Knowledge of the world around us. Working curriculum for the subject "The World around us" educational complex "School of Russia" The surrounding world in various educational complexes characteristics

Analysis of the teaching materials of the course “The World around us” of the educational system “School 2100”

At the present stage of education, schools operate a variety of didactic systems, represented by various programs and proprietary developments.

In order to determine what is the place of formation of ideas about the interrelations of living and inanimate nature among younger schoolchildren, it is necessary to analyze the program material on the surrounding world in elementary school. The program course of the educational system “School 2100” was chosen for analysis.

The program by A.A. Vakhrushev, O.V. Bursky, A.S. Rautian and S.V. Tyrin “World and Man” is one of the quite interesting in terms of structuring the material, although quite complex in terms of work.

The program is aimed at educating a person who is aware of his place and the place of humanity in the world around him, i.e. for the education of biospheric ethics. The latter is impossible without familiarizing the child with the elements of a holistic picture of the world, which should become a kind of personal imperative in his behavior. This is reflected in the peculiar arrangement of the material: an interdisciplinary following from bioecology to global ecology with a parallel consideration of issues of human ecology as a part of nature and at the same time somewhat deviated in its development from animals. At the same time, the meaning of communicating a picture of the world is seen by the authors to be, with a minimum of knowledge imparted to children, to make them conscious participants in life, which in turn presupposes the creative and research nature of the work on the part of both the teacher and the students. That is, it is intended not only to introduce schoolchildren to the image of the world, but also to teach them to use their experience. Therefore, solving problematic creative problems is considered as the main way of understanding the world [goats, p.403].

To facilitate work in the textbook, the main concepts are highlighted in a box at the end of each paragraph, and their interpretation is clearly given in the dictionary (at the end of the manual), in a structured order [goats, p. 405].

In the process of work, students consciously develop the ability to put forward hypotheses and convincingly defend their point of view (look for ways to verify), accept someone else’s position (listen and choose the correct answer), diagnose and predict what is happening. This kind of search orientation makes it possible to prepare a person for constantly changing environmental conditions. Therefore, it is precisely the diverse reflection of the one and its explanation that becomes the subject of this course [goats, p. 406].

1st class. “Me and the world around” (66 hours) - Vakhrushev A.A., Rautian A.S.

What surrounds us (10 hours). Human dependence on nature. Living natural resources: animals and plants. Non-living natural resources: air, soil, water, underground reserves. Forces of nature - wind, sunlight, river flow. The role of natural resources in the human economy. Careful attitude towards natural resources. Solid, liquid and gaseous bodies, their display in Russian. Three states of water: solid (ice, snow), liquid (water), gaseous (steam).

Living inhabitants of the planet (9 hours). Plants, mushrooms, animals, humans are living organisms. Growth, respiration, nutrition, reproduction - properties of living organisms. Mortality of living organisms. Caring attitude towards living inhabitants of the Earth.

Similarities between plants and animals: breathing, nutrition, growth, development, reproduction. Plants are the “breadwinners”. Animals are “eaters”. Variety of plants (flowering and non-flowering plants). Mushrooms. Variety of animals. The connection of living organisms of different “professions” with each other. Their adaptability to their place of life.

Seasons (12 hours). Autumn. Signs of autumn: cooling, short days, falling leaves, ice on puddles. Leaf coloring. Preparing animals for winter.

Winter. Signs of winter. Weather in winter. Snow, snowflake, icicle, frosty patterns. Animals and plants in winter. Help animals.

Spring. Signs of spring: ice drift, snow melting, leaves blooming, birds arriving, plants beginning to bloom, birds nesting. Flowers are primroses. Birds and their nests.

Summer. Signs of summer: long days, short nights, bright sun, thunderstorm (thunder, lightning). Folk signs. All living things bring offspring, ripening fruits. Mushrooms. Journey of water. Rules of behavior during a thunderstorm. Nests and dens of animals.

Excursion to the park "Autumn Nature".

Excursion to the Winter Nature Park.

Excursion to the “Spring Nature” park.

2nd grade. “Our Planet Earth” (68 hours) - Vakhrushev A.A., Rautian A.S.

Introduction (4 hours). Living and inanimate nature.

Earth and sun (16 hours). Determining the time of day and year by the Sun and Moon. Determination of directions by the Sun and the North Star. The main sides of the horizon.

The change of night and day. The main source of light on Earth is the Sun. The rotation of the Earth around its axis is the reason for the change of day and night. The proportionality of the rhythm of human life to the day. Daily regime. Practical work with the globe.

Change of seasons. The life of nature changes with the seasons. The height of the sun above the horizon in different seasons of the year. Changes in the angle of the sun's rays throughout the year. The rotation of the Earth around the Sun is the reason for the change of seasons. The Earth's axis is directed towards the North Star. Due to the tilt of its axis, the Earth turns toward the Sun either with its northern hemisphere (summer in the northern hemisphere) or with its southern hemisphere (winter in the northern hemisphere). The earth retains the heat of the sun's rays.

The earth is our common home (11 hours). The interconnection of all living things in an ecosystem. Their mutual adaptability. Cycle of substances.

Natural zones are land areas with similar natural conditions, receiving similar amounts of solar heat and light and changing in a certain order from pole to equator.

Natural areas.

3rd grade. Section 1: “Inhabitants of the Earth” (34 hours). - Vakhrushev A.A., Rautian A.S.

The shell of the planet, engulfed in life (5 hours). The living shell of the Earth is the biosphere. Life is widespread in the region of mutual penetration of the atmosphere, hydrosphere and lithosphere.

Participants in the cycle of substances. Plants are producers and their role in providing food and oxygen. Animals are consumers, their role in limiting the number of plants. Fungi and bacteria are decomposers and their role is in converting dead organisms into mineral nutrients for plants.

The role of the Sun as a source of energy. Storage of solar energy by living organisms.

Ecological system (9 hours). The great cycle in the biosphere connects all ecosystems. An ecosystem is a unity of living and inanimate nature, in which a community of living organisms of different “professions” is capable of jointly maintaining the circulation of substances. Community. Living and nonliving components of an ecosystem. Power circuits. Soil is the unity of living and nonliving.

Lake ecosystem. A swamp is an overgrown lake. Meadow ecosystem. Forest ecosystem.

A field is an artificial ecological system.

