UMC project “Harmony. Work program on the topic: The program of UMK "Harmony"

SITES USEFUL FOR TEACHERS WORKING ON EMC “HARMONY»

1. All new publishers "Association XXI century"
Publisher website http://a21vek.ru/

2. If you want to be aware of new concepts in education, visit this site

4. On this site you can order textbooks and methodical literature at the prices of the publisher, without leaving home.

12. Istomina N.B., Gorina O.P. (to the textbooks Mathematics 2,3,4 class in the TMC "Harmony")
Software implementation: Proskuryakov N.N. (e-mail: [email protected])

TEXTBOOKS

Literacy education. Electronic educational resources.

CHARACTERISTIC

the leading ideas of the educational-methodical set "Harmony"

for a four year old elementary school

Since about the 30s of the last century, a fundamentally new understanding of the development of the child has gradually been established in the theory of Russian pedagogy. Its interpretation as the maturation of the abilities inherent in a person was replaced by the concept of the child's activity in the educational process. And since the late 60s, the idea of developmental education has entered the practice of the national school, where for several decades the systems of so-called traditional and developmental education have been developing in parallel, which are initially opposed to each other and considered alternative. Within the framework of traditional and developing systems of education, various author's programs and educational and methodological kits are being developed. However, over time, the contradictions between the traditional and developing systems of education are gradually softening, and at the present stage of development primary education all educational and methodological kits are guided by the thesis of the child's activity in the learning process. This is one of important directions development secondary school, "the modernization of which involves the orientation of education not only to the assimilation of a certain amount of knowledge by students, but also to the development of his personality, his cognitive and creative capabilities" (The concept of modernization Russian education up to 2010). It is on the thesis of the activity of children, the acceptance of the student as a holistic personality, that modern ideas humanization and humanization of education, its differentiation and integration, continuity and continuity. In didactics, the theory of education, in the psychology of learning and development, as well as in the special areas of knowledge underlying academic disciplines, a significant number of valuable ideas have been accumulated regarding the development of the child's personality, the optimization and intensification of the educational process, the use innovative technologies. However, the implementation of these ideas in school practice will remain a problem until they receive a scientifically based interpretation in the form of methodological systems that take into account the specifics of the content and the peculiarities of the process of its assimilation by schoolchildren within specific academic subjects.

developing ways to organize learning activities junior schoolchildren, providing comfortable conditions for the development of the child in the process of mastering the knowledge, skills and abilities corresponding to curricula and the requirements of the primary educational standard .

AT educational kit"Harmony" implemented:

ways of organizing the educational activities of students related to the formulation of a learning task, its solution, self-control and self-assessment;

ways of organizing productive communication, which is a necessary condition for the formation of educational activities;

ways of forming concepts that provide in an accessible way for the younger school age level of awareness of cause-and-effect relationships, patterns and dependencies.
Methodological interpretation included current trends development of primary education provides: understanding by the child of the studied issues, conditions for harmonious relations teachers with students and children with each other, creating for each student a situation of success in cognitive activity.
Considering the educational books included in the kit (textbook, textbook-notebook, notebooks with a printed base) as a model of the educational process that integrates subject content and types of cognitive activity, the authors of the Harmony kit implemented in the system of educational tasks:

purposeful formation of methods of mental activity (analysis and synthesis, comparison, classification, analogy, generalization);
a priority independent activity students in mastering the content;
active inclusion in cognitive activity of methods of observation, choice, transformation and design;
maintaining a balance between intuition and knowledge;
diverse consideration of the same object;
based on the experience of the child;
parallel use of various models: subject, verbal, graphic, schematic and symbolic - and establishing a correspondence between them;
the relationship of inductive and deductive reasoning;
unity of intellectual and special skills;
creation of conditions for maximum emotional well-being for each child in the process of mastering the knowledge provided for by the program.

Pedagogy is a science that everyone faces, even those who do not have a related education. Don't believe? Firstly, the first meeting takes place at the moment of entering the first class - in this situation, fortunately, any civilized person finds himself. Secondly, there comes a time when you need to decide on the choice of school for your child. And here the situation turns in such a way that, like it or not, you will have to understand the existing educational systems and programs. Let's get closer to the specifics, namely, consider the educational program "Harmony" for elementary school.

The essence of the educational program for elementary school

To understand what this or that program represents, it is necessary to be well versed in the terminological field.

Let's understand the terms

First, you need to define the difference between the concepts education system"and" pedagogical program. At the moment there are 2 systems: traditional and developing. This state of affairs is enshrined in the Order of the Ministry of Education and Science of the Russian Federation No. 93 dated 10/21/2004. Within the framework of the systems, different programs can function: fixed by the Federal State Educational Standard or author's, experimental. For the traditional system, the official programs are

"School of Russia";
"Primary school of the XXI century";
"School 2100";
"Harmony";
"Promising Primary School";
"Perspective";
"Classic elementary school";
"Planet of Knowledge".

Choosing an educational program for a child is a responsible step for parents

It is interesting. The Harmony teaching methodology was first published in 2000. The author of this work is Natalya Borisovna Istomina, Professor of the Department of Methods of Primary Education of the Moscow State Pedagogical University them. M.A. Sholokhov. Natalya Borisovna was awarded the title of laureate of the Russian Federation Prize in the field of education for the creation of an educational and methodological complex in mathematics for grades 1–4, as well as the Harmony program.

The inclusion of the educational program "Harmony" in the list of official ones indicates that it was compiled in accordance with the Law of the Russian Federation "On Education", the Federal State Educational Standard and approved by the Ministry of Education and Science of the Russian Federation (in 2009).

Principles of "Harmony"

combining tradition with innovation, that is, traditional and developing systems educational process in primary school;
humanization of the education of younger schoolchildren, that is, the process of cognition is based on the principles of respect for a person, regardless of his age.

If those who are interested in "Harmony" do not have questions about the first principle, then the second one seems too abstract. In fact, its essence boils down to the fact that the subjects of the educational process (teacher, parents, school administration) must create conditions for the maximum comfort of the child - the object of the educational process. And this task not only accompanies others, but is put at the forefront for training in the Harmony program.

Tasks of the process of education on "Harmony"

How does the teacher evaluate the work of children?

The assessment mechanism involves maintaining a student portfolio, which includes

all the work of the child, which he performed during school hours and after school hours (on his own at home or at electives);
diagnostic results of the assessment of educational activities carried out at the beginning of the application of the program, in the process of work, and also at the end (this includes assessment tables, observation sheets for the quality of material processing, data from the work of a psychologist, social pedagogue with a particular student);
characteristics for compiling an idea of the extracurricular and leisure activities of the child (compiled by the teacher, social educator based on data received from the child and his parents).

Portfolios are compiled by the teacher, filled in by both the teacher and parents (for example, a block of leisure activities may include work done at home or in extracurricular activities, as well as by the student himself - in grades 3-4, children can arrange the written work into the necessary blocks, for example). Portfolios are kept in the teacher's office. It can be one voluminous folder for each student for the entire period of study, or it can be 4 folders for each academic year combined into one big one.

This method of assessment is dynamic, that is, constantly amenable to correction, but at the same time giving an idea not only about the success or failure of the educational process, but also characterizing the level of development of the individual as a whole.

"Harmony" is an educational and methodological complex (EMC), which includes 12 textbooks that were compiled by different authors.

The program is equipped with the necessary methodological base for work

Primer;
Russian language;
Maths;
French;
Literary reading;
Technology;
The world;
Informatics and ICT;
Music;
art;
Fundamentals of the spiritual and moral culture of the peoples of Russia;
Physical Culture.

In addition to the textbook, the kit includes

program with detailed description goals, objectives in the subject;
notebooks with a printed basis;
methodological recommendations for each course;
electronic materials for teachers, students and parents;
recommendations for evaluating the effectiveness of the acquired knowledge.

Photo gallery of fragments of EMC "Harmony" with examples of task formulations

World around, grade 1 Technology, grade 2 World around, grade 4 Final work in mathematics, grade 1

Advantages

In the lessons of the Harmony program, theory is studied inseparably from practice

The technique does not lose its popularity among teachers, children and parents due to such moments as

the entire education process is based on solving problem situations (for example, to determine the meaning of synonyms in a text in a reading lesson in grade 2, children receive a task after reading the text of a fairy tale - “Why does the author use the words “said”, “told”, “told”, and not only "said"?);
comprehensive methodological base with additional materials, which helps in studying, preparing for lessons and in the work of parents with children at home (as a rule, those who master the Harmony program use Internet resources; by the way, there are even subject solvers);
knowledge acquisition is inseparable from personal development baby (modern children are perfectly familiar with the computer even before entering school, so classes in a computer class, tasks with searching for information on the Internet are familiar types of work that are often ignored in the traditional methodology and not always due to objective reasons for the lack of material and technical bases);
proven techniques for the implementation of individual and differentiated approaches(in other words, if a child sings well, then you should not shame him for singing a song while doing a math task, besides, when children work in a group, you don’t need to strain the weaker participant with complex “roles”, let him better remain an extra, not will actively participate in the discussion, but on the other hand, he will write down the result on the blackboard more accurately than others) - this principle is actively used in other methods (“School 2100”, “Perspective Primary School”, “Perspective”, etc.);
assistance in building harmonious relations between classmates, student and teacher due to a methodically well-built didactic process (one way or another, any pedagogical program sets itself this task, but its solution largely depends not only on the content of the program, but also on the personality of the teacher which is important regardless of the chosen program).

