M. Nemensky. Fine art, 4 years old program edited by B. M. Nemensky. Fine art, 3 years, environmental education. (5) continuity familiarization with the outside world. Papers., 1 and 2 classes. Methodical recommendations (I and II types) Young Learners "Portfolio Wuthering Heights Wishes B2.2 Wishes B2.1 White Fang Welcome Starter B Welcome Starter a Welcome Plus 6 Welcome Plus 5 Welcome Plus 4 Welcome Plus 3 Welcome Plus 2 Welcome Plus 1 Welcome 3 Welcome 2 Welcome 1 Upstream Upper-Intermediate B2 + Upstream Proficiancy C2 Upstream Pre-Intermediate B1 Upstream Level B1 + Upstream Intermediate B2 Upstream Elementary A2 Upstream Beginner A1 + Upstream Advanced C1 Upload 4 Upload 3 Upload 2 Upload 1 Treasure Island The Worms The Wonderful Wizard of Oz The Wind In The Willows The Wild Swans The Tiger Shark The Three Billy Goats Gruff The Teacher "S Basic Tools The Story of Santa Claus The Stone Flower The Speckled Band The Snow Queen The Shoemaker & His Guest The Shepherd Boy & THE WOLF THE SELFISH GIANT THE PRISONER OF ZENDA THE PRINCE and the PAUPER THE PORTRAIT OF DORIAN GRAY THE NIGHTIM OF THE MERCHANT OF VENICE THE MAORI PEOPLE THE MERCHANT OF VENICE THE IRON MASK THE LOST WORLD THE LOGGERHEAD THE LITTLE RED HEN THE LITTLE MERMAID THE Lion & The Mouse The Last of the Mohicans The Humpback Whale The Hound of the Baskervilles The Hare & the Tortoise The happy prince The Hammerhead Shark The Great White Shark The Golden Stone Saga II The Golden Stone Saga I The Giant turnip The Ghost The Frog Princess The Fisherman and the Fish the Father & his Sons the Creeping Man the Cracow Dragon the Canterville Ghost the Bottlenose Dolphin the Blue Scarab the Ant & the Cricket the Amazon Rainforest 2 the Adventures of Huckleberry Finn the 7 Wonders of the Ancient World the 7 Engineering Wonders of the Modern World Teaching Young Learners Swan Lake Successful Writing Upper-Intermediate Successful Writing Proficiency Successful Writing In termediate Storytime Storyland Spark 4 (Monstertrackers) Spark 3 (Monstertrackers) Spark 2 (Monstertrackers) Spark 1 (Monstertrackers) Snow White & the 7 Dwarfs Sleeping Beauty Skills First: The Magic Pebble Skills First: The False Smile Skills First: The Castle by the Lake Skills Builder STARTER 2 Skills Builder STARTER 1 Skills Builder MOVERS 2 Skills Builder MOVERS 1 Skills Builder FLYERS 2 Skills Builder FLYERS 1 Sivka-Burka Simon Decker & the Secret Formula Set Sail 4 Set Sail 3 Set Sail 2 Set Sail 1 Romeo & Juliet Robinson Crusoe Robin Hood Reading Stars Reading & Writing Targets 3 Reading & Writing Targets 2 Reading & Writing Targets 1 Pygmalion Puss In Boots Pride & Prejudice Practice Tests for The Pet Practice Tests for The Ket Practice Tests for the Bec Pretage Practice Tests for the Bec Preliminary Practice Tests for the BEC Higher Peter Pan Perseus and Andromeda Orpheus Descending On Screen B2 + On Screen B2 Oliver Twist (Illustrat ed readers) Oliver Twist (classic readers) New Patches for Old Mowgli Moby Dick Mission IELTS 1 Mission 2 Mission 1 Merry Christmas Macbeth Little Women Little Red Riding Hood Life Exchange Letterfun Kidnapped Journey to the Centre of the Earth Jane Eyre Jack and the Beanstalk Interactive 2 Interactive 1 IELTS Practice Tests 2 IELTS Practice Tests 1 Henry Hippo Happy Rhymes 2 Happy Rhymes 1 Happy Hearts Starter Happy Hearts 2 Happy Hearts 1 Hansel & Gretel Hampton House Hamlet Hallo Happy Rhymes Great Expectations Grammarway 4 Grammarway 3 Grammarway 2 Grammarway 1 Grammar Targets 3 Grammar Targets 2 Grammar Targets 1 Good Wives Goldilocks and the three Bears Gharial Crocodiles Game On Fun with English 6 Fun with English 5 Fun with English 4 Fun with English 3 Fun with English 2 Fun with English 1 Frankenstein FCE Use of English 2 FCE Use of English 1 FCE Practice Tests 2 FCE Practice Tests 1 FCE Practice Exam Papers 3 FCE Practic e Exam Papers 2 FCE Practice Exam Papers 1 FCE Listening and Speaking Skills 3 FCE Listening and Speaking Skills 2 FCE Listening and Speaking Skills 1 Fairyland Starter Fairyland 6 Fairyland 5 Fairyland 4 Fairyland 3 Fairyland 2 Fairyland 1 Excalibur