Recent times theme of various alphabets and alphabets For me personally, it has become simply burning. My one-year-old son was carried away by letters, and he was seriously carried away, he sees them everywhere, tries several times to the best of his ability to repeat any sound (I’m already talking about the fact that it’s more adequate to name sounds, not letters, with my son, I do that) , shows in books, on signs, calls himself or asks to call me.
Now there are a great many manuals and just toys with the alphabet and letters, but I had to examine them with prejudice and meticulously choose the options most worthy of my little letter fan. I will tell you about what caught my eye and what, to put it mildly, surprised me.
The first masterpiece we have at home is « Nautical alphabet» , it has several modes, the most decent of which, in my opinion, is the one where they just play melodies that are not connected with letters in any way.
Everything else is very, very debatable. In the first mode, in response to pressing a button with a letter, we hear its name “be”, “ha”, etc., and already one of the following modes confirms my firm conviction that to teach children at first, and for reading in general, you need sounds, and not letters at all. "Naval alphabet" asks you to compose a word, for example "mouth", you successively press the necessary letters, she says "er", "o", "te", after which she concludes "mouth" and praises you for a correctly completed task. Of course, I’m glad that I’m doing well, but even for an adult who can read, it’s not clear to me how “mouth” came out of “erote” (I’ll even now omit my associations :), and what, in fact, is correct in this .. And I'm not talking about a purely physical flaw - the letters are embossed, but the colors of the same as the background of the button on which they are written are poorly and indistinctly visible.
Long before my son’s interest in letters, I bought a board that is proudly called in the product catalog "Russian alphabet", I must admit, I didn’t see it in the picture, but when I saw it already at home, I concluded that it could be anything, but the alphabet was not familiar to the Russian ear and eye.
As my friend quite rightly said the other day - “I can’t understand why it even occurred to people to change half of the letters in places ...”, and my husband suggested that this alphabet is designed to destroy established stereotypes :)
Yes, the reasons for such authorial rearrangements in the alphabet are indeed completely incomprehensible, and, needless to say, the sequence of letters of the Russian alphabet should not be given on this didactic material.
Another important thing to pay attention to when choosing similar alphabets with pictures for each letter is that the drawn pictures should have an unambiguous, and the first thing that comes to the mind of the child, the name- thus, no letter "e" drawn next to the "Christmas tree" will convince the child that the picture is not a Christmas tree, but a spruce. Interestingly, the creators themselves, too, before the new year, rush around the city in search of spruce, decorate the spruce and dance around the spruce? :)
And about one more point, which few people pay attention to, but, nevertheless, it is very important and can really confuse children who are not yet experienced in reading - many sounds are distorted in some positions. So, for example, consonants can sound soft after softening vowels, for example, in the word "lion", and this picture (like the fox shown here) is very popular in the alphabets on the letter "l", it sounds like "l", but not "l". ”, the same with the very popular “sofa” and “ball”. And unstressed vowels can generally “pretend” with other sounds, there are huge problems in this sense with the letter “o”, which is very rare in a stressed position and at the same time at the beginning of a word, and most alphabets suggest that we hear the sound “o” in the words “monkey” ”, “window”, “cucumber” or “sheep”. Say them, and if you hear exactly “o” at the beginning, I will gladly admit that I was wrong (it can save a drawn donkey if you have time to quickly call it a donkey, an alphabet with a picture “cloud” or in other words, where “o” is indeed, I personally have never seen “o”, if you find and show, I will be very grateful).
A win-win option for us was the letters from the set magnetic alphabet, fortunately, there’s really little to spoil here, though it remains a mystery to me on what basis and for what cunning purpose the same letters (in a set of several identical letters) are painted in different colors and why the letters are red, blue, green and yellow flowers.
Now my son is saved mainly by self-made (multi-made) letters, and I will tell about our games with letters separately, as well as about how to choose the right primer, probably ...