Program disadvantages

As in any field educational activities, "Harmony" has a number of disadvantages:

educational and educational preparation of the child is desirable before entering the class (skills such as working in pairs, solving simple mathematical tasks for addition and subtraction within 10, understanding the differences between the concepts of “sound” - “letter” will help the baby in the first days of learning program "Perspective", and most importantly - the child should not be afraid to demonstrate his knowledge, in other words, before entering the "Harmony" it is desirable to attend developmental classes);
discrepancies between the classical methods of the traditional education system and the program (for example, in mathematics lessons, children will begin to solve problems only from the second grade, although the implementation of control and independent work is expected already in the first year of study, that is, the kids solve examples throughout the first year, which is not close traditional methods, but the understanding that there is a control / independent one is obtained already in the first year of study - not such an important “lead”, according to many methodologists);
additional tasks “with an asterisk”, that is, increased difficulty, are not always considered in the lesson, and in fact, due to them, the successful development of the student is supposed - this is a significant drawback of the program, according to methodologists and parents who, willy-nilly, have to connect to the implementation of such tasks at home (in other words, the kid tries, decides, and the teacher notes only the very fact of “completed, did not complete”, since “Harmony” is not aimed at more detailed work with such tasks);
an abundance of theoretical notes and an insufficient number of illustrations in textbooks make teaching materials boring - some parents think so (at the same time, this design makes the textbook universal for any manifestation of the teacher's methodological ingenuity - he can come up with his own lesson plots, select illustrations that are relevant for a given age, etc.), so the lack of brightness can be called a disadvantage only from the position of ignorance of the role assigned to the teacher in creating creative lessons;
lack of consistency in the presentation of some materials in subjects (for example, in Russian);
possible difficulties for parents who studied under the classical program in assisting with homework;
the lack of a successive program in the middle link (at the same time, the difficulty lies not so much in meaningful moments - it’s just the children who “pull”, but in the way of reasoning - solving problem tasks often comes into conflict with the usual traditional reproductive way of teacher-student communication - heard - repeated , - that is, it is difficult for children to adapt not to the amount of information, but to the method of obtaining it).

Intermediate conclusions: who is Harmony suitable for?

The Harmony program is especially suitable for an active child who is able to quickly switch from one type of activity to another.

After analyzing the pros and cons of training using this method, we can draw the following conclusions that "Harmony" is suitable for children who have

intellectual development at the time of admission to the first grade is normal or above the norm;
have the skills to build logical connections;
the ability to turn on and switch from one type of activity to another is developed on high level(in this regard, "Harmony" is useful for hyperactive children, but at the same time they must have certain concepts of discipline, that is, change the type of activity not "when I want", but when the teacher gives the command);
well-developed memory and rich active and passive dictionaries (then the child will not have difficulty in formulating analytical relationships between phenomena, determining classification, drawing up generalizations, for example, when explaining what is common between a number of heroes of fairy tales or answering a question about a set of qualities of a real hero) .

Features of the application of the program in practice

Accounting for the external structure of the lesson (the sequence of stages of the lesson) and the internal structure (the stages of solving a specific problem in the task, the relationship of a set of didactic tasks).
The beginning of the presentation of new material occurs after completing the tasks of search and creative tasks, which, using a heuristic method, will lead the kids to new information.
At each lesson, the joint work of the teacher and the student, work in small groups, pairs is obligatory.
Tasks should be variable (this is stipulated in the very wording of some tasks in the textbook - and the child himself sees and knows that there are tasks for different levels of knowledge, that is, he has something to strive for; while in the classical methodology, variability is at the mercy of the teacher ).
Pupils must themselves identify the connections between the studied and new material.
The repetition of what has been passed can be not only of a control nature, but also of a teaching nature (if we are talking about mastering new topic training session).

The nuances of using "Harmony" in the first grade

First-graders often cannot (or rather, are afraid) to express their own opinion, which causes “braking” in the lesson. In this regard, in the first year of the implementation of the Harmony program, the teacher faces two tasks:

The introduction of the program requires special attention to work with parents

liberate their wards, give them the opportunity to feel the joy of getting the right decision made on their own;
Teach parents how to help their kids.

As for the latter, it is quite often difficult for parents to understand the system of work under the Harmony program due to the fact that they themselves studied under the classical program. In this regard, many mothers and fathers express their negative assessments of Harmony, which, as you understand, does not add enthusiasm to children. That is why the author of the program provided all the textbooks for the first grade with a whole set of letters of appeal to parents in order to forestall the most common mistakes in the implementation of the program. And the teacher must definitely draw the attention of moms and dads to these letters.

Scheme for compiling a lesson summary

The lesson on the program "Harmony" is built according to the following plan:

Organizing time.
Actualization of knowledge (if necessary, fixing difficulties in activities).
Statement of the educational task.
Building a way out of the difficulty (usually in the form of a frontal survey, analysis of what he saw / wrote, analysis of the stages of work on a specific task).
Physical education for the eyes.
Fizkultminutka.
Independent work with self-examination in the classroom.
Reflection.

Examples of lesson notes for the program "Harmony"

Prokopyeva Natalya “Synopsis of a reading lesson in grade 2 under the Harmony program”. G. Tsyferov "How the chicken first composed a fairy tale" (fragments)

<…Изучение нового материала.
1. Statement of the problem. Presentation of the topic and objectives of the lesson.
- What was the word? Name the topic of the lesson "Words, words, words ..."
- How do you understand the name of our lesson? What will we learn in class?
Watch how writers skillfully, tastefully use words when creating their works.
2. Acquaintance with the work of G. Tsyferov "How the chicken first composed a fairy tale"
- Open the textbook on page 53. Read the title of the work, the name and surname of the author ...>
<…3. Знакомство с текстом.
Chain reading.
4. Language analysis of the work
- Did you like the story? How?
- Guys, remember what we will learn in the lesson? (review lesson objective) Let's do a little research. Everyone has a card number 1 with questions on the table. Work with it, and then we will discuss the results that you got.
- Find the underlined words in the text.
What one word can replace them?
- And how is it better - like the author's, or so that the word "said" is everywhere? Why?
So, the highlighted words helped to accurately present the picture that Gennady Mikhailovich Tsyferov wanted to convey to us.
5. The game "Where, whose house"
- Did you like fairy tales about houses? Remember that you wanted houses? Do you want to play them?
(The teacher speaks for the author, the guys in costumes pronounce the words of the characters)
6. Creative task
- Have you ever made up fairy tales? Who will tell theirs? (1–2 people)
- The rest can also try themselves as a storyteller and compose their own fairy tale.
7. Physical Minute
The mischievous chicken lived
I've been shaking my head all day.
Turned left, turned right
Bent left leg
Then he raised his right
And he got back on both.
Started flapping its wings
Raise and lower
Up, down, up, down!
Turned left, right:
- Good on light, right!
And then went for a walk -
I found a worm!…>

We see that the work on the topic comes from the formulation of the problem - the children themselves reveal the essence of the topic (this technique in the traditional methodology is used only at the middle and senior levels), that is, the pre-text stage. After reading, children do not just answer questions to the text, but analyze the language level of the work (search for generalization words). At the stage of consolidating what has been studied, the teacher offers to generalize knowledge on ALL the studied fairy tales, and not on one specific one, which, of course, gives a broader idea of moral values than if the children made conclusions only on the “Chicken”. Such a system of work on the topic allows you to give the task to come up with your own fairy tale, and have no doubt that the kids will have enough experience, because in the lesson of studying new material they managed to repeat and generalize what they have already learned, to analyze the existing knowledge.

Bykova Svetlana “Synopsis of the Russian language lesson in the 2nd grade according to the Harmony program”. Topic "Spelling of doubled consonants at the root of the word" (fragments)

<…VII. Самостоятельная работа с самопроверкой в классе.
(notebook p. 62 No. 462)
- Read the words. Write down only those words that belong to unchecked spellings.
- The letters in which scientific word can you explain its origin? (dictionary - word)
VIII. Inclusion in the system of knowledge and repetition.
Do you think it is so important to write words with a double consonant correctly?
-What will change if we write not 2 letters, but one? ..>

<…Запишите эти предложения в тетрадь и объясните свой выбор.
- Do you like reading books? Let's see how well you know the heroes of your favorite works.
- Write down the names of literary heroes.
-You know? how are these names spelled?
What do the characters' names have in common? (double consonant)
-Check if you spelled the names of the characters correctly.
-Guys, who would like to read these works?
-Where can I go? (to the library)
IX. Reflection.
- What asterisk of knowledge was discovered today in the lesson?
Is it possible to write 1 letter in new words?
- What spellings do these words refer to? (to unchecked spellings)
- Continue the phrases proposed by Dunno:
-I know…..
-I remembered….
-I could...
Homework: notebook for cf. 56 #57
How do you rate your work in class?
-Show in the notebook on the line of achievements ...>

When formulating a topic, the teacher resorts to setting problem situation rather than just writing the topic of the lesson on the board. Moreover, this situation develops from a kind of experience that the teacher offers to the children (if we write one letter instead of two, what will happen?). The next level of the lesson is to conduct an experiment: children write the names of literary heroes, find out where the double letter is. The teacher does not check the spelling, but invites the children to do it themselves (this approach is traditionally not used in the lesson of presenting new material!). At the same time, at the stage of reflection, children not only draw conclusions on the topic of the lesson, but also evaluate their activities. Such a "voluminous" reflection from existing programs unique to Harmony. That is, children learn to evaluate their work from different positions: both objective and subjective.