An aquarium is a small artificial ecosystem. Non-living (sand, stones, water) and living components of the aquarium. Algae, crustaceans and fish, bacteria. The relationship of all living and non-living components in an aquarium. Possible mistakes of a novice aquarist.

Excursion “Inhabitants of the lake, meadows, forests.”

3rd grade. Section 2: “My Fatherland” (34 hours) - Danilov D.D., Tyrin S.V.

Your family and your homeland in the flow of time (4 hours)

Times of Ancient Rus'. IX - XIII centuries (5 hours)

Times of the Moscow State. XIV - XVII centuries (4 hours)

Times of the Russian Empire. XVIII - early XX centuries (5 hours)

Times of Soviet Russia and the USSR. 1917 - 1991 (4 hours)

Modern Russia (8 hours)

4th grade. Section 1: “Man and Nature” (34 hours) - Vakhrushev A.A., Rautian A.S.

This section contains the following topics:

Man and his structure (14 h)

Origins of Man (2 hours)

Man-made nature (10 hours) Animal husbandry and crop production, their role in the human economy.

Water, its properties. The device of a simple steam engine, a hydraulic press and a jack.

Air, its composition and properties. Balloon.

Rocks and minerals, their use by humans. Precious and ornamental stones.

Metals, their properties. Use of various metals.

Peat, coal, oil and natural gas - fossil fuels, their origin. Steam engine. Internal combustion engine, rocket engine.

Electricity in nature. Human use of electricity. Magnets, their features.

Sound and its properties. Communications and musical instruments. Light and its properties.

4th grade. Section 2: “Man and humanity” (34 hours) - Danilov D.D., Tyrin S.V.

This section is represented by the following topics:

Man and his inner world (9 hours)

Man and society (4 hours)

Picture of the world history of mankind (6 hours)

Man and the many faces of humanity (5 hours)

Man and united humanity (4 hours) [Educational system “School 2100”. Collection of programs. Preschool education. Primary school / - M.: Balass, 2010. - 400 p.]. -WITH. 245-267

In general, the natural history course in its essence has an ecological orientation with a historical and cultural orientation, reflected both in the presented material and in the approaches to its construction. It contains many interesting author’s findings, rich illustrative material, a sophisticated selection of information and experiences, and is also based on the research, problematic, activity-practical principle of obtaining information as fundamental, although it is mainly devoid of socio-historical material. Its effective character and the idea of ​​integrity as the dominant line of construction are reflected in the final result: to understand the world means to know what and why this happens in it, to predict what can happen to it, and to decide how to further behave in it [goats, with .409].

Analysis of textbooks of the educational system “School 2100”

Textbooks are in A4 format; for each class there are 2 parts of the textbook, which undoubtedly makes it easier for a child to use the textbook - it is light in weight, contains large font, and is colorful. All this is due to the age characteristics of a child teaching in primary school.

1st grade, part 1, 2 “Me and the world around”

On the first pages of the textbook there is information for teachers and parents. Further in the content there is material on how to use the textbook. Here the student can get acquainted with the conventions found in the text of the textbook and how he should respond to them.

Each topic starts on a new page. The author of the textbook seems to be conducting an unobtrusive dialogue with the child, which makes the learning process freer in terms of assimilation of information.

Explanatory dictionaries are located at the end of the textbooks.

The relationship between living and inanimate nature is studied in topics about the seasons.

Grade 2, part 1, 2 “Our planet Earth”

Starting from the second grade, in addition to illustrations and diagrams, the textbook also contains photographic materials, which allows the child to better imagine certain objects of the surrounding world.

In part 1 of the textbook, there are 3 applications: 1. Learning to solve life problems; 2. Project “My Country”; 3. Maps (6 different physical maps placed).

The second part also contains applications: 1. Learning to solve life problems; 2. Project “World Exhibition”; 3. Cards (15 cards); 4. Game “The Path of Humanity.

As in each of the 1st grade textbooks, the second has an explanatory dictionary at the end of the textbook.

The relationship between living and inanimate nature can be seen in topics about natural areas.

Grade 3, part 1 “Inhabitants of the Earth”

On the first pages of the textbook, the authors introduce the student to how to work with the textbook, explain to them why we study, how we will study, and what we must remember. The following is a route to the land of knowledge and from this page the authors introduce the student to their assistants Misha and Lenna.

Part 1 of the textbook contains more text material, printed in smaller font than the textbooks of grades 1 and 2. Lots of colorful diagrams and illustrations.

In this part of the textbook, there are 2 applications: 1. Learning to solve life problems; 2. Project “Let's preserve the beauty of nature.”

At the end of the textbook there is an explanatory dictionary.

The relationship between living and inanimate nature can be traced in Chapter 3 “Ecological system”.

Grade 3, part 2 “My Fatherland”

Here the team of authors has not changed its tradition of introducing students to the structure of the textbook. In the textbook, in each topic, a problematic issue is spelled out, which the heroes of the textbook, Anyuta and Ilyusha, propose to discuss. Next, on the spread of the textbook, there is a map “Journey along the “River of Time” of the Russian Empire.”

The textbook contains 6 chapters regarding the history of our country.

Chapter 1. Your family and your homeland in the stream of time

Chapter 2. Times of Ancient Rus'. 9th-13th centuries

Chapter 3. Times of the Moscow State. 14th-17th centuries

Chapter 4. Times of the Russian Empire. 18th - early 20th century

Chapter 5. Times of Soviet Russia and the USSR. 1917-1991

Chapter 6. Modern Russia.

At the end of the textbook there are 2 applications: 1. Learning to solve life problems; 2. The project “Let’s preserve the history of our native land” and the project “Celebrating public holidays.”

The course of study ends with an explanatory dictionary.

Grade 4, part 1 “Man and Nature”

The first part of the textbook consists of two chapters:

Chapter 1. How the human body works

Chapter 2. Man-made nature

After each chapter, students are provided with applications. In the first chapter there is appendix 1. Learning to solve life problems, and in the second chapter there are appendices: 2. Learning to solve life problems; 3. Repetition. Nature, substances, phenomena; 4. Repetition. Earth is the planet of life; 5. Repetition. Plants and Animals; 6. Repetition. Natural areas. Ecosystems.

At the end of the entire course, an explanatory dictionary is offered.

In the first part of the textbook, the relationship between living and inanimate nature is repeated in Appendices 5 and 6. Where the student is asked questions regarding plants and animals, their relationships, as well as questions regarding natural areas and ecosystems.