Enterprise Plus Enterprise 4 Enterprise 3 Enterprise 2 Enterprise 1 Dr Jekyll & Mr Hyde Death Squad David Copperfield CPE Use of English 1 CPE Practice Tests 3 CPE Practice Tests 2 CPE Practice Tests 1 Count Vlad Click On Starter Click On 4 Click On 3 Click On 2 Click On 1 Cinderella Chicken Licken Business English Marketing and Sales Blockbuster 4 Blockbuster 3 Blockbuster 2 Blockbuster 1 BlackBeard "S Treasure Black Beauty BEAUTY AND. The Beast Around The World In 80 Days Anna & The Dolphin Alice "S Adventures in Wonderland Aladdin & The Magic Lamp Advanced Grammar & Vocabulary Access 4 Access 3 Access 2 Access 1 Aboriginal Australians a Trip to the Rainforest A Tale Of Two Cities a Mirror A Carpet & A Lemon A MidSummer Night "S Dream A Good Turn of Phrase a Christmas Carol (Illustrated Reader) A CHRISTMAS CAROL 20,000 Leagues Under the SEA" Success ", 6 years" Success ", 5 years" Success ", 4 years" Success ", 3 years" Raduga ", 6 years old" Raduga ", 5 years" Raduga ", 4 years old" Raduga ", 3 years" Raduga ", 2 years" from childhood - in adolescence ", 6 years old" from childhood Advocacy ", 4 years" from childhood - in adolescence ", 3 years" from childhood - in adolescence ", 1 year
Second generation standards. "
Fundamental core of general education: project
ed. .
The book pays attention to the definition of the fundamental nucleus of the content of general education, its main purpose in the system of regulatory support of the second generation standards. The creation of a fundamental nucleus is the initial stage of the development of a new content of general education, which will be followed by the development of concepts of subject areas, planned learning results, basic syllabus, exemplary subjects of objects, etc.
The concept of spiritual and moral development and upbringing a citizen of Russia.
The concept of spiritual and moral development and the education of the personality of a citizen of Russia was developed in accordance with the Constitution of the Russian Federation, the law Russian Federation "On Education" based on the annual Messages of the President of Russia to the Federal Assembly of the Russian Federation. The document is the methodological basis for the development and implementation of the federal state educational standard of general education. The concept is a value-normative basis for the interaction of general education institutions with other socialization entities - family, public organizations, religious associations, institutions of additional education, culture and sports, the media. The purpose of this interaction is to jointly ensure the conditions for spiritual and moral development and education of students.
Approximate basic educational program of the educational institution. Basic school.
Compiler
In accordance with Art. 14 of paragraph 5 of the Law of the Russian Federation "On Education" This program is the basis for the development of the main educational program educational institution.
Biology. 5-9 CL.
An exemplary biology program for the basic school is based on the fundamental nucleus of general education and requirements for the results of basic general education presented in the Federal State Educational Standard of the General Education of the second generation. It also takes into account the main ideas and provisions of the development program and the formation of universal educational actions for general education, continuity is observed approximate programs primary general education.
Sample programs for academic subjects.
Biology. 6-9 CL. Natural science 5 cl.
Programs were prepared as part of the project "Development, testing and introduction of federal state general education standards of the second generation" implemented by the Russian Academy of Education by order of the Ministry of Education and Science of the Russian Federation and Federal Agency of Education.
https://pandia.ru/text/78/652/images/image008_55.jpg "align \u003d" left "width \u003d" 157 "height \u003d" 232 src \u003d "\u003e Approximate programs of basic general education. LIFE SAFETY FUNDAMENTALS. 5-9 CL.