Kolomatskaya Olga “Synopsis of a mathematics lesson in grade 4 under the Harmony program”. Theme "The volume of the figure" (fragment)

Org. moment
Today we will reveal the secret -
The Secret of Mathematical Wonders Extraordinary
The nut of knowledge is hard, but still
We start our lesson
And I want each of you
At the end of the lesson I could say:
“Today I was searching, creating.
And discovered new knowledge
And what I had to learn, I can now apply.
2.Updating knowledge
Read the expressions and find their meanings
AND (10 + 8) 10
N 900 - (3 100)
At 60 10:6
And (700:100) 10
L (30:3) 5
E 100 - 800:10
S 7 8 10
H (200 +800) :10
Check your results. Arrange the meaning of the expressions in descending order and decipher the word.
Decipher the word: VALUE
What do we call size? A quantity is something that we can measure and express the result of the measurement as a number.
Everything that can be measured and calculated (math. physics) (Ushakov Dictionary.)
What methods of measuring quantities do you know (by eye, using measurement)
What do you need to know to measure the value?
Name the quantities that you know and their units of measurement ...>

The work in the math lesson in this example is carried out in the form of solving a puzzle. Typically, such tasks are used in the traditional methodology in the lessons of consolidating the material, generalization. In this snippet, the children look up the values of the expressions to find keyword to determine the topic of the lesson - the structure is much more complex than just finding a solution. Then the teacher implements the principle of visibility: the children find the meaning of the received word in the dictionary, that is, in mathematics they learn to work, including with explanatory dictionary. And in order to bring students to the actual topic of the lesson (the volume of the figure), the teacher turns to the experience of children with the question of measurement methods and instruments for obtaining these values.

The fragments examined allow us to draw the following conclusions:

lesson on "Harmony" appeals not only to the theoretical, but also to practical experience children;
the lesson begins with the formulation of a problematic question, which allows students to immediately “get involved” in the topic, which means less distraction and indulgence;
interdisciplinary connections are actively used, moreover, children receive information from different areas activities within even one stage of the lesson;
each lesson ends with a multi-level reflection, the children analyze not only their emotional impression of the lesson, but also assess the value of the knowledge gained.

Video. Math lesson. 1 class. UMK "Harmony". Topic: "Number and number 3"

The essence of the educational program for elementary school

To understand what this or that program represents, it is necessary to be well versed in the terminological field.

Let's understand the terms

First you need to define the difference between the concepts of "educational system" and "pedagogical program". At the moment there are 2 systems: traditional and developing. This state of affairs is enshrined in the Order of the Ministry of Education and Science of the Russian Federation No. 93 dated 10/21/2004. Within the framework of the systems, different programs can function: fixed by the Federal State Educational Standard or author's, experimental. For the traditional system, the official programs are

"School of Russia";
"Primary school of the XXI century";
"School 2100";
"Harmony";
"Promising Primary School";
"Perspective";
"Classic elementary school";
"Planet of Knowledge".

Choosing an educational program for a child is a responsible step for parents

It is interesting. The Harmony teaching methodology was first published in 2000. The author of this work is Natalya Borisovna Istomina, professor at the Department of Methods of Primary Education of the Moscow State Pedagogical University. M.A. Sholokhov. Natalya Borisovna was awarded the title of laureate of the Russian Federation Prize in the field of education for the creation of an educational and methodological complex in mathematics for grades 1–4, as well as the Harmony program.

Principles of "Harmony"

combining traditions with innovations, that is, traditional and developing systems of the educational process in primary school;
humanization of the education of younger schoolchildren, that is, the process of cognition is based on the principles of respect for a person, regardless of his age.

Tasks of the process of education on "Harmony"

How does the teacher evaluate the work of children?

The assessment mechanism involves maintaining a student portfolio, which includes

all the work of the child, which he performed during school hours and after school hours (on his own at home or at electives);
diagnostic results of the assessment of educational activities carried out at the beginning of the application of the program, in the process of work, and also at the end (this includes assessment tables, observation sheets for the quality of material processing, data from the work of a psychologist, social pedagogue with a particular student);
characteristics for compiling an idea of the extracurricular and leisure activities of the child (compiled by the teacher, social pedagogue on the basis of data received from the child and his parents).

"Harmony" is an educational and methodological complex (EMC), which includes 12 textbooks that were compiled by different authors.

The program is equipped with the necessary methodological base for work

Primer;
Russian language;
Maths;
French;
Literary reading;
Technology;
The world;
Informatics and ICT;
Music;
Art;
Fundamentals of the spiritual and moral culture of the peoples of Russia;
Physical Culture.

In addition to the textbook, the kit includes

a program with a detailed description of the goals, tasks in the subject;
notebooks with a printed basis;
methodological recommendations for each course;
electronic materials for teachers, students and parents;
recommendations for evaluating the effectiveness of the acquired knowledge.

Photo gallery of fragments of EMC "Harmony" with examples of task formulations

World around, grade 1 Technology, grade 2 World around, grade 4 Final work in mathematics, grade 1

Advantages

In the lessons of the Harmony program, theory is studied inseparably from practice

The technique does not lose its popularity among teachers, children and parents due to such moments as

the entire education process is based on solving problem situations (for example, to determine the meaning of synonyms in a text in a reading lesson in grade 2, children receive a task after reading the text of a fairy tale - “Why does the author use the words “said”, “told”, “told”, and not only "said"?);
a comprehensive methodological base with additional materials that helps in studying, preparing for lessons and in the work of parents with children at home (as a rule, those who master the Harmony program use Internet resources; by the way, there are even subject solvers);
the assimilation of knowledge is inseparable from the personal development of the baby (modern children are perfectly familiar with the computer even before entering school, so classes in a computer class, tasks with searching for information on the Internet are familiar types of work that are often ignored in the traditional methodology and not always due to for objective reasons for the lack of material and technical base);
proven techniques for implementing individual and differentiated approaches (in other words, if a child sings well, then you should not shame him for singing a song while doing a math task, in addition, when children work in a group, you do not need to strain a weaker participant with complex “roles ”, let it be better to remain an extra, not actively participate in the discussion, but on the other hand, he will write down the result on the blackboard more accurately than others) - this principle is actively used in other methods (“School 2100”, “Perspective Primary School”, “Perspective” and others);
assistance in building harmonious relations between classmates, student and teacher due to a methodically well-built didactic process (one way or another, any pedagogical program sets itself this task, but its solution largely depends not only on the content of the program, but also on the personality of the teacher which is important regardless of the chosen program).

Program disadvantages

As in any field of educational activity, Harmony has a number of disadvantages:

educational and educational preparation of the child is desirable before entering the class (skills such as working in pairs, solving simple mathematical tasks for addition and subtraction within 10, understanding the differences between the concepts of “sound” - “letter” will help the baby in the first days of learning program "Perspective", and most importantly - the child should not be afraid to demonstrate his knowledge, in other words, before entering the "Harmony" it is desirable to attend developmental classes);
discrepancies between the classical methods of the traditional education system and the program (for example, in mathematics lessons, children will begin to solve problems only from the second grade, although the implementation of control and independent work is expected already in the first year of study, that is, the kids solve examples throughout the first year, which is not close traditional methods, but the understanding that there is a control / independent one is obtained already in the first year of study - not such an important “lead”, according to many methodologists);
additional tasks “with an asterisk”, that is, increased difficulty, are not always considered in the lesson, and in fact, due to them, the successful development of the student is supposed - this is a significant drawback of the program, according to methodologists and parents who, willy-nilly, have to connect to the implementation of such tasks at home (in other words, the kid tries, decides, and the teacher notes only the very fact of “completed, did not complete”, since “Harmony” is not aimed at more detailed work with such tasks);
an abundance of theoretical notes and an insufficient number of illustrations in textbooks make teaching materials boring - some parents think so (at the same time, this design makes the textbook universal for any manifestation of the teacher's methodological ingenuity - he can come up with his own lesson plots, select illustrations that are relevant for a given age, etc.), so the lack of brightness can be called a disadvantage only from the position of ignorance of the role assigned to the teacher in creating creative lessons;
lack of consistency in the presentation of some materials in subjects (for example, in Russian);
possible difficulties for parents who studied under the classical program in assisting with homework;
the lack of a successive program in the middle link (at the same time, the difficulty lies not so much in meaningful moments - it’s just the children who “pull”, but in the way of reasoning - solving problem tasks often comes into conflict with the usual traditional reproductive way of teacher-student communication - heard - repeated , - that is, it is difficult for children to adapt not to the amount of information, but to the method of obtaining it).

Intermediate conclusions: who is Harmony suitable for?

The Harmony program is especially suitable for an active child who is able to quickly switch from one type of activity to another.