Grade 4, part 2 “Man and humanity”

The second part of the textbook consists of two sections. The first section has two chapters with paragraphs included in it.

Section 1. Man

Chapter 1. Man and his inner world

Chapter 2. Man and the world of people

After Chapter 1, students are offered additional material, and after the first section there is Appendix 1. Learning to solve life's problems.

Section 2. Humanity

Chapter 3. Man and the past of humanity

Chapter 4. Man and the many faces of humanity

Chapter 5. Man and united humanity

After Chapter 4, additional material is offered, and after Chapter 5, Appendix 2. Learning to solve life's problems; Appendix 3. Project “My Humanity”.

And upon completion of the material covered, students are offered an explanatory dictionary.

In the second part of the textbook, the relationship between living and inanimate nature is not studied.

Chapter 1 Conclusion

The first chapter is aimed at considering the theoretical foundations of the relationships between living and inanimate nature.

The relationships between living and inanimate nature are characterized: characteristics of environmental factors are presented; The most important environmental factors - temperature, light and humidity - are considered.

Seasonal changes in the life of plants and animals in the Omsk Irtysh region are considered. A description of changes in living and inanimate nature is given according to seasonal frequency: spring, summer, autumn, winter. The concept of “photoperiodism” is considered.

The teaching materials of the course “The World Around us” of the educational system “School 2100” are analyzed. To summarize, we state that the relationship between living and inanimate nature is studied in 1st grade in 4 topics about each season; in 2nd grade when studying natural areas; in grade 3, part 1 - in chapter 3 “Ecological system”; in grade 4, part 1, at the end of the textbook, only questions are given to review natural zones and ecosystems.

Municipal educational institution

"St. George's Gymnasium"

Yegoryevsk

I APPROVED

Director of the Municipal Educational Institution "St. George's Gymnasium"

Zhidenkova V.Yu.

Work program on the environment

(a basic level of)

4 B class

Compiled by: Davydova Svetlana Vitalievna,

primary school teacher

This work program on the surrounding world for grade 4 is developed in accordance with:

With the requirements of the Federal State Educational Standard for Primary General Education, taking into account inter- and intra-subject connections, the logic of the educational process, the task of developing the ability to learn in a primary school student;

With the requirements of the basic educational program of primary general education of the Municipal Educational Institution “St. George’s Gymnasium”;

With the capabilities of the teaching and learning complex “Prospective Primary School”.

The program of the educational complex “Prospective Primary School” was selected in accordance with the goals and objectives of the gymnasium, the solution of which is carried out using the means of the educational complex “Prospective Primary School”:

development of the student’s personality and creative abilities;

nurturing moral and aesthetic feelings, an emotional and value-based positive attitude towards oneself and others, interest in learning;

developing the desire and ability to learn,

mastering the fundamental elements of scientific knowledge that underlie the modern scientific picture of the world, and the experience of its application and transformation in the context of solving educational and life problems,

development of independence and creative abilities of students by including them in project and research activities,

intellectual and moral development of the individual.

PLANNED SUBJECT RESULTS OF MASTERING THE SUBJECT.

Subject results of studying the course “The world around us” » , necessary for further education in the field of natural sciences and social disciplines, are:

explain the role of the main organs and organ systems in the human body;

apply knowledge about your body in life (to create a daily routine, rules of behavior, etc.);

name the basic properties of air as a gas, water as a liquid and minerals as solids;

explain how a person uses the properties of air, water, and important minerals;

explain the main difference between humans and animals;

find contradictions between nature and human economy, propose ways to eliminate them.

evaluate what is healthy and what is harmful;

prove the need for careful treatment of living organisms.

by the behavior of people, find out what emotions (experiences) they experience, what character traits they have;

distinguish different eras (times) in human history from each other;

explain the differences between people of modern humanity: distinguish between citizens of different states; a person's nationality from his race; believers of different religions and atheists.

explain what interests unite you with your relatives, friends, fellow countrymen, citizens of your country, what unites all people on Earth into one humanity;

notice and explain what people’s actions are contrary to human conscience, rules of behavior (morality and law), human rights and children’s rights. Suggest what you yourself can do to correct visible violations.

Planned resultsstudying the course “The World around us”

- find on the map the natural zones of Russia, your region, the main city of your region;

Use ready-made models and textbook illustrations to explain the reasons for the change of day and night, the change of seasons;

Find common and distinctive features of natural zones of Russia (climate, vegetation, wildlife);

Understand the need to comply with the rules of environmental behavior in nature;

Understand the need to participate within your means in protecting the nature of your native land;

Characterize the main functions of human organ systems;

Measure a person’s temperature, weight, height;

Understand the need to use knowledge about the structure and functioning of the human body to maintain and strengthen one’s health;

Extract the necessary information from the textbook and its illustrations.

THEMATIC PLANNING. 4 CLASS (68 hours)

Educational and thematic planning

around the world

Class 4 B

Teacher Davydova Svetlana Vitalievna

Number of hours

Only 68 hours; per week 2 hours

Planning is based on programs: O. N. Fedotova, G. V. Trafimova “The world around us”

Textbook Fedotova O.N., Trafimova G.V., Trafimov S.A. The world around us: 4th grade: notebook for independent work No. 1, 2 / T. – M.: Akademkniga/Textbook, 2013.

additional literature

Fedotova O.N., Trafimova G.V., Trafimov S.A. The world around us: 4th grade: method. manual for teachers - M.: Akademkniga/Textbook, 2013.

Fedotova O.K., Trofimova G.V., Trofimov S.A., Tsareva L.A. The world around us: 4th grade: notebook for independent work No. 1, 2. - M.: Akademkniga/Textbook, 2016.

CALENDAR AND THEMATIC PLANNING FOR THE 2016-2017 SCHOOL YEAR

Municipal budgetary educational institution

secondary school of Vysokogornensky urban settlement

Vaninsky municipal district of Khabarovsk Territory

I APPROVED

methodological association Director of Municipal Budgetary Educational Institution Secondary School in Vysokogorny

primary school teachers ______________/Zhavnerova L.V./

Protocol No.____ dated __________ “_____”______________2011

Head of the Ministry of Defense, first class

___________ /Soboleva S.A/

Work program on the subject

"The world"

UMK Educational system "School 2100"

The program was compiled by:

primary school teacher

Kadochnikova E.V.