The program publishes the modified content of education under the subject, for the first time the forms of school students are given for each section of the course.
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Physics 7-9.
An exemplary physics program for the basic school is based on the fundamental nucleus of general education and requirements for the results of the development of the basic educational program of the main general education presented in the federal state educational standard of basic general education.
Variation "href \u003d" / text / category / variatciya / "REL \u003d" BOOKMARK "\u003e Variable component of the content of education. The authors of the working programs and textbooks can offer their own approach in terms of structuring of educational material, determining the sequence of its study, expansion of the volume (detail) content , as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Working programs compiled on the basis of an approximate program can be used in educational institutions Different profile and varying specialization.
Sample programs for academic subjects. Russian language. 5-9 CL.
The exemplary program in Russian for the basic school is based on the fundamental nucleus of the content of general education and requirements for the results of the main general education presented in the Federal State Standard of General Education of the second generation. It also takes into account the main ideas and provisions of the development program and the formation of universal training actions for basic general education, continuity with exemplary initial general education programs.
Sample programs for academic subjects. Geography. 5-9 CL.
Programs were prepared in the framework of the project "Development, testing and introduction of federal state-owned second-generation general education standards", implemented by the Russian Academy of Education, commissioned by the Ministry of Education and Science of the Russian Federation and the Federal Agency for Education.
Foreign languages \u200b\u200b"href \u003d" / text / category / inostrannie_yaziki / "Rel \u003d" Bookmark "\u003e Foreign language for the main school is composed on the basis of the fundamental nucleus of the content of general education and requirements for the results of the main general education presented in the Federal State Educational Standard of General Education Second generations. It also takes into account the main ideas and provisions of the program for the development and formation of universal training actions for general education, continuity with exemplary programs of primary general education are observed.
Sample programs for academic subjects.
History 5-9 CL.
Already today you need to know which education requirements are imposed on the second generation standards, and use new approaches in the work. The program offers a modified content of education on the subject, for the first time gives the forms of training activities of schoolchildren at the course of history, and also contains recommendations for the equipment of the educational process.
Training programs "href \u003d" / text / category / "REL \u003d" BOOKMARK "\u003e The curriculum on the subject determines the invariant (mandatory) part of the training course and along with the requirements of the standard relating to the results of education, is a guide for the preparation of working programs for All general educational institutions ensuring the acquisition of basic general education. The exemplary program does not specify the sequence of studying the material and distributing it by classes. The authors of the working programs and textbooks can offer their own approach to structuring the educational material and determining the sequence of its study.
Sample programs for academic subjects. Social Studies 5-9 CB.
Already today you need to know which education requirements are imposed on the second generation standards, and use new approaches in the work. The program offers a modified content of education on the subject, for the first time, gives the form of school students at the rate of social studies, and also contains recommendations for equipping the educational process.
Sample programs for academic subjects. Technology 5-9 CL.
The approximate program is the basis and guideline to compile copyright programs and textbooks (can be directly used with the thematic planning of the author's course as a teacher). At the same time, the authors of the programs and textbooks can apply their own approach in terms of structuring of educational material, supplement it desirable for them by plot lines, determining the sequence of studying this material, the distribution of hours on sections and themes, as well as ways to add the content of the knowledge system, skills and ways of activity, development and socialization of students on presented content.
Sample programs for academic subjects. Physical education. 5-9 CL.
Already today it is necessary to know which education requirements are imposed on the second generation standards, and use new approaches to work. The program provides a changed content of education for the subject "Physical Culture", for the first time the forms of educational activities of students on each section of the course are given. Programs are designed for teachers and methodologists.
Sample programs for academic subjects.
Chemistry. 8-9 cl.
The exemplary chemistry program for the basic school is based on the fundamental nucleus of the content of general education and requirements for the results of the main general education presented in the Federal State Educational Standard of the General Education of the second generation. It also takes into account the main ideas and provisions of the Program for the Development and the formation of universal training actions for basic general education, continuity is observed with exemplary programs of primary general education.
https://pandia.ru/text/78/652/images/image022_16.jpg "align \u003d" left "width \u003d" 158 height \u003d 229 "height \u003d" 229 "\u003e Extracurricular activity of schoolchildren. Methodical designer.