After analyzing the pros and cons of training using this method, we can draw the following conclusions that "Harmony" is suitable for children who have

intellectual development at the time of admission to the first grade is normal or above the norm;
have the skills to build logical connections;
the ability to turn on and switch from one type of activity to another is developed at a high level (in this regard, "Harmony" is useful for hyperactive guys, but at the same time they must have certain concepts of discipline, that is, change the type of activity not "when I want", and when the teacher gives the command);
well-developed memory and rich active and passive dictionaries (then the child will not have difficulty in formulating analytical relationships between phenomena, determining classification, drawing up generalizations, for example, when explaining what is common between a number of heroes of fairy tales or answering a question about a set of qualities of a real hero) .

Features of the application of the program in practice

Accounting for the external structure of the lesson (the sequence of stages of the lesson) and the internal structure (the stages of solving a specific problem in the task, the relationship of a set of didactic tasks).
The beginning of the presentation of new material occurs after completing the tasks of search and creative tasks, which, using a heuristic method, will lead the kids to new information.
At each lesson, the joint work of the teacher and the student, work in small groups, pairs is obligatory.
Tasks should be variable (this is stipulated in the very wording of some tasks in the textbook - and the child himself sees and knows that there are tasks for different levels of knowledge, that is, he has something to strive for; while in the classical methodology, variability is at the mercy of the teacher ).
Pupils must themselves identify the connections between the studied and new material.
The repetition of what has been passed can be not only of a control nature, but also of a teaching nature (if we are talking about mastering a new topic of a training session).

The nuances of using "Harmony" in the first grade

The introduction of the program requires special attention to work with parents

liberate their wards, give them the opportunity to feel the joy of getting the right decision made on their own;
Teach parents how to help their kids.

Scheme for compiling a lesson summary

The lesson on the program "Harmony" is built according to the following plan:

Organizing time.
Actualization of knowledge (if necessary, fixing difficulties in activities).
Statement of the educational task.
Building a way out of the difficulty (usually in the form of a frontal survey, analysis of what he saw / wrote, analysis of the stages of work on a specific task).
Physical education for the eyes.
Fizkultminutka.
Independent work with self-examination in the classroom.
Reflection.

Examples of lesson notes for the program "Harmony"

Prokopyeva Natalya “Synopsis of a reading lesson in grade 2 under the Harmony program”. G. Tsyferov "How the chicken first composed a fairy tale" (fragments)

Bykova Svetlana “Synopsis of the Russian language lesson in the 2nd grade according to the Harmony program”. Topic "Spelling of doubled consonants at the root of the word" (fragments)

When formulating a topic, the teacher resorts to posing a problem situation, and not just writing the topic of the lesson on the board. Moreover, this situation develops from a kind of experience that the teacher offers to the children (if we write one letter instead of two, what will happen?). The next level of the lesson is to conduct an experiment: children write the names of literary heroes, find out where the double letter is. The teacher does not check the spelling, but invites the children to do it themselves (this approach is traditionally not used in the lesson of presenting new material!). At the same time, at the stage of reflection, children not only draw conclusions on the topic of the lesson, but also evaluate their activities. Such a "voluminous" reflection of the existing programs is inherent only in "Harmony". That is, children learn to evaluate their work from different positions: both objective and subjective.

Kolomatskaya Olga “Synopsis of a mathematics lesson in grade 4 under the Harmony program”. Theme "The volume of the figure" (fragment)

The work in the math lesson in this example is carried out in the form of solving a puzzle. Typically, such tasks are used in the traditional methodology in the lessons of consolidating the material, generalization. In this piece, the children look up the meanings of the expressions to find a keyword to determine the topic of the lesson - the structure is much more complex than just finding a solution. Then the teacher implements the principle of visibility: the children find the meaning of the received word in the dictionary, that is, in mathematics they learn to work, including with an explanatory dictionary. And in order to bring students to the actual topic of the lesson (the volume of the figure), the teacher turns to the experience of children with the question of measurement methods and instruments for obtaining these values.

The fragments examined allow us to draw the following conclusions:

the lesson on "Harmony" appeals not only to the theoretical, but also to the practical experience of children;
the lesson begins with the formulation of a problematic question, which allows students to immediately “get involved” in the topic, which means less distraction and indulgence;
interdisciplinary connections are actively used, moreover, children receive information from different fields of activity within the framework of even one stage of the lesson;
each lesson ends with a multi-level reflection, the children analyze not only their emotional impression of the lesson, but also assess the value of the knowledge gained.

Video. Math lesson. 1 class. UMK "Harmony". Topic: "Number and number 3"

This is one of the new educational programs, it is referred to as traditional method learning as well as developing. UMK "Harmony" is an educational methodical set, ed. professor. This EMC is based on the principles of problem-based developmental learning, the authors of this kit answer the question “how to teach a child?” in a different way, they emphasize comfortable learning (hence the name “Harmony”), and what is also very important, the Harmony program prepares student, his ability to think for learning in the future.

Experts say that any textbook and methodological kit will be successful from how methodically and creatively the system is correctly presented by the teacher. Teachers have already done work on the analysis of this program in comparison with traditional ones. New teaching materials, including "Harmony", definitely have more pluses and advantages over traditional training programs.

This does not mean that traditional programs are bad, but according to the comparison, the new Harmony EMC contains both pluses and minuses.

Pros:

1) Many developing, problematic tasks, many tasks for practice, a system of differentiated work, vivid visibility and modeling in the form of a slide, this makes it easier and helps the teacher to prepare for the lesson, increases the effectiveness of the lesson for the student himself.

2) Presented modernization (update) school education. This includes humanization, humanitarization, differentiation. On the principle of children's activity, on the teacher's acceptance of the student as an individual personality, modern concepts of humanization and humanitarization of education are based. This is one of the important aspects of the development of a general education school, where it is necessary not only to focus on the assimilation of knowledge by students, but also to develop the personality of the child, his capabilities.

3) The methodical approach creates conditions for the student to understand the subjects being studied, for comfortable (harmonious) relations between the teacher and students, between students.

4) The kit includes textbooks, textbooks - notebooks and notebooks with a printed base - all this is the result of a long scientific and methodological search for improving primary education, which was made by the authors of the kit. Textbooks - notebooks are needed to connect the system together, it is like a framework that unites educational information and technology of assimilation and memorization. The purpose of textbooks is not to convey ready-made knowledge, but to help students themselves, or together with the teacher, learn about the world around them, be able to analyze and synthesize, compare, classify, draw an analogy and generalize.

5) The authors of the "Harmony" set tried to dispel the existing division between traditional and developmental learning systems, and combine important traditional methods and new learning approaches from developmental systems in order to solve methodological problems.

1. The letters of the alphabet are presented in order to separate the concepts of "sounds" and "letters".

2. Letters are studied in pairs.

3. Pairwise input of all letters is re-entered to consolidate and systematize.

This triple introduction of the letters of the alphabet enables students to repeat, deepen and bring into the system what has already been studied three times.

There is an opinion that students, as it were, learn to read on their own, but this is erroneous. Only by repeating three times, "pushing" in this process their old and already new knowledge gained - only then do children learn to read.

7) At the basis of the copybook “My first notebooks”, writing is taught with a line in one line, without inclined lines, only dotted lines are displayed. This helps determine the height of lowercase and uppercase letters. On the pages of notebooks, 1-2 lines are left without auxiliary lines, working on these lines helps to develop an eye, and gradually teaches you to write in ordinary notebooks.

8) The basis of teaching speech and spelling is the communicative nature of the course. That is, they reveal why our language has this or that means of communication, why it is necessary to follow the rules, why the knowledge or skill acquired by the student is important for speech.

9) Activity approach in the organization of training:

a) first, a learning task is set, then new knowledge is introduced.

b) information is not provided in finished form, it is “extracted” together with the students.

10) Techniques are actively used: observation, choice, transformation and design.

11) There is a balance between intuition and knowledge.

12) The same object or subject is considered from different angles when studying them.

13) Substantial reliance on the experience of the child.

14) Anticipatory learning.

15) The textbooks included in EMC "Harmony" have auxiliary methods, using them, parents will be able to independently study and explain to their child any topic if he missed it.

16) New technologies are used to develop the student's ability to logical thinking. For example, if a child does not know what letter is written in a certain place in a word, then he puts a “window” (according to the author). Then, together with the teacher, he analyzes the questions, remembers the rules necessary for the word and fills in this “window”, entering the desired letter.

17) The set offers tasks for children with different levels of their preparedness.

18) A situation of success is being formed, it also creates a healthy personality in children. Many teachers, teaching under this program, use "health-saving technologies", as well as the Bazarny method, which can be applied to any program, any teaching materials.

Minuses:

1) In mathematics (by the author), problems are solved only in the 2nd grade, and tests for all classes are provided the same. At present, the issue of introducing control works with their compliance with the programs.

2) In order to study under the Harmony program, your child must already be prepared in advance. And, for example, all children can study according to the "Planet of Knowledge", even with kindergarten training.

3) Regardless of the system, a student can receive the same knowledge required by the state standard. And tasks with increased difficulty, which are considered to be only for the developmental system, are in all sets, but these tasks are not supposed to be mandatory during training.

4) In Russian "To the secrets of our language" - the textbook is poorly illustrated, which does not attract the attention of the student, the rules are very theoritized and difficult to remember. There is no system in the studied material. For example, in the 3rd grade, the topic is given - “Case of a noun”, and 5 hours are given to it. Then this topic is studied in detail in the 4th grade. How to determine the case of a noun in the 3rd grade, this is a question.