I. Explanatory note

The most important tasks of education in primary school (formation of subject-specific and universal methods of action that ensure the possibility of continuing education in primary school; nurturing the ability to learn - the ability to self-organize in order to solve educational problems; individual progress in the main areas of personal development - emotional, cognitive, self-regulation) are being implemented in the process of teaching all subjects. However, each of them has its own specifics.

The subject “The World around us”, based on the skills acquired in reading, Russian language and mathematics lessons, accustoms children to a holistic, integral rational (intelligible) comprehension of the world around them, prepares them for mastering the fundamentals of knowledge in primary school, and in relation to the development of personality, its upbringing plays no less, if not more, role compared to other items.

The subject “The World around us” is the foundations of natural and social sciences. The purpose of the course on the surrounding world in elementary school is to comprehend personal experience and teach children to rationally comprehend the world.

Course objectives:

Formation of a holistic picture of the natural and social world with all the diversity of its phenomena.

Formation of an idea of ​​the place and role of man in the world around him.

Development of an emotional and value-based attitude towards the world around us.

Acquaintance with a holistic picture of the world and the formation of an evaluative, emotional attitude towards the world are the most important lines of development of the student’s personality through the course of the surrounding world

Familiarity with the principles of science gives the student the key (method) to understanding personal experience, making it possible to make the phenomena of the surrounding world understandable, familiar and predictable. The subject “The World around us” creates the foundation for a significant part of the basic school subjects: physics, chemistry, biology, geography, social studies, history. This is the first and only subject in school that depicts a wide palette of natural and social phenomena. In the future, this material will be studied in various subjects. Therefore, it is within the framework of this subject that it is possible to solve problems, for example, environmental education and upbringing.

II. General characteristics of the subject

Acquaintance with a holistic picture of the world and the formation of an evaluative, emotional attitude towards the world are the most important lines of development of the student’s personality through the course of the surrounding world.

The means of upbringing and education of primary school students is familiarity with a holistic elementary scientific picture of the world. The meaning of communicating a picture of the world is to make a person a conscious participant in life with a minimum of communicated knowledge. It is very important from the very first steps of a child at school to teach him a holistic view of the world. Then the answer to any question a student may have can be easily found, since from the very first steps of studying the world around them, children are taught to look for the place of every natural phenomenon and human economy in it.

Schoolchildren are introduced to broad ideas about the world, which form a system that covers the entire world around them. At the same time, the most important concepts studied in detail (“islands of knowledge”) explain only a small part of the world around them, but the zones of proximal development formed around them make it possible to answer most of the questions that children have. Presenting a relatively complete picture of the world will make it possible to give a creative research character to the process of studying the subject, forcing students to ask more and more new questions that clarify and help to comprehend their experience.

A person must learn to understand the world around him and understand the value and meaning of his actions and the actions of the people around him. And even if a person does not always act in accordance with his knowledge, we must give him the opportunity to live wisely and meaningfully. By regularly explaining his experience, a person learns to understand the world around him. At the same time, he constantly begins to have questions (generated by “islands of ignorance”) that require clarification. All this contributes to the emergence of the habit (skill) of explaining and comprehending one’s experience. In this case, he can learn to do any new task by mastering it on his own.

Another goal of ours is to help the student form a personal perception, emotional, and evaluative attitude towards this world. It is within the framework of this line of development that the tasks of humanistic, environmental, civic and patriotic education are solved.

By achieving these goals, we can hope that our student will be able to use the picture of the world

The activity approach is the main way of acquiring knowledge.

During the learning process, children learn to use the acquired knowledge while performing specific tasks that simulate life situations. Solving problematic creative productive problems is the main way of understanding the world. At the same time, the various knowledge that schoolchildren can remember and understand is not the only goal of learning, but serves only as one of its results. After all, sooner or later this knowledge will be studied in high school. But later, the children will not be able to get acquainted with a holistic (taking into account age) picture of the world, since they will study the world separately in classes in different subjects.

In this case, we use the minimax principle, traditional for School 2100 textbooks. According to this principle, textbooks contain redundant knowledge that children can learn and redundant tasks that students can complete. At the same time, the most important concepts and connections that are included in the minimum content (standard) and make up a relatively small part of the course must be mastered by all students.

Textbooks vary significantly in the amount of material that students can and should learn.

Thus, in general, students should develop the ability to understand and learn about the world around them, i.e. meaningfully apply the acquired knowledge to solve educational, cognitive and life problems.

III. Description of the place of the subject in the curriculum

In accordance with the federal basic curriculum, the course “The World around us” is studied in grade 1 for two hours a week. The total amount of study time is 70 hours. A special place is occupied by excursions and practical work. (Excursions are allocated in a separate block and distributed among sections of the program throughout the year) Their required minimum is determined for each section of the program. Excursions include observations, practical work: observations, experiments, measurements, work with ready-made models, independent creation of simple models. A special place in the program is occupied by the regional component, the hours of which are distributed in accordance with the material being studied.

IV. Description of value guidelines for the content of the academic subject

The value of life is the recognition of human life and the existence of living things in nature as a whole as the greatest value, as the basis for true environmental consciousness.

The value of nature is based on the universal human value of life, on the awareness of oneself as part of the natural world - part of living and inanimate nature. Love for nature means, first of all, caring for it as an environment for human habitation and survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.

The value of a person as a rational being striving for goodness and self-improvement, the importance and necessity of maintaining a healthy lifestyle in the unity of its components: physical, mental and socio-moral health.

The value of goodness is a person’s focus on developing and preserving life, through compassion and mercy as a manifestation of the highest human ability - love.

The value of truth is the value of scientific knowledge as part of the culture of humanity, reason, understanding of the essence of being, the universe.

The value of the family as the first and most significant social and educational environment for the development of a child, ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thereby the viability of Russian society.

The value of labor and creativity as a natural condition of human life, a state of normal human existence.

The value of freedom as the freedom of a person to choose his thoughts and actions, but freedom naturally limited by the norms, rules, laws of society, of which a person is always a member in all social essence.

The value of social solidarity as the recognition of human rights and freedoms, the possession of feelings of justice, mercy, honor, dignity in relation to oneself and to other people.

The value of citizenship is a person’s awareness of himself as a member of society, a people, a representative of the country and state.