And now the summary when buying an alphabet or some games with letters for your child, make sure that:
The letters were clearly visible (as for the alphabets with pictures, it would be very good if the pictures did not run into the letters, since the image of the letter should be clear)
. all letters were the same size
. the colors of the letters were as "classical" as possible (vowels - red, consonants - blue, soft and hard signs - green, or all letters are black)
. the pictures under the letters were recognizable and as close as possible to the real ones
. the objects depicted in the pictures were interpreted unambiguously and preferably, had one most common name, then the child will name the depicted objects correctly (if there is even the slightest doubt, have time to name what is drawn in the picture first, without giving the child room for imagination)
. the names of the corresponding objects really began with the sound next to which they were drawn (unstressed vowels at the beginning of words may not sound like the child needs to hear to recognize the letter, softening vowels after a consonant make the consonant sound soft)
. it’s better not to buy an electronic alphabet for kids at all, who still have a strong desire to just poke buttons - they will press everything, the sounds will be pronounced in a “heap” and the child will have the same “heap-small” in his head.
Photos used in the article from sites.
The analysis was:
Tkachenko S.N.,
biology and chemistry teacher
MBOU secondary school No. 2 of Kimovsk
year 2013
Analysis of teaching materials in chemistry for grades 8-11Rudzitis G.E., Feldman F.G.
(publishing house "Enlightenment")
The composition of the EMC "Chemistry" for grades 8-11:
Chemistry course program for grades 8-9 educational institutions, chemistry course program for grades 10-11 of educational institutions (basic level).
Textbooks with application on electronic media. 8, 9, 10 (basic level), 11 (basic level) classes. Authors: Rudzitis G.E., Feldman F.G.
Workbooks. 8, 9 grades.
Task book with "assistant". 8-9 grades, 10-11 grades. Authors: Gara N.N., Gabruseva N.I.
Didactic materials. 8-9 grades. Radetsky A.M.
Didactic materials. 10-11 grades.
Teacher's guide. 8, 9, 10 (basic level), 11 (basic level) classes.
Program for grades 8-9
The content of this course presents fundamental theoretical knowledge, including the study of the composition and structure of substances, the dependence of their properties on the structure, the design of substances with desired properties, the study of the laws of chemical transformations and ways to control them in order to obtain substances, materials, energy. The factual part of the program includes information about inorganic and organic substances. The theoretical basis for the study of inorganic chemistry is atomic and molecular science, periodic law DI. Mendeleev with brief information about the structure of atoms, types chemical bond, regularities chemical reactions. The study of organic chemistry is based on the teachings of A.M. Butlerov about chemical structure substances. In the study of the course, a large role is given to the chemical experiment.
Program for 10 - 11 grades (basic level)
The program is compiled at the basic level in two versions: 140 hours/year (2 hours/week) and 70 hours/year (1 hour/week). This program is recommended for students who have not chosen their future specialty related to chemistry.
Students study this course after a chemistry course for grades 8-9, where they got acquainted with the most important chemical concepts, inorganic and organic matter used in industry and everyday life. The program provides for the formation of students' general educational skills, universal methods of activity and key competencies.
Grade 10 course - organic chemistry, theoretical basis which constitutes the theory of structure organic compounds.
The whole course is permeated with the idea of the dependence of the properties of substances on the composition and structure, on the nature functional groups, as well as genetic links between classes of organic compounds.
The 11th grade course is a systematization, generalization, deepening of knowledge about previously studied theories and laws chemical science, chemical processes and productions.
The program of the chemistry course is built on the basis of a concentric approach. Its peculiarity is to maintain a high theoretical level and make learning as developing as possible.
textbooks
Chemistry G.E. Rudzitis, F.G. Feldman, brought in line with the requirements federal component State Educational Standard, retained their best qualities- traditional, fundamental, clear structure, which are combined with a lively, entertaining and accessible form presentation. The material of textbooks is presented consistently, logically, has a strict structure, which allows modeling the educational process using modern technologies. Some concepts and definitions have been clarified in accordance with modern scientific concepts, new paragraphs have been added. The theoretical material is presented in an accessible and concise manner, in the paragraphs there are portraits of scientists and annotations of their most important discoveries; the heading "Do you know what ..." allows you to get additional knowledge necessary in life. All this in general contributes to the education of general cultural and universal values in students.