From the point of view of educators primary school.

“Parents who are dissatisfied with the textbook of the Russian language, I advise you not to scold the author, but to change the teacher. I am a teacher with many years of experience, I think that this kit is wonderful, yes, it is difficult to work, but, nevertheless, it is interesting. I admire the textbook of the Russian language, and not only its methodology, but also the results. At my school, the Russian language was always at "5", but it was still just memorizing it, and not understanding the logic of the language as such. I began to understand Russian only while studying at the institute. And this is true for all children who leave school as graduates. If the teacher works correctly with students when teaching literacy, then there are no problems in the Russian language. I have already released students to the main school, teaching them according to this set of grade 4, and I was amazed by their knowledge, they not only know the Russian language, but also understand it. I have no problems with my parents, but they tell me they can't check their kids' homework because they don't understand. Advice to parents - no need to check, the teacher should check and see the gaps. As a teacher, I sent children to the main school, who can find the main thing in a certain rule, can find information themselves, apply knowledge in practice. Children can freely argue, prove, generalize, and most importantly understand - the Russian language. I again took first-graders, and I teach under the "Harmony" program. As a teacher, I will never go to the "School of Russia" program again, where children do not see the logic in the Russian language, only parents understand the logic of the language. And at the same time, if your child has an excellent memory, then learning will go great. If the memory is not very good, then the child will be an "eternal loser", there will be constant rewriting classes, work on mistakes, which does not teach you to understand the mistake, but teaches you to remember the correct spelling of words. And so everything repeats. If the student remembers how to write correctly - well, he didn’t remember - again “2”. The author Soloveichik builds everything differently. Has anyone seen children who can reason while studying under the "School of Russia" program? Let your teachers study and present the program correctly, and then there will be an excellent result.”

“There are workbooks for each textbook of the Harmony set, they add variety to the work on educational material and relieve children's fatigue from writing. The content of textbooks helps the child develop intellectually and emotionally, develop cognitive interests, be able to communicate with adults and their peers, and express their thoughts more fully.

“The author's textbook creates the main thing in the child - the ability to learn, helps to become literate. At first, it is difficult to work with an unusual technique, using transcription, with writing words with windows. Colleagues, correctly use the instructions of the author of the textbook. A special way of writing - writing with windows - this is the way to get away from spelling errors. Do not immediately enter spellings (rules for choosing letters), without teaching the children to hear "dangerous places", to see them, without having taught spelling vigilance. Teachers, use author's memos, observe cheating and verification technologies.

“I worked according to the Soloveichik textbook only for the first year, but I am pleased with the results of the work. Even children who find it difficult to learn can write whole sentences here according to the program. Thank you for this new approach to teaching children to read and write.”

Educational and methodical set "Harmony"

The educational-methodical set "Harmony" implements: ways of organizing the educational activities of students related to the formulation of a learning task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; ways of forming concepts that provide awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.
The course is based on the methodological concept of purposeful and systematic work on the formation of mental activity techniques in younger students: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided by the program.
Primer "My first textbook", designed for the course "Literacy", provides not only the development of elementary reading and writing by first graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as the accumulation of experience in working with an educational book.
The primer involves the active promotion of both children who are just starting to learn to read, and those who are already at different stages of mastering the reading technique.
In general, this primer creates the conditions for the successful continuation of learning to read and the Russian language within the framework of individual subjects.
The Russian language course, presented in the textbooks "To the Secrets of Our Language", ensures the formation of language and speech skills in younger students, their functional literacy simultaneously with the formation of the whole complex of universal learning activities.
This is facilitated by the implementation of an activity approach to the organization of learning, in which the development of language and speech concepts, rules, work on skills goes from motivation and setting a learning task to its solution and through understanding the necessary mode of action - to the use of acquired knowledge, to the ability to control the implementation actions and their results.
Language learning has a communicative orientation, as it is subordinated to the development of students' speech, the improvement of all forms of their speech activity.
The formation of schoolchildren's literacy is carried out on the basis of the purposeful development of their spelling vigilance and spelling self-control.
The course "Literary reading" involves the formation of the reader's competence of a younger student, which is determined by the possession of reading technique and methods of mastering literary work, the ability to navigate in books and the acquisition of experience in independent reading activity.
Teaching literary reading is also aimed at:
enrichment of the spiritual and moral sphere of younger schoolchildren, the formation of ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improvement of all types of speech activity, the ability to build a monologue and conduct a dialogue;
development creativity;
education of an aesthetic attitude to the art of the word, interest in reading and books, the need to communicate with the world of fiction;
broadening the reader's horizons.
The course of mathematics presented in the textbook, in the process of assimilation of the program material, purposefully forms all types of universal learning activities (UUD) for students. This is facilitated by: the logic of constructing the course content, a variety of methodological methods for organizing the educational activities of younger students, a system of educational tasks aimed at performing various types of actions by students.
In the process of studying the course, children master: mathematical knowledge, skills and abilities provided for by the course program, and learn how to use them to describe the surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: to build reasoning; to argue and correct statements to distinguish between reasonable and unreasonable judgments; identify patterns; establish causal relationships; to analyze various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in basic school.
The features of the content of the course "The World Around" are: the integrative nature of the presentation of natural sciences, social sciences and historical knowledge; purposeful formation of UUD in the development of subject knowledge and skills.
The study of the surrounding world is aimed at:
formation of a holistic picture of the world of the natural and socio-cultural world, environmental and cultural literacy, moral, ethical and safe norms of interaction with nature and people among younger schoolchildren;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in the main school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
upbringing of a citizen who loves his Fatherland, who is aware of his belonging to it, who respects the way of life, customs and traditions of the peoples who inhabit, who strive to participate in environmental and creative activities.
The main course presented in the textbooks "Technology" is a substantive transformative activity that allows you to integrate the conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.
The main features of the course "Fine Arts":
acquaintance of schoolchildren with the figurative language of fine arts as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, which ensures the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
activity approach to the study and further practical development of fine, design and decorative art activities;
problem-based learning, when the teacher, without prompting the final answer, poses questions that help students to come to the right decision on their own;
the formation of methods of cognitive activity and the development of interest in the field of artistic development of the world, the enrichment of the sensory and practical creative experience of the child.
The music course presented in the textbooks "To the heights of musical art" has the following features:
development of musical thinking of schoolchildren through the development of various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child to form a holistic view of musical culture according to its reference samples;
formation along with the song type of musical thinking at the symphonic level;
the methodological principle of “recreating” the masterpieces of the world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as an art form capable of conveying the feelings and thoughts of people by its own means as a result of acquaintance with the musical images of various genres of music and the disclosure of the many-sided connections between music and life.
The purpose of the textbooks "Physical Education" is to form the foundations for students healthy lifestyle life, the ability to communicate and interact with peers, plan one's own activity, distribute the load and rest in the process of its implementation, analyze and objectively evaluate the results of one's own work, evaluate the beauty of the physique and posture, and technically correctly perform motor actions.
publishes textbooks and study guides UMC "Harmony" publishing house "Association of the XXI century".

The UMC includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasov.
4. Mathematics - author N.B. Istomin.
5. The world around - author O.V. Poglazova, N.I. Vorozheikin, V.D. Shilin.
6. Technology - author N.M. Konysheva.
7. Visual arts - (publishing house "Yakhont"), author: T.A. Koptseva, V.P. Koptsev, E.V. Koptsev.
8. Music - (publishing house "Yakhont"), author: M.S.Krasilnikova, O.N.Yashmolkina, O.I.Nekhaeva.
9. Physical culture - (publishing house "Yakhont"), author: R.I.Tarnopolskaya, B.I.Mishina.

Download:

Preview:

Technology

Grade 2

UMK "Harmony"

Explanatory note

BASIS: program "Technology" for grades 1 - 4 of elementary school "Artistic design activity" (basics of design education).

Publishing house "Association XXI century" Smolensk 2004.

As a specific content and methodological base of the course, this program proposes the formation of the basics of design education among younger students, but this does not mean a new type of specialization or career guidance for students. As you know, design is a kind of human activity aimed at creating a convenient and beautiful object environment. Every person, regardless of lifestyle and profession, is a “user” of this environment, since he spends most of his life in it. In the process of use, there is also an impact on the environment, and it can be more or less adequate. Therefore, modern schoolchildren need to get education in this part.

Since in the lessons of manual labor, students usually create things for practical application, it is most expedient to use these lessons as educational platform to comprehend the world of things, or the objective environment. At the same time, this does not in any way mean equipping schoolchildren with specific design knowledge, and even more so, learning special terminology and mastering the corresponding highly specialized activities. The program provides only for the formation of correct ideas about the meaning and beauty of things and about the most general rules and requirements that we impose on them and which should be taken into account in their production and use.

By joining the development of comfortable and beautiful things, schoolchildren learn to think about the connection of a person and the cultural environment he creates with a single and harmonious nature, that the world of things is inextricably linked with a person, and therefore things carry information about him (social, psychological, historical ); about the fact that not a person exists for things, but things for a person, etc. In this way. This training course objectively has an unconditionalideological, spiritual and moral orientation.

In addition, the course offered is comprehensive and integrative in the deepest sense; it includes both rational-logical and emotional-artistic components of education: after all, every thing is thought out from the point of view of the rationality of the design and from the point of view of external expressiveness.