The book contains guidelines for the organization of extracurricular activities of schoolchildren. A peculiar methodical designer of extracurricular activities includes views, shapes and levels of student activities. The manual is addressed to teachers, methodologists, specialists of the advanced training system, students of pedagogical universities.
Extracurricular work "href \u003d" / text / category / vneklassnaya_rabota / "REL \u003d" Bookmark "\u003e extracurricular work. The remaining benefits formulated the goals and objectives of the specific directions of extracurricular activities, the content is described, thematic planning and the estimated implementation results.
From 2011/2012 school year All educational institutions of Russia moved to a new federal state educational standard primary general education (GEF NOO).
The federal state standards are established in the Russian Federation in accordance with the requirement of Article 7 of the "Law on Education" and are "a set of requirements that are mandatory in the implementation of the main educational programs of primary general education (OOP NEO) educational institutions with state accreditation." With an official order for the introduction of the GEF NOO and the text of the Standard, you can get acquainted on the website of the Ministry of Education and Science of Russia: http: //www.edu.ru/db-mon/mo/data/d_09/m373.html. Materials on GEF NOO are posted on the site http://standart.edu.ru/catalog.aspx?catalogid\u003d223.
The Federal State Educational Standard is a combination of three requirements of the requirements:
- requirements for the result of education,
- the requirements for the structure of the main educational programs (how the school builds its educational activities),
- requirements for the conditions for the implementation of the standard (personnel, finance, material and technical base, information support, etc.).
What is the difference between new standards from now existing?
The fundamental difference of new standards is that the goal is not subject, but personalresult. First of all, the identity of the child himself and the change occurring with it in the process of learning changes, and not the amount of knowledge accumulated during school training. A distinctive featurethe new GEF elementary school is his activity, which makes the main purpose of the development of the student's personality. The education system refuses the traditional presentation of the learning outcomes in the form of knowledge, skills and skills, the wording of the standard indicate the real activities that the student should master by the end of primary learning.
The purpose of education is not to accumulate specific knowledge and individual skills, but the formation of universal learning skills and based on their assimilation of basic knowledge, and most importantly - the ability to independently update and improve their education in accordance with the terms of a rapidly changing world.
An integral part of the nucleusthe second generation standard is universal learning actions (Wood). Under UUD understands "generally educational skills", " general methods Activity "," Supplemental Actions ", etc. For UUD, a separate program is provided - a program of formation of universal educational actions (UUD). All types of URU are considered in the context of the content of specific learning items. The presence of this program in the complex of the main educational program of primary general education asks Activity approach in the educational process of elementary school.
An important element of the formation of universal training actionsstudents at the stage of primary general education, ensuring its effectiveness, are the orientation of younger students in information and communicative technologies (ICT) and the formation of the ability to competently apply (ICT competence). The use of modern digital tools and communication media is indicated as the most natural way to form a Wood.
The program of the formation of universal training actions includes a subprogramme "Formation of ICT competence of students."
What are the requirements for the results of the student sets the standard?
Requirements for learning outcomes are formulated as: personal, meta-delicate and subject results.
- personalincluding the readiness and ability of students to self-development, the formation of motivation for training and knowledge, value-semantic attachments of students, reflecting their individual personal positions, social competencies, personal qualities; formation of the foundations of civil identity;
- meta-one involving the development of educational universal training actions (cognitive, regulatory and communicative), providing mastering the key competencies that constitute the basis of the ability to learn, and interprete notions;
- subjectincorporated by learning students in the course of studying the learning subject's experience specific for this subject area of \u200b\u200bactivities to obtain new knowledge, its transformation and application, as well as a system of fundamental elements of scientific knowledge underlying the modern scientific picture of the world.
Subject results are grouped by subject areas within which items are indicated. They are formulated in terms "The graduate will learn ...", which is a group of mandatory requirements, and "the graduate will be able to learn ...", not the achievement of these demands by a graduate cannot be an obstacle to transfer it to the next level of education.
A graduate will learn to independently entitle the text and create a text plan.
The graduate will be able to learn how to create text on the proposed header.
The educational standards of the second generation impose new requirements for the training system in the educational school. In this regard, new approaches to the organization of the educational process are needed. One of them can be the design and solution design tasks in elementary schoolThe start for project activities in the future.