A differentiated approach to the presentation of tasks and exercises at the end of paragraphs allows you to identify the level of assimilation of the subject. The key topics of the chemistry course are disclosed logically, consistently, the principle of scientific nature of the material is maintained. Pivot tables chemical properties allow students to focus on their study. The textbook traces interdisciplinary connections. The undoubted advantage of textbooks is an illustrative series; it is chosen well and, most importantly, informative. It is distinguished by simplicity, accessibility, clarity of the image, the absence of unnecessary details that distract the attention of schoolchildren, full compliance with the material presented, compliance with the age and psycho-emotional characteristics of students of the corresponding class.
The textbooks come with an electronic application that contains the entire textbook, the necessary tables, many images and videos of laboratory experiments illustrating the methods of obtaining and properties chemical compounds.
The textbooks that are part of the educational and methodological complex are included in the Federal List of Textbooks Recommended by the Ministry of Education and Science Russian Federation for use in educational process in educational institutions. All of them meet the requirements of the federal basic curriculum and the federal component of the state standard, the concept of modernization of Russian education.
Electronic supplements to the textbook
are integral part UMK "Chemistry" G.E. Rudzitis, F.G. Feldman. The structure of the application corresponds to the structure of the textbook, the electronic spread is completely identical to the spread of the textbook. On the electronic spread in the form of active zones, the most important content components are highlighted. This turns the electronic spread into a kind of reference abstract. Each of the selected active zones contains a variety of additional multimedia resources: colorful animations; biographies; verification test tasks; interactive models of molecules; additional text materials; dictionary of chemical terms; interactive periodic system DI. Mendeleev; examples of problem solving. In total, the electronic application includes more than 1200 multimedia resources.
Workbooks
designed to do homework, consolidate the material covered, self-test knowledge, prepare for tests.
Task book with "assistant"
contains brief information, algorithms for solving computational problems in chemistry, tasks and test tasks. It can be used to do homework, self-test knowledge, prepare for tests and final certification for the course of the main school.
Didactic materials
revised in accordance with the presentation of the material in the textbooks of grades 8 and 9, grades 10 and 11 by G.E. Rudzitis, F.G. Feldman. Each work of the didactic manual contains four options for tasks. Tasks differ in didactic goals: some of them require students to simply reproduce the material, others force them to compare and analyze, and others require creative understanding and application of knowledge in new situations. Tasks for the final test of students' knowledge are given. The manual can be used with any primary school textbooks.
AT teacher's manual
the textbooks for each lesson define the topic, purpose, basic concepts, planned learning outcomes, summary, homework. The manual also includes examples of control and verification work, test tasks. Algorithms for compiling chemical formulas, reaction equations, solutions of computational problems.
| subject | title curriculum | used textbooks (name, author, year of publication) | used teacher manuals and for students |
| Chemistry, | | Chemistry: inorgan. chemistry: textbook. for 8 cells. general education institutions / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2013. | For the teacher: 1. Gara N.N. Chemistry: lessons in grade 8: a guide for the teacher. – M.: Enlightenment, 2008. For students: 2. Chemistry. Workbook. Grade 8: allowance for students of educational institutions / N.N. Gabruseva . - M., Education, 2012. |
| Chemistry, | N.N. Gara. Programs of educational institutions: Chemistry: grades 8-9, grades 10-11. - M.: Enlightenment, 2008 | Chemistry. Inorganic chemistry. Organic chemistry. Grade 9: textbook. for general education institutions / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2013. | For the teacher: 1. Gara N.N. Chemistry: lessons in grade 9: a guide for the teacher. – M.: Enlightenment, 2008. 1. Chemistry. Task book with "assistant". Grades 8-9: a manual for students of educational institutions / N.N. Gara, N.I. Gabrusev. – M.: Enlightenment, 2011. 2. Chemistry. Workbook. Grade 9: allowance for students of educational institutions / N.N. Gabruseva . - M., Education, 2012. |
| Chemistry, grade 10 (a basic level of) | | Chemistry. Organic chemistry. Grade 10: textbook. for general education institutions: basic level / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2012. | For the teacher: 1. Gara N.N. Chemistry. Lessons in grade 10: a guide for teachers of educational institutions. – M.: Enlightenment, 2009. For students: |
| Chemistry, (a basic level of) | N.N. Gara. Programs of educational institutions: Chemistry: grades 8-9, grades 10-11. – M.: Enlightenment, 2008. | Chemistry. Basics general chemistry. Grade 11: textbook. for general education institutions: basic level / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2013. | For the teacher: 1. Gara N.N. Chemistry. Lessons in grade 11: a guide for teachers of educational institutions. – M.: Enlightenment, 2009. For students: 1. Chemistry. Task book with "assistant". Grades 10-11: a manual for students of educational institutions / N.N. Gara, N.I. Gabrusev. – M.: Enlightenment, 2011. |
Multimedia Applications:
Electronic supplement to the textbook Chemistry. Inorganic chemistry. Grade 8: textbook. for general education institutions / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2013.