A more intensive developmental impact of the course "Art and design activity" is also ensured by the fact that it is developed taking into account modern scientific data on the roleobjective transformative activityin personality development.

The course is designed in such a way that the practical activity of students is not isolated from the mental. It is practical activity that makes it possible to “translate” complex abstract actions from the internal (invisible) plane to the external (visible) one, making them more understandable.

Methodological basisorganizing the activities of children in the classroom is a creative design method, since it combines both the engineering and design (i.e., predominantly rational, rational and logical) aspect, and the artistic and aesthetic (largely emotional, intuitive). Accordingly, the program focuses onsystematic design and development activitiesstudents; the main emphasis is shifting from the manufacture of handicrafts and the mechanical mastery of working methods towards the design of things based on the conscious and creative use of techniques and technologies.

The reproductive activity of students in the classroom, of course, will occupy a significant place, but only to the extent and until it provides a reliable mastery of the methods of practical activity.

Concerning project activities, then with the design approach it is the essence academic work and inseparable from the content being studied.

Thus, taking into account the main concept, themain objectives of the course.

1. Spiritual and emotional enrichment of the individual:

a) the formation of an idea of the harmonious unity of the world and the place in it of a person with his artificially created objective environment;

b) fostering a respectful attitude towards the person-creator;

c) the formation of aesthetic perception and evaluation of things and phenomena.

2. Development of creative abilities of the individual, creative abilities, intuition.

3. Development of mental cognitive processes and methods of cognitive activity.

4. Expanding horizons.

5. Development of the hand, eye, etc. through the formation of practical skills.

The entire course of study is a single system of interrelated topics that gradually become more complex from class to class, and at the same time, the diverse connections of the subject practical activity of a person with his history and culture, as well as with the natural world, are revealed. Each year of study is a step in the knowledge of these connections.

Graphically, the structure of the program can be reflected as follows:

Class

Special

subject-practical content of the course

Socio-historical and moral-aesthetic content of the course

1 class

Grade 2

3rd grade

4th grade

SKILLED HANDS: an idea of beauty in everyday phenomena of nature and life; variety of shapes and colors in the surrounding reality; the joy of knowledge and creation (I learn to look and see, I teach my hands to be obedient and smart).

IN NATURE, IN LIFE AND IN THE WORKSHOP: the main ideas of the relationship between Man, Thing and Nature and the ways of their knowledge; the basics of decorative and artistic reflection of the world (I am learning to observe, think and act).

OUR MAN-MADE WORLD (FROM THE WORLD OF NATURE TO THE WORLD OF THINGS): nature as a source of engineering and artistic ideas; the basic principles and rules of design (I master the basic rules for creating a beautiful thing and the world of things).

SECRETS OF THE MASTERS: the world of things as a source of historical and cultural information; traditions and their role in life and art; traditional crafts and work methods as an opportunity to become familiar with human culture (I comprehend craftsmanship as a way of expressing spiritual culture).

The second grade program sets the task of beginning the formation ofsystematic fundamental knowledge and ideas from the field of design, as well as their wider involvement in creative design activities.

The main task of the teacher is not to control how well the students remember the special terms and formulations (they do not need to be given at all), but to gradually form in the students a conscious attitude to the thing and the household environment as a whole.

In the second grade, one of the most important lines that runs through the entire course also originates: students receiveidea of traditions in the world of things and get to know foundations of folk aesthetics.

Also, students get an idea of some of the brightestconstructive and artistic ideas of natureand that man, in the consciousness of his objective world, borrows these ideas from nature.

Requirements for the level of education (Grade 2)

Know

What is the development of a volumetric product (hereinafter, it means that the student can reveal the meaning of the concept in his own words; memorization of definitions is not required);

Symbols used in technical drawings, drawings and sketches of sweeps;

How to make a fold on thick paper or cardboard;

What is a composition;

What is symmetry (asymmetry) and rhythm in the form and design of objects, what is their constructive and aesthetic meaning;

What does the plain weave of threads look like in fabric;

That the marking of rectangular parts on a fabric with a plain weave of threads is most conveniently done by pulling a thread;

Seams "forward needle" and "over the edge".

Have an idea

That things should fit the environment, the character and appearance of their owner;

The fact that in different conditions of use the same thing will have a different device and a different appearance;

The fact that in folk life things had not only a practical meaning, but also a magical meaning, and therefore were made strictly according to the rules;

On the symbolic meaning of images and patterns in some works of folk art;

The fact that nature is a source for the creation of images and structures by man;

About technological and decorative-artistic differences between appliqué and mosaic.

Be able to

Build a rectangle on a rectangular sheet (or from two right angles) using a ruler; draw simple sweeps;

Perform simple calculations of the dimensions of product parts;

Perform the construction of a square on a rectangular sheet of paper by folding;

Sculpt a round sculpture from a whole piece, use a special stick and a stack;

Perform an image in the technique of bas-relief;

Paint a plasticine product with paints (gouache);

Make simple figures out of paper using the origami technique;

Perform marking and fringe on the fabric by pulling threads;

Perform marking on the fabric according to the template; cut out details from fabric;

Perform seams "forward needle" and "over the edge";

Create frontal and volumetric compositions in accordance with the artistic and design task; select materials and methods of their processing;

Analyze the design of the product and perform work according to the sample;

Make changes and additions to the design in accordance with the conditions set;

Invent and implement a simple design of the product in accordance with its purpose.

Educational and methodological support:

Konysheva N.M. Wonderful Workshop: Textbook for Grade 2;

Konysheva N.M. Wonderful Workshop: Guidelines to the textbook on technology. Grade 2

Abbreviations used in the table

HK - artistic culture

SPK - social and legal culture

KZ - a culture of health

EC - ecological culture

IC - information culture

Lesson type:

ONZ - a lesson in mastering new knowledge

FSUN - a lesson in the formation and improvement of skills

OSZ - a lesson in the generalization and systematization of knowledge

PZZ - a lesson in repetition, consolidation of knowledge

KP - control and verification lessons

K - combined lesson

Individual work with students

1. Performance of collective works from individual ones.

2. Additional tasks for development fine motor skills(Ilya Bedrin, Nikita Smirnov, Sasha Medvedev, Oleg Vasiliev, Vova Rybakov, Katya Rudakova).