The value of patriotism is one of the manifestations of a person’s spiritual maturity, expressed in love for Russia, the people, the small homeland, and in the conscious desire to serve the Fatherland.

The value of humanity is a person’s awareness of himself as part of the world community, the existence and progress of which requires peace, cooperation of peoples and respect for the diversity of their cultures.

Teaching and learning on the surrounding world harmoniously combines subject and personal, meta-subject results.

The personal results of studying the course “The World Around us” in 1st grade are the formation of the following skills:

Evaluate life situations (people’s actions) from the point of view of generally accepted norms and values: in the proposed situations, note specific actions that can be assessed as good or bad.

Explain from the perspective of universal moral values ​​why specific actions can be assessed as good or bad.

Independently determine and express the simplest rules of behavior common to all people (the foundations of universal moral values).

In the proposed situations, based on simple rules of behavior common to everyone, make a choice about what action to take.

The means to achieve these results are the educational material and textbook assignments, which provide the 2nd line of development - the ability to determine one’s attitude to the world.

The meta-subject results of studying the course “The World Around us” in the 1st grade is the formation of the following universal learning actions (UAL).

Regulatory UUD:

Determine and formulate the purpose of the activity in the lesson with the help of the teacher.

Talk through the sequence of actions in the lesson.

Learn to express your assumption (version) based on working with textbook illustrations.

Learn to work according to the plan proposed by the teacher.

The means of forming these actions is the technology of problem dialogue at the stage of learning new material.

Learn to distinguish a correctly completed task from an incorrect one.

Learn together with the teacher and other students to give an emotional assessment of the class’s activities in the lesson.

The means of forming these actions is the technology of assessing educational achievements (academic success).

Cognitive UUD:

To navigate your knowledge system: distinguish new things from what you already know with the help of a teacher.

Make a preliminary selection of sources of information: navigate in the textbook (on the double page, in the table of contents, in the dictionary).

Gain new knowledge: find answers to questions using the textbook, your life experience and information received in class.

Process the information received: draw conclusions as a result of joint work of the whole class.

Process the information received: compare and group objects and their images.

Convert information from one form to another: retell small texts in detail, name their topic.

The means of forming these actions are the educational material and textbook assignments, which provide the 1st line of development - the ability to explain the world.

Communication UUD:

Convey your position to others: express your thoughts in oral and written speech (at the level of a sentence or a short text).

Listen and understand the speech of others.

The means of forming these actions is the technology of problem dialogue (inviting and leading dialogue).

Jointly agree on the rules of communication and behavior at school and follow them.

Learn to perform different roles in a group (leader, performer, critic).

The means of forming these actions is work in small groups (this option for conducting lessons is given in the methodological recommendations).

The substantive results of studying the course “The World around us” in the 1st grade are the formation of the following skills.

1st line of development – ​​to be able to explain the world:

Name surrounding objects and their relationships;

Explain how people help each other live;

Name living and non-living natural resources and their role in human life;

Name the main features of each season.

2nd line of development – ​​to be able to determine your attitude to the world:

Assess the correctness of people’s behavior in nature;

assess the correctness of behavior in everyday life (rules of communication, rules of life safety, traffic rules).

1st class. “Me and the world around” (66 h)

How we understand each other (9 hours) Schoolboy, his responsibilities. School. The hand and index finger are the simplest way to communicate. Hand. The index finger, its role in showing objects. Speech is the main way people communicate. Using a word to name an object, sign, action. Objects that cannot be pointed out with a finger (distant, fabulous, objects in the future).

The benefits of sharing knowledge between people. The transfer and accumulation of life experience is the basis of people's well-being. Source of life experience: own experience, knowledge of other people, books.

The concepts of “right”, “left”, “middle”, “behind”, “in front”, “front”, “behind”, “forward”, “back”, “left”, “right”, “above”, “ below”, “top”, “bottom”, “earlier” and “later”.

How do we know what is in front of us (4 hours) Objects and their signs. The signs are common to other objects and unique. Distinguishing objects by characteristics. Comparing the characteristics of a given item with others. The properties of objects, their parts and actions with them allow us to distinguish objects. Combinations of items. Signs of combinations: objects as signs; objects with certain characteristics.

How do you recognize the world (4 hours) Human sense organs. The eyes are the organ of vision, the ears are the organ of hearing, the nose is the organ of smell, the tongue is the organ of taste, the skin is the organ of touch. Memory is a repository of experience. Mind. Helping parents and teachers help children learn about the world. The book stores the knowledge and experience of people. Encyclopedia.

Your family and your friends (7 hours) Your family and its composition. Mutual assistance in the family. The role of each member in the family, the “professions” of family members. Your help to the family. What qualities should a family have?

Rules for safe behavior at home. Dangerous and toxic substances. How to behave in the kitchen, in the bath. Rules for using electrical appliances. Fire safety rules. Be careful when interacting with strangers and strangers.

Friend and friends. Communication as the interaction of people, the exchange of thoughts, knowledge, feelings, influence on each other. The importance of communication in human life. Ability to communicate. The role of polite words in communication. Smile and its role. Expressing greetings and farewells, gratitude, requests, apologies, refusals, disagreements. How to listen to your interlocutor. Miracles of communication (listening, talking, music, drawings, dancing, etc.). Types of communication in humans and animals, their similarities.

What surrounds us (10 hours) The city and its features. Residential area: houses, streets, parks. Urban transport. Mutual assistance between people of different professions is the basis of city life. Traveling around the city: residential areas, plants and factories, business and scientific center of the city, recreation area. The village and its features. The life of people in villages and villages. Growing plants in vegetable gardens, orchards and fields, raising domestic animals. Rules for safe behavior on the street. Traffic light. Road signs.

The relationship between people of different professions in the process of bread production. Fairy-tale hero Kolobok and his journey. Human economy. The role of natural resources. Extraction from underground storerooms. Making things in factories and factories. Agricultural plants and animals, their help to humans. Agriculture: crop production and livestock production. Service sector. Transport.

Human dependence on nature. Living natural resources: animals and plants. Non-living natural resources: air, soil, water, underground reserves. Forces of nature - wind, sunlight, river flows. The role of natural resources in the human economy. Careful attitude towards natural resources. Solid, liquid and gaseous bodies, their display in Russian. Three states of water: solid (ice, snow), liquid (water), gaseous (steam).

Excursion “Safe road to school”.