In this regard, the use of techniques and methods that contribute to the formation of the skill in the educational process of receptions and methods that contribute to the formation of the ability to independently produce new knowledge is becoming more relevant, collect the necessary information, the ability to put forward hypothesis, draw conclusions and conclusions. Solve this problem in elementary school is trying, in particular, through the organization of project activities. Project activity teaching- Joint educational and educational, creative or game activity of students, having a common goal, concerted methods, activities aimed at achieving the overall result of activities. An indispensable condition for project activities is the presence of advanced ideas about the final product of activity, design stages (development of the concept, identifying the objectives and objectives of the project, available and optimal resources, the creation of a plan, programs, the organization of project implementation activities) and project implementation, including its understanding and reflexion of performance.
The design challenges in the formation of educational cooperation in small groups play a special role. Interacting in groups, children understand that in order to achieve a common goal, all participants need to be negotiated, to develop a general strategy for solving the problem, distribute responsibilities, carry out mutual assistance in the process of solving the problem. Thus, the solution of design tasks contribute to the education of the sense of responsibility, the formation of the ability to communicate, negative, relate to peers.
What is extracurricular activities, what is its features?
The standard assumes the implementation of both urgent and extracurricular activities in an educational institution. Extracurricular activities are organized in the directions of personality development (sports and wellness, spiritual and moral, social, generallyactive, general cultural).
In extracurricular activities may include: the performance of homework (starting from the second half of the year), individual teacher classes with children requiring psychological and pedagogical and corrective support (including individual speech classes, handwriting and written speech, etc. ), individual and group consultations (including remote) for children of various categories, excursions, mugs, sections, round tables, conferences, disputes, school scientific societies, Olympics, competitions, search and scientific research, etc.
The time allocated to extracurricular activities is not included in the maximum permissible load of students. The alternation of urgent and extracurricular activities is determined by the educational institution and is consistent with the parents of students.
How will schoolchildren work?
Each student will have a portfolio. That is, a certain complex portrait that will consist, first, from the assessment of knowledge and - since we are now important and the extracurricular part is now - take into account all achievements, letters, documentary evidence of its participation in certain extracurricular creative, intellectual, sporting events. Here will also be the results of pedagogical observations, psychological testing, which will show the level of development of its communicativeness, tolerance, since these are also the requirements of new standards. There are a lot of psychothestics, now the task is to take away the easy-to-ground, correctly understood by educators, giving the most objective assessment.
The portfolio should be seen: as a student develops, as its potential is increasing, what problems he had. Suppose why the schoolchild is all well in the artistic and aesthetic direction, and with mathematics he is still on "you". Or why his health worsens.
The components of the accumulative assessment (then from which the portfolio will consist) will be approved by the beginning of the school year. But the overall mechanism will be like this: a comprehensive assessment, taking into account educational and extracurricular achievements, personal development of the child.
The main results of primary general education, the standard refers:
- the formation of universal and subject ways of action, as well as a supporting system of knowledge, ensuring the possibility of continuing training in the main school;
- education of the Fundamentals of the ability to learn - the ability to self-organization for the purpose of setting and solving educational and educational and practical tasks;
- individual progress in the main spheres of personality development - motivational-semantic, cognitive, emotional, volitional, self-regulation.
Standard requirements are the basis for the formation of a system of state control and assessment of the quality of education.
Requirements for the implementation of the main educational program of primary general education:
The main task: the creation of a comfortable educational environment,
- providing high quality education, its availability, openness and attractiveness for students, their parents and all society, spiritual and moral development and education of students;
- guaranteeing and strengthening the physical, psychological and social health of students;
- comfortable in relation to the student and pedagogical workers.
In connection with the transition of educational institutions to the new standard publishing house "Enlightenment" releasesseries "Second Generation Standards". The series was founded in 2008. The purpose of the issue of books of the series is to ensure educational institutions with regulatory and methodological benefits that will help managers of educational institutions, teachers and methodologists to successfully switch to a new standard of general education.
Books series "Second Generation Standards"conditionally can be divided into several groups:
- directly the standards themselves for each stage (initial, main, medium (full) general education;
- Books that conditionally can be called fundamental, i.e. it is a publication to be based on GEF-2;
- Books revealing and specifying the basic requirements of a new educational standard.