No. p / p the date	Educational and thematic planning	Federal standard requirements	Minimum content of education	NRK			Pedagogical conditions Integration	Assessment benchmarks
					Components of education
					P - I	D - K
	WHAT THINGS TALK ABOUT (3 hours)	General educational knowledge, skills and methods of activity Labor activity in human life. Man-made world as a result of human activity. The impact of human technological activity on environment and health (general view). The content of the work of people in the immediate environment (profession).Manual, mechanized and automated work.Work process: planning, organization of the workplace,distribution of working hours,execution of a sequence of operations, monitoring the progress and results of activities. Implementation of cooperation in teamwork. Compliance with safe labor practices when working with various tools, materials, household appliances. Creation of models of simple objects (initial skills of project activity). Manufacturing technology from various materials (practical experience) Variety of materials and scope of their application. Natural and artificial materials (naming, comparison of properties, use). The choice of materials according to their properties. Preparation of materials for work. careful use andeconomical spendingmaterials. Search, transformation, storage and application of information for solving technical and technological problems. Determination of the shape, dimensions, sequence of manufacturing products according to the drawing, diagrams, sketches, drawings. Marking parts according to templates and using marking tools. Using measurements to solve practical problems. Production of planar and volumetric products,decorative compositionsfrom various materials according to samples, drawings, sketches, drawings. Mastering the basic techniques of processing paper, cardboard, natural, plastic, textile materials, foil, wire. Mastering the basic methods of connecting parts of the product. Sequence and a brief description of operations. Decorative design and finishing of the product. Creation of products anddecorative compositionsby your own design. Assembly of models and layouts of simple objects from designer parts according to a model, drawing, diagram;creating custom models. Checking the model in action.Dismantling of products. domestic labor Minor repairs clothes. decorative design household items and dwellings. Easy book repair. Familiarization with household appliances. Compliance with safe work practices when using household appliances. Economical consumption of electricity.	The transfer of character and the expression of mood in things and the objective environment. The unity of the functional and aesthetic side in things. The constitution of a thing, its connection with purpose. Cup molding for fairy tale hero. House of a fairytale hero.	IR HC KZ	To form the idea that things should fit the environment, the character and appearance of their owner; Show with examples that in different conditions of use the same thing will have a different device and a different appearance; Report on the symbolic meaning of images and patterns in some works of folk art;	To learn how to create frontal and three-dimensional compositions in accordance with the artistic and design task; select materials and methods of their processing; To form the ability to make changes and additions to the design in accordance with the conditions set;
							FSUN Formation of the skills of sculpting a hollow form by extrusion. 1. Preparatory work with students: reading fairy tales (or excerpts from them) or watching cartoons, for the characters of which cups will be created. 2. A conversation about the informativeness and style of things (on the example of a cup). 3. Mental design of the cup. 4. Discussion of methods of practical work. 5. Practical work. 6. Summing up the lesson, discussion of the work.
							FSUN Formation of forms painting techniques. 1. Discussion of the meaning and purpose of painting. heuristic conversation. 2. Briefing on painting technology. 3. Practical work, painting a cup with paints. 4. Exhibition. Discussion and evaluation of works. Project Defense. 5. Solution of design and creative tasks.
							FSUN formation of the ability to design a three-dimensional product. 1. Sample analysis. 2. Finding out different ways to work. 3. Selecting a product and drawing up a work plan. 4. Independent work on making a house. 5. Exhibition of works. Analysis.
	LOVE NATURE, LEARN FROM NATURE (7 o'clock)		Samples and designs of nature and human products; rhythm, symmetry and asymmetry in nature and artistic composition. Symmetrical and asymmetrical shapes and compositions.	IR HC SPK KZ EC	Refine knowledge of composition; Inform what is symmetry (asymmetry) and rhythm in the form and design of objects, what is their constructive and aesthetic meaning; Show by examples that nature is a source for the creation of images and structures by man; Report on the most famous plots and images (heroes) of the Ural folklore; To give basic ideas about the way of life, culture and way of life of the peoples inhabiting the Sverdlovsk region; Repeat basic sanitary and hygienic norms and rules; To acquaint with the methods of organizing comfortable relationships with the teacher, parents and friends; To form an idea of nature as an interconnected, orderly and sensitive system to human intervention;	Learn to analyze the design of the product and perform work according to the model; To teach how to convey in their own artistic and creative activity works of Ural folklore; Learn to express your emotional experiences through artistic means; Learn to follow the basic rules of personal hygiene; safety precautions; Learn to comply with environmental rules of conduct in natural environment;
							FSUN Formation of the ability to transmit rhythm and movement. 1. Sample analysis. 3. Drawing up a work plan. 4. Discussion of ways to cut leaves. 5. Practical work. 6. Exhibition and analysis of works.
							FSUN Formation of techniques for creating a frontal composition. 1. Work with the textbook. Analysis of analogue samples. 2. Exercise. Associative thinking training. 3. Practical work of students. Selection of leaves (creating an image) and gluing. 4. Exhibition and evaluation of works.
							ONZ Familiarization with asymmetry, with the constructive and artistic meaning of symmetry and asymmetry. 1. Analysis of the constructive and artistic meaning of symmetrical and asymmetric forms. 2. Exercises in cutting out shapes that reflect different "character" 3. Practical work. Postcard design. 4. Exhibition and evaluation of works.
	Symmetry and asymmetry in composition. The use of color. Painting.						PZZ Consolidation of marking techniques of a symmetrical shape. 1. Design work; mental creation of the image of the picture. 2. Selection and preparation of materials; base marking - the shape of the picture. 3. Marking and preparation of leaves - composition elements 4. Creation of a composition in a prepared format. 5. Exhibition; discussion of work.
							FSUN Formation of the ability to work with voluminous natural materials; teaching the simplest methods of connection (on plasticine). 1. Consideration of prepared natural materials. 2. Discussion of the forthcoming practical work (connection techniques). 3. Practical work. 4. Demonstration and evaluation of works.
							OSZ is a generalization of knowledge about symmetry and asymmetry, methods for making symmetrical patterns. 1. Talk about symmetry around us. 2. Symmetrical pattern cutting. 3. Drawing up a pattern from parts of a square. 4. Puzzle - warm-up. 5. Puzzle - competition. 6. Practical work of the student's choice. 7. Analysis of student work.
							FSUN The formation of the ability to perform symmetrical cutting. 1. Sample analysis. 2. Selection of materials for work. 3. Drawing up a work plan. 4. Practical work of students. 5. Collecting a garland (in pairs, side by side, in a class) 6. Using the product to decorate the cabinet.
	LEARN FROM NATURAL MASTERS (5 o'clock)		Ancient customs and rituals, the place of things in these rituals. The connection between man and nature through things. Making spring ceremonial cookies. Sculpting and painting toys based on products of folk craftsmen. Fiber dolls.	IR HC SPK KZ EC	Report that things should fit the environment, the character and appearance of their owner; Report that in different conditions of use the same thing will have a different device and a different appearance; Tell about the fact that in folk life things had not only practical meaning, but also magical meaning, and therefore were made strictly according to the rules; Tell about the symbolic meaning of images and patterns in some works of folk art; Report on the most famous plots and images (heroes) of the Ural folklore; To give basic ideas about the way of life, culture and way of life of the peoples inhabiting the Sverdlovsk region; To acquaint with the features of household and family ways, characteristic of the peoples inhabiting the modern Sverdlovsk region; Inform about the most famous figures of the Urals; Repeat basic sanitary and hygienic norms and rules; To acquaint with the methods of organizing comfortable relationships with the teacher, parents and friends; To form an idea of nature as an interconnected, orderly and sensitive system to human intervention (collection of natural materials);	To teach how to create frontal and volumetric compositions in accordance with the artistic and design task; select materials and methods of their processing; Learn to analyze the design of the product and perform work according to the model; Develop the ability to make changes and additions to the design in accordance with the conditions set; To develop the ability to invent and perform a simple design of a product in accordance with its purpose. To teach how to convey in their own artistic and creative activity works of Ural folklore; To instill a desire to master the simplest types of folk crafts traditional for their area; Learn to express your emotional experiences through artistic means; To instill a desire to reproduce the actual customs and traditions of their people; Learn to follow the basic rules of personal hygiene; safety precautions; To teach to follow the environmental rules of behavior in the natural environment (during the collection of natural materials);
							FSUN Formation of modeling techniques from a whole piece of plasticine. 1. Preparation of forms from plasticine, exercises for associative-figurative thinking. 2. Refinement of the form, modeling of animals. 3. Preliminary analysis of the work. 4. Finishing the product. 5. Concluding discussion of sculptural images and expressive means.
	Learning from folk masters. Doll made of fibrous materials.						ONZ Acquaintance with traditional view crafts - making straw dolls. 1. A conversation about the meaning of the product, its purpose in folk culture, about the continuity of cultures. 2. Sample analysis; discussion of manufacturing techniques. 3. Preparation of bundles of threads for the first doll. 4. Making a doll together with the teacher. 5. Preliminary analysis of works.
							FSUN Teaching techniques for making dolls from fibrous materials in accordance with folk traditions. 1. Repetition of techniques for manufacturing a product. 2. Independent work on making dolls. 3. Individual creative refinement. 4. Exhibition of works. Analysis about evaluation.
							FSUN Formation of knowledge about folk clay toys. 1. Examination of the works of folk artists. 2. Analysis of toys. 3. Drawing up a work plan. 4. Practical work (sculpting toys from plasticine). 5. Interim analysis of work. 6. Painting toys. 7. Exhibition and analysis of works.
							FSUN Formation of ideas about folk crafts. 1. Examining the illustration. 2. Selection of materials for work. 3. making the body (origami). 4. Making the tail and wings (flexion "accordion"). 5. Assembly of the bird. 6. Exhibition of works and analysis.
	NEW MATERIALS AND TECHNOLOGIES (17 hours)		Marking a rectangle with a ruler on a rectangular sheet. Fold marking. Familiarity with the sweep and drawing of the sweep; symbols (contour or cut line; fold line; extension and dimension lines; place of application of glue). Symbols in origami schemes. Plain weave of threads in fabric. Seams "forward needle" and "over the edge". Marking the fabric according to the pattern and the method of pulling the thread. Bas-relief; bas-relief technique. Modeling a figure from a whole piece. Elementary foundations of composition: proportionality, symmetry and asymmetry, rhythm, movement transmission (frontal, three-dimensional and deep-spatial compositions, appliqué, "forest sculpture"). Origami.	IR HC KZ	To acquaint with the development of a volumetric product; With symbols used in sweep drawings; Introduce the concept - composition; Show what a plain weave of threads looks like in a fabric; To inform that it is most convenient to mark the details of a rectangular shape on a fabric with a plain weave by pulling the thread; Introduce the seams “forward needle” and “over the edge”. Report technological and decorative-artistic differences between appliqué and mosaic. Report on the most famous plots and images (heroes) of the Ural folklore; To give basic ideas about the way of life, culture and way of life of the peoples inhabiting the Sverdlovsk region; Repeat basic sanitary and hygienic norms and rules; To acquaint with the methods of organizing comfortable relationships with the teacher, parents and friends;	Teach how to build a rectangle using a ruler and a bending method; To teach how to make an image in the technique of bas-relief; To teach how to paint a product made of plasticine with paints (gouache); Learn how to make simple paper figures using the origami technique; Teach how to mark and fringe on fabric by pulling threads; Teach how to mark on the fabric according to the template; cut out details from fabric; To teach how to perform seams "forward needle" and "over the edge"; To teach how to convey in their own artistic and creative activity works of Ural folklore; To instill a desire to master the simplest types of folk crafts traditional for their area; Learn to express your emotional experiences through artistic means; Learn to follow the basic rules of personal hygiene; safety precautions;
3							ONZ Acquaintance with the art of origami and with simple folds. 1. Making a square. 2. Making a tulip. 3. Making a panel 4. Discussion of the work, summing up.
11							ONZ Familiarization of students with the bas-relief and its decorative and artistic features. 1. Analysis of the artistic and plastic features of the bas-relief. 2. Discussion of the execution technique and possible plots of the bas-relief. 3. Making a plate - the basis for a bas-relief. 4. Marking up the composition using a stack. 5. Modeling a bas-relief. 6. Bas-relief painting. 7. Exhibition. Discussion and evaluation of works.
13							ONZ Formation of new methods of paper plastics. 1. Analysis of the flashlight design. 2. Marking the details of the flashlight. 3. Cutting out rectangles, processing the outer part. Experiments and exercises. 4. Flashlight assembly. 5. Preliminary evaluation of the product. Individual creative refinement of the flashlight. 6. Exhibition, discussion and evaluation of products.
14							FSUN Formation of new methods of plastic transformation of the leaf. 1. Analysis of the sample design. 2. Analysis of the method of marking triangles. An exercise. 3. Marking and cutting out the details of the Christmas tree. 4. Product assembly. Drawing up a general composition. 5. Summing up the lesson. Analysis and evaluation of works.
15							ONZ Acquaintance with a new technique for marking paper parts (“on the subject”). 1. Analysis of the design and decor of the package. 2. Marking and cutting out a paper strip. 3. Pasting the box with paper. 4. Discussion of options and methods for decorating the surface of the package. 5. Exhibition. Discussion and evaluation of products.
16							ONZ Training in the technique of hanging and fastening threads on the basis. 1. Demonstration and analysis of samples. 2. Demonstration of techniques for hanging threads. 3. Doing work by students. 4. Preliminary analysis and evaluation of works. 5. Completion of product design. 6. Exhibition, discussion of works.
17							FSUN Improving drawing and graphic skills. 1. Review and analysis of the exposed postcards. 2. Selection of materials for application. 3. Marking and preparation of details for the application. 4. Product assembly. 5. Problem solving. 6. Summing up the lesson. Review and evaluation of works.
21							PZZ Repetition and consolidation of the method of constructing a rectangle using a ruler. 1. Analysis of the design of the needle bed. Making a sketch of the unwrapped cover. 2. Marking and cutting out the cover. 3. Assembling the needle bar; decoration on the cover. 4.Design and implementation of constructive additions to the product. 5. Exhibition and discussion of works.
22							ONZ Learning how to mark the fabric by pulling the thread. 1. Familiarization with the safety rules when working with a needle. 2. Marking a rectangle of fabric by pulling a thread; refinement of the shape of the napkin. 3. Making the fringe. 4. Summing up the lesson.
23							FSUN The formation of the ability to perform a seam "forward with a needle." 1. Discussion of the embroidery composition. 2. Threading for embroidery. 3. Measuring the thread, pulling it into the needle. 4. Demonstration of the technique for performing stitches “forward with a needle”. 5. Practical work. 6. Exhibition and discussion of works.
28							ONZ Acquaintance with the technique of making mosaic images. 1. Preparation of materials for work. 2. Preparation of a contour drawing on cardboard. 3. Sample analysis. 4. Practical work on laying out the mosaic. 5. Exhibition. Discussion of works.
29	Construction of a toy based on a ball module. Caterpillar.						ONZ Teaching techniques for connecting balls with the help of stitching with threads. 1. Sample analysis; a brief discussion of the design features of ball toys. 2. Preparation of materials. 3. Stitching the balls together. 4. Decoration of the toy. 5. Exhibition. Work analysis.
30							PZZ Fixing the method of marking paper "on the subject" and pasting the subject. 1. Motivate students to create a fantastic image. 2. General analysis of the product. 3. Creation of a mental image of an unheard-of toy. 4. Marking a strip of colored paper and pasting the box. 5. Assembly and design. 6. Exhibition. Analysis.
31							PZZ To consolidate the ability to build a rectangle using a ruler, to read a drawing and a technical drawing. 1. Analysis of the product design; performing calculations. 2. Making a rectangular blank for the cover. 3. Making a pattern, marking and cutting out a curly cover.
32	The simplest binding. Notebook.						PZZ 4. Making a rectangular strip - blanks for pages. 5. Assembly and design of the product. 6. Review and discussion of works.
33	Test.						KP 1. Possession of basic techniques for processing materials, competent use of tools and fixtures for simple craft work. 2. Drawing and graphic literacy (the ability to read a diagram, technical drawing, drawing; knowledge of various markup techniques). 3. Culture and organization of work; economical use of materials and labor time.
34	Results of the year. Exhibition.						NEO From the best works completed during the year, the final exhibition is drawn up. It is desirable that both the students themselves and their parents take part in its design. Some second-graders can be tour guides on it; they are specially prepared to tell about their achievements during the academic year.
	5. ORGANIZATION AND CULTURE OF WORK (2 hours)		Manufacture of devices for convenient work.	IR KZ	- to acquaint with the development of a volumetric product (hereinafter, it means that the student can reveal the meaning of the concept in his own words; memorization of definitions is not required); with symbols used in technical drawings, drawings and sketches of developments; - introduce the rule - how to make a fold on thick paper or cardboard; - repeat the basic sanitary and hygienic norms and rules; - to acquaint with the methods of organizing comfortable relations with the teacher, parents and friends;	- to teach to follow instructions when solving educational problems; - to teach to carry out the organization and planning of their own labor activity, control over its progress and results; - to teach to obtain the necessary information about the object of activity, using drawings, drawings; - to learn how to make products from available materials according to a sample, drawing; choose materials taking into account properties according to external features; - learn to observe the basic rules of personal hygiene; safety precautions;
1							FSUN Construction of a rectangle using a ruler on a rectangular sheet. 1. Message topics, setting learning objectives. 2. Familiarization with the method of constructing a rectangle. 3. Practical work. 4. Summing up. Analysis of the work done by the children.
2							ONZ Formation of the concept of the development of a three-dimensional structure. 1. Familiarization with the scan; problem solving. 2. Sweep markup. 3. Solving problems for the mental transformation of supports into sweeps 4. Cutting out a scan, making a stand 5. Exercises to reinforce the topic 6. Summing up the lesson.