Living inhabitants of the planet (9 hours) Plants, mushrooms, animals, humans are living organisms. Growth, respiration, nutrition, reproduction are the properties of living organisms. Mortality of living organisms. Caring attitude towards living inhabitants of the Earth.

Similarities between plants and animals: breathing, nutrition, growth, development, reproduction. Plants feed all the inhabitants of the Earth and saturate the air with oxygen. Plants are the “breadwinners”. Animals are more often mobile, looking for prey, eating food. Their “profession” is “eaters”. The protection of living organisms in nature is the most important concern of humans. Variety of plants (flowering and non-flowering plants). Mushrooms. Variety of animals. The connection of living organisms of different “professions” with each other. Their adaptability to their place of life.

Cultivated plants and domestic animals are our friends. A person's concern for them. Dogs are human helpers. Origin and breeds of dogs. Houseplants are aliens from different countries. Plant care (regular watering, light). A rural house and its inhabitants - animals, their use by humans. Taking care of pets. Cultivated plants. Garden, vegetable and field plants are human breadwinners. Fruits and vegetables. Edible parts of plants.

A person, like an animal, breathes, eats and gives birth to young. Similarities between humans and animals. Familiarity with the purpose of various parts of the human body. Man is a rational being. Making things. Actions characteristic of a rational being. Caring for nature.

Ecology is the science of how to live in peace with nature without violating its laws. Rules of behavior in nature. Tasks for students to test their intelligence: what can and cannot be done in nature. Respect for the environment.

Why and why (2 hours) The sequence of events and its reasons. Cause and investigation.

Seasons (12 hours) Autumn. Signs of autumn: cooling, short days, falling leaves, ice on puddles. Leaf coloring. Preparing animals for winter.

Winter. Signs of winter. Weather in winter. Snow, snowflake, icicle, frosty patterns. Animals and plants in winter. Help animals.

Spring. Signs of spring: ice drift, snow melting, leaves blooming, birds arriving, plants beginning to bloom, birds nesting. Flowers are primroses. Birds and their nests.

Summer. Signs of summer: long days, short nights, bright sun, thunderstorm (thunder, lightning). Folk signs. All living things bring offspring, ripening fruits. Mushrooms. Journey of water. Rules of behavior during a thunderstorm. Nests and dens of animals.

Excursion to the park "Autumn Nature".

Excursion to the Winter Nature Park.

Excursion to the “Spring Nature” park.

Repetition of the covered material – 5 hours.

Hours at the discretion of the teacher - 4 hours.

1. This teaching aid implements the activity approach through a number of activity-oriented principles, namely:

a) The principle of learning activities. In accordance with the technology of problem dialogue, students in the lesson participate in the joint discovery of knowledge based on the purpose of the activity formulated by the students themselves. Children develop the ability to set a goal for their activities, plan work to implement it, and evaluate the results of achievement in accordance with the plan. This is supported by the student article “How to Work from a Textbook,” which describes in detail how to study from a textbook, as well as the methodological apparatus. The most important activity is the implementation of productive tasks, the answers to which cannot be found in a textbook, but must be obtained as a result of mental actions to analyze and synthesize the information available in it.

b) Principles of controlled transition from activity in a learning situation to activity in a life situation and from joint educational and cognitive activity to independent activity. The educational complex provides a system for the work of the teacher and the class to develop skills in problem solving. At first, together with the teacher, students perform reproductive tasks that allow them to understand the topic, then comes the turn of productive tasks, in which students try to apply the acquired knowledge in a new situation. Finally, at the end of studying the topics, the children solve life problems (simulating real-life situations) and participate in working on projects.

2. In all lessons of learning a new educational complex, it is based on the technology of problem dialogue. In accordance with this technology, in the textbook, starting from grades 2-3, problematic situations are introduced that stimulate students to set goals, questions are given to update the necessary knowledge, and a conclusion is given that students should come to during the lesson. Dividing the text into sections allows you to teach schoolchildren how to draw up a plan. Finally, when presenting material in accordance with this technology, the presentation of educational material itself is problematic.

3-4. The organization of the textbook promotes the use of various forms of learning activities. There are joint educational and cognitive activities with the teacher, work in groups and independent work of children. So, for example, working with textbooks from the surrounding world in the problem-dialogical technology specified by methodological recommendations, a teacher can use textbook assignments to organize frontal, group and individual forms of learning. The tasks formulated in the textbook allow you to use all these forms when creating a problem situation, finding a solution to a problem, and consolidating knowledge. For example, already on the first pages of the 1st grade textbook there are both relatively simple tasks for frontal work (What kind of fairy tale is this? Tell us who is drawn here. How did the wolf help Ivan Tsarevich?), and more complex problem tasks for joint discussion (How is it easier something to do: alone or with friends?), finally, tasks for working in pairs, in which the role of each student is clearly stated (Make up a story with a friend. Let one start, and the other continue). Later, starting from the second half of 1st grade, tasks appear for work in small groups (Play this game with friends. First player: “I can’t do without the book that is printed for me...” Second player: “... a printing house worker who cannot do without...” - and so on. The one who was unable to continue the chain is eliminated from the game.)

Tasks in 2nd and especially 3rd grade become more complicated, the roles of students when working in a group are differentiated (Play the game “Detective”. The goal of the game is to be the first to guess the intended word using the questions asked. One of the players will be a WITNESS, he guesses the word and answers the questions The rest of the players are DETECTIVES. They ask questions and guess the word.)

Starting from the 2nd grade, the educational complex uses tasks for independent work, including homework (task from the workbook: Carry out an experiment. Build a mountain out of sand and clay. Draw it. Then make it rain: water the mountain with a watering can. Draw what happened to mountain Read the conclusion, filling in the words.

5. Teaching and learning on the surrounding world harmoniously combines subject and meta-subject results. Subject skills are listed in the program, the table of requirements in the school diary of the School 2100 educational system, at the beginning of each section of the textbook and next to each task in the notebook for tests and tests. General educational skills (metasubject results) are listed in the student’s diary, and in addition, they are an integral part of the methodological apparatus of the textbook. Thus, organizational skills (regulatory in the terminology of the Federal State Educational Standard), being the most important result of the technology of problem dialogue, are included in the form of symbols in all textbooks. Intellectual (cognitive in the terminology of the Federal State Educational Standard) and evaluative (personal results) are marked in all tasks, starting from 3rd grade. Thus, both the student and the teacher are informed about their success in achieving subject and meta-subject results.