Electronic supplement to the textbook Chemistry. Inorganic chemistry. Organic chemistry. Grade 9: textbook. for general education institutions / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2013.
Electronic supplement to the textbook Chemistry. Organic chemistry. Grade 10: textbook. for general education institutions: basic level / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2012.
Electronic supplement to the textbook Chemistry. Fundamentals of General Chemistry. Grade 11: textbook. for general education institutions: basic level / G.E. Rudzitis, F.G. Feldman. – M.: Enlightenment, 2013.
disadvantages of the presented educational and methodical set I consider:
Placement of exercises and assignments after several consecutive paragraphs. It is necessary that each paragraph ends with a system differentiated tasks- from reproductive to research.
A small number of test tasks that a modern student needs in preparation for the GIA and the Unified State Examination.
The work program involves the study of chemistry in grades 10 and 11 at the basic level for 1 hour per week (34 hours per year), and the theoretical material of the textbook is designed for 2 hours per week.
A small number of calculation tasks in the 11th grade textbook.
In the textbooks of chemistry O.S. Gabrielyan presents the material for students in the most accessible way, the tasks at the end of the paragraphs are aimed at the formation of various UUD.
I would like to add the directions of design and research work and a reference book on chemistry for university preparation.
Pyatykh Tatyana Vasilievna, teacher of chemistry and biology MAOUV (C) School No. 13 of the city of Tyumen
Many of us have been teaching Gabrielyan O.S. for many years, and it was a real pleasure for me to see him at your webinar! How nice that the author of such well-deserved textbooks can communicate with people from different parts of our country! Thank you for your chemistry webinars.
Kerchinskaya R.K., chemistry teacher, Yeysk
I watched the whole series of webinars Akhmetov M.A. Sometimes there was a bad connection, but still thank you very much for the opportunity to consult on issues that worried me during the preparation of my students for the exam! From September I start watching your chemistry webinars again!
Filimonova P.U., teacher of chemistry and biology, Gus-Khrustalny
Advantages of O. S. Gabrielyan's teaching materials in chemistry: clarity of presentation of the material, colorfulness, examples from life and history. I would very much like to have an electronic application for teachers: planning in a Word with dates according to the plan and in fact, with homework.
Shevchenko Alla Vyacheslavrna, Chemistry teacher MBOU Lyceum N4, Voronezh
All textbooks have a well-thought-out, verified, scientifically and methodologically substantiated structure. EMC is fully consistent with the Federal State Educational Standards of the new generation, allows you to fully implement a system-activity approach to training and education, contributing to the development of key competencies, the formation of universal learning activities.
Availability of workbooks and notebooks for laboratory and practical work saves time for students, in addition, workbooks are indispensable teaching aids in preparing students for the future delivery of the GIA (OGE) and the Unified State Examination.
E. G. Zubtsova, teacher of chemistry and biology, secondary school №17, Podolsk, Moscow region
The logic of building a course, which involves improving knowledge according to the concentric principle of building programs, is understandable to schoolchildren and, at the same time, corresponds to the logic of university textbooks.
Taking into account the system-active approach, active mastering by students of universal educational activities on the basis of the content of chemical science, while maintaining the knowledge component of the school course in chemistry - these are the main characteristics of teaching materials.
The textbooks are well written and clear.
T. E. Deglina, Chemistry teacher, Gymnasium No. 1, Voskresensk, Moscow Region
UMK contains all the necessary theoretical and practical material, provided by the state educational standard in chemistry.