6. The educational complex is based on modern scientific ideas about the age characteristics of students of a given school age. All textbooks were created in accordance with the principle of adaptability and psychological comfort for children.

The specificity of understanding the experience of a modern child is that his experience is unusually broad, but largely virtual, i.e. received not through direct communication with the outside world, but indirectly, through the media and, above all, television. The role of virtual experience will only increase in the future due to the widespread use of the computer and the Internet.

Television is not focused on systematic children's education, although it is becoming the main “window” into the world around us. Therefore, without being able to resist the negative influences of virtual experience, the school should, if possible, use it for educational purposes. This leads to the need to expand the content of the subject “The World Around Us,” which should provide answers to the various needs of children’s experiences, including virtual ones. This textbook allows every student to find answers to questions that interest him.

7. The notebook for tests and tests (in the 1st grade, independent and final) offers an assessment mechanism that allows you to track the dynamics of students’ personal achievements. All tests and tests “monitor” students’ achievements along subject lines of development at three main levels: necessary, program and maximum. They are provided with an indication of the skill that is being tested. At the same time, the tasks are designed in such a way that students themselves can see at what stage of their personal trajectory they are currently located.

As part of the educational system “School 2100”, a technology for assessing educational success has been created and approved by the Russian Academy of Education, which is aimed at involving students in the process of their assessment and developing self-esteem.

8. The educational tasks of this educational complex are designed from the point of view of the development of learning skills in accordance with the age capabilities of children.

1) Regulatory– choose the goal of the activity, act according to the plan, compare your actions with the goal, find and correct errors, check and evaluate the result:

The 1st grade textbook offers problematic questions for students to discuss and conclusions in a frame to check the correctness and effectiveness of actions. Thus, schoolchildren learn to compare their actions with a goal.

A significant part of the lessons of the 2nd grade and all lessons of the 3rd-4th grades include problem situations that allow students, together with the teacher, to choose the goal of the activity (to formulate the main problem (question) of the lesson); the author’s versions of such questions will help to assess the correctness of the students’ actions. The main conclusion given in the framework at the end of all topics in all textbooks without exception will help you check and evaluate the result.

Examples of problem situations:

1. Textbook for grade 2, part 1 (p. 62)
   Lena: It's warmer in the south. It's hot there even in winter.
   Misha: What about the South Pole? It's Antarctica!
   What do you think: where is it warmer?
2. Textbook for grade 4, part 1 (p. 12)
   Lena: The cells of our body are so delicate! They probably feel good inside the body. But what about those who are outside!?
   Misha: Just on the very surface of the body, the cells are not afraid of anything: after all, they are dead.
   How can dead cells protect our body?

2) Communication– conduct a dialogue, understand the point of view of another, extract information given in implicit form, be able to formulate a statement:

A system of tasks aimed at organizing communication in a pair or group of students is devoted to the formation of communicative universal educational actions.

1. Textbook for 1st grade, part 1 (p. 29)
   Build a city from cubes. Now let's play as the driver and co-driver of a racing car. The navigator mentally plots the route and explains to the driver where he should go.
2. Textbook for 1st grade, part 1 (p. 33)
   Let's play! Let one of you be a robot and the other an inventor. We carry out tests: the robot searches for a hidden object. The tester gives him commands - words indicating directions.
3. The 2nd grade textbook teaches students to discover knowledge through dialogue with the teacher. For this purpose, in each topic, the most important material is organized in the form of dialogue. Students listen to a specific question about a drawing, try to answer it, and compare their answer with the more general answer in the textbook. We give an example of text for organizing dialogue in part 1 on p. 26.

   Question: Is it possible to reach the horizon?
   Answer: It is impossible to reach the horizon: it “runs away” from us all the time. He doesn't even get closer no matter how much we walk. This means that the horizon is not the edge of the earth, but an imaginary line. The land continues behind her.

   Question: Look at the ball: you see its “edge”. Will the “edge” of the ball move if you take a step to the side?
   Answer: This is exactly how it should be on earth if we walk on the surface of a ball. Looking at the Moon - a spherical celestial body - people began to guess that the Earth also has the shape of a ball. Over time, evidence of this was found.

4. Continuation of the line of tasks on organizing work in a group. Workbook for grade 2 (p. 32)
   You and your seatmate are going on a flight. The starting place is your home school. One of you will be the pilot: he chooses the flight direction and writes it down in the table. Another writes the name of the continent or ocean under the wing. Then you switch roles and continue your journey without flying anywhere twice.
5. Continuation of the line of tasks on organizing work in a group. Workbook for grade 3 (p. 4)
   Play with a friend. One of you names a living being or mechanism, and the other - the source of its energy. If the second player correctly named the energy source, then the players change places. The one who will be the leader more often wins.
6. In the 2nd grade textbook, part of the time is devoted to teaching children how to prepare messages (reports). For this purpose, a memo is provided to students, the topics of the reports and the text are given in the format of ordinary children's encyclopedias (the topics of the reports do not exactly correspond to the rubric of the “built-in encyclopedia”, etc.).

3) Cognitive– extract information, draw logical conclusions, etc.

A distinctive feature of all textbooks of the educational system “School 2100” and the textbook of the surrounding world in particular is the widespread use of productive tasks, i.e. tasks for which there is no direct answer in the text of the textbook, but only hints. Such tasks allow students to learn how to apply knowledge in a new situation, i.e. to form cognitive universal educational actions. Similar tasks aimed at explaining the world around us are marked in blue in the text of the textbook, starting from grade 3 - the first letter of the first word.

Examples of productive tasks:

1. 1st grade textbook, part 2 (p. 46)
   What properties of living organisms can we detect in inanimate objects? What properties of living organisms do they not possess? Find common features and differences in each pair of pictures.
2. Textbook for 1st grade, part 2 (p. 53)
   The little frog jumped and shouted: “I’m green, which means I’m a plant!” What did the smart duckling Quack answer him?
3. Textbook for grade 2, part 1 (p. 23)
   Imagine that you are on a desert island. How do you tell the time without a watch? How do you determine the cardinal directions?
4. Textbook for grade 4, part 1 (p. 41)
   Imagine that you feel all the signals coming from your internal organs and must monitor their work. What difficulties and advantages would you have if you did this?

Another feature characteristic of textbooks in the world around us is the minimax principle, according to which not only the educational material required for study is included (the minimum, which is tested in tests), but also additional material (the maximum). During the lesson, students look for the answer to the question they formulated and learn to find and select the necessary information, checking the accuracy of their work using the conclusion in the box.

4) Personal.

One of the goals of the subject “The World Around us” in the authors’ program is to teach schoolchildren to explain their attitude to the world. This approach allows the teacher not to impose the “correct” attitude towards the environment, but to correct the child’s worldview, his moral attitudes and values. A whole line of development serves these purposes. Starting from grade 3, such tasks in the textbook are marked in red - the first letter of the first word.

Examples of tasks to explain your attitude to the world:

1. Textbook for 1st grade, part 2 (p. 72)
   In what pictures does a person behave like a rational being? Where is he being unreasonable? Explain why you think so.
2. Textbook for 3rd grade, part 2 (p. 21)
   Explain what the words mean to you: “My Motherland is Russia!”
3. Textbook for 4th grade, part 1 (p. 25)
   Formulate your own healthy eating rules and explain their meaning.

9. Children's independence in this educational complex is formed if the teacher, in his lessons and in extracurricular interaction with students, fully and consciously follows such pedagogical technologies as problem-dialogical, assessment of educational success and project-based.

For example, at the end of each section of the textbook there is a life task that allows you to learn to apply the knowledge acquired in this section in everyday situations that may occur. There are also examples of projects that schoolchildren can choose and implement.

10. Control actions in this educational complex are carried out on the basis of the technology for assessing educational success proposed by the authors. Recommendations for conducting control based on students’ self-assessment and comparing this self-assessment with the assessment of class students and the teacher are given in the methodological recommendations for each subject.

The notebooks for testing and control work included in the teaching materials (in 1st grade, independent and final) contain the necessary set for control, including the final one. At the same time, the tasks are provided with instructions on the skills being tested and include multi-level options.

11. This educational complex really creates the conditions for motivating a student to learn by taking into account the age characteristics of children, adequately selected problem situations in lessons, the selection of non-standard productive tasks that activate the intellectual sphere of activity of students, through the design and design of teaching aids that are interesting for children.

12. Author's texts with the participation of cross-cutting characters require collaboration between the teacher and the class in an equal dialogue between readers, and also involve work in pairs and small groups. In the introductory text, students receive information about what the goals of the subject are (Why will we learn?), what ways the authors propose to learn (How will we learn?), and what the authors want students to learn (What will we learn?). Confidential conversation allows you to explain to students the goals of the authors and ensure effective interaction between the student and the textbook under the guidance of the teacher. This is also facilitated by conventional signs, which are explained in detail. It is this co-creation of students and authors that allows us to hope for the achievement of personal, social and cognitive development of students.

13. Each textbook of this educational complex is written personally for each child and is addressed to him. It is expected to work in a personal development trajectory, select tasks, and a system of working on them, focused on the child’s individuality. This approach, characteristic of all authors of this teaching aid, is based on the minimax principle common to the School 2100 OS. Moreover, in each topic, the student can master the content both at the minimum level (tested in tests) and at the maximum level. In this way, the student will be able to build his own individual trajectory for studying the subject.

Federal State Standard of Primary General Education.

Comparative analysis of existing educational and methodological kits on the subject “The World around us”, corresponding to the Federal State Educational Standards of NEO

Questions and assignments for the lesson:

1. Clarify what the terms mean: “goal of the course”, “learning objectives”, “principles of learning”, “content of learning”, “expected result”.

2. Name the goals and objectives of teaching the subject “The World Around You”.

3. What specific natural science teaching principles do you know? List.

4. Indicate the functions and features of the textbook in the teaching aid system.

5. Explain the statement: “A textbook is a model of a holistic learning process.”

6. Name the structural components of the textbook and describe them.

Task 1. Goals, objectives, planned results of studying the subject “The World around us” in the light of the Federal State Educational Standard of the second generation.

Explore the materials FEDERAL STATE STANDARD OF PRIMARY GENERAL EDUCATION (FSES NOO). Pay attention to the structural elements of the new Federal State Educational Standard for primary school. Identify the objectives of studying the subject “The World Around You”, the requirements for the planned results and the system for assessing these results. Record the results in the output (written in notebook).

Task 2. The concept of spiritual and moral development and personality education of a Russian citizen as the methodological basis of the second generation Federal State Educational Standard.

Explore the materials " Concepts of spiritual and moral development and education of the personality of a citizen of Russia" and write down the basic national values ​​represented in it. Correlate them with the value guidelines of the work programs of the subject “The World around us” of various educational complexes (“School 2100”, “School of Russia”). Select examples of the content of the course “The World Around You” that allow you to form the mentioned value guidelines. Write down the results of your work in your notebooks.

Task 3. Comparative analysis of work programs on the surrounding world for primary schools, developed according to the second generation Federal State Educational Standard.

Study the texts of work programs developed in accordance with the FEDERAL STATE STANDARD OF PRIMARY GENERAL EDUCATION: A.A. Pleshakova “The world around us” (Educational and educational complex "School of Russia"), A.A. Vakhrushev “The world around us” (UMK "School 2100"). Perform an analysis of work programs on the surrounding world for elementary schools. Enter the results in table No. 1 .

Analyze the information obtained in the table. List the distinguishing features of each course. Reflect the results of your work in table No. 1 (conclusion). Please mark which provisions of the Federal State Educational Standard of the 2nd generation NEO and the Concept of spiritual and moral development and education of a citizen of Russia are most fully reflected by the authors in the program for the subject “The World Around us”. How are the stated goals of the course implemented in the objectives of these courses, ideas, and principles for constructing training in this course? List the teaching methods proposed by the authors and determine their correspondence to the age characteristics of younger schoolchildren, the material being studied and the possibility of their implementation using the specified teaching aids in the program of this course. Please note how the content of the course “The World Around You” is distributed among classes in these educational complexes. Record the results in the output to table No. 1 ( conclusion).

Table 1

Comparative analysis of programs on the subject “The Environment”

Task 4. Comparison of requirements for the achievements of a primary school student in the subject “The World Around us”(different programs) .

Compare the achievement requirements for junior schoolchildren in different programs. Correlate them with the requirements of the Federal State Educational Standard of the 2nd generation. Reflect the results of the work in table No. 2 and draw a conclusion.