Italics in the text indicate material that is subject to study, but is not included in the Requirements for the level of preparation of graduating from elementary school.

Bibliography

Bogateeva Z.A. Wonderful paper crafts: Book. For educators kindergarten and parents. – M.: Enlightenment, 1992.

Khvorostov A.S. Decorative and applied arts at school: A guide for teachers, - M .: Education, 1981.

Konysheva N.M. Problems modern lesson practical work. J "N. sh. "No. 4 2001 p. 82

1	Organization of work for a quarter. Work culture. Draw a rectangle using a ruler.
2	Designing devices for convenient work. Scan. Brush stand
3	Origami. Making a square without the help of drawing tools. Simple folds.
4	Forms and colors of autumn. The transfer of the rhythm of movement in the composition. Application "Leaf fall".
5	Forms and colors of autumn. Composition of dried leaves and flowers. Composition on the plane (bouquet).
6	Symmetric cutting with one and two axes of symmetry. Leaves, flowers. Card.
7	Symmetry and asymmetry in composition. The use of color. Painting.
8	Forest sculpture. Creating an image from natural materials. Work practices.
9	Paper and scissors make you think. Symmetrical and asymmetrical paper cuts. Quiz lesson.
10	Modeling animals by observation, representation and association. Sculpture of an animal.
11	Bas-relief. Modeling technique, stylization, composition.
12	Design based on symmetrical paper cutting. Garland without glue.
13	Paper plastics, design according to the sample. Torch.
14	New methods of papermaking. Christmas tree made of triangles.
15	Style unity of packaging and gift. Design based on the finished form. Box based packaging.
16	Combined work. Reception of hanging threads on the base. Gift box pendant.
17	The image and design of the postcard. New Year card.
18	Designing things with a pronounced character. Tea cup of a fairy-tale hero (modeling).
19	Designing things with a pronounced character. Tea cup of a fairy-tale hero (decoration).
20	Designing things with a pronounced character. Home for a fairytale hero.
21	Work with fabric; tools and fixtures. Road needle.
22	Working with fabric. Plain weave; marking by pulling the thread. Napkin with fringes.
23	Working with fabric. Napkin with fringes. Seam "forward needle".
24	Learning from folk masters. Doll made of fibrous materials.
25	Learning from folk masters. Doll made of fibrous materials.
26	Learning from folk masters. Plasticine toy based on folk images.
27	Learning from folk masters. Paper work. Bird-Sun.
28	Mosaic: technology, features of composition. Paper mosaic.
29	Construction of a toy based on a ball module.
30	Designing a fantastic image based on a box module.
31	The simplest binding. Notebook.
32	The simplest binding. Notebook.
33	Test.
34	Results of the year. Exhibition.

The essence of the educational program for elementary school

Let's understand the terms

Principles of "Harmony"

Tasks of the process of education on "Harmony"

How does the teacher evaluate the work of children?

Photo gallery of fragments of EMC "Harmony" with examples of task formulations

Advantages

Program disadvantages

Intermediate conclusions: who is Harmony suitable for?

Features of the application of the program in practice

The nuances of using "Harmony" in the first grade

Scheme for compiling a lesson summary

Examples of lesson notes for the program "Harmony"

Prokopyeva Natalya “Synopsis of a reading lesson in grade 2 under the Harmony program”. G. Tsyferov "How the chicken first composed a fairy tale" (fragments)

Bykova Svetlana “Synopsis of the Russian language lesson in the 2nd grade according to the Harmony program”. Topic "Spelling of doubled consonants at the root of the word" (fragments)

Kolomatskaya Olga “Synopsis of a mathematics lesson in grade 4 under the Harmony program”. Theme "The volume of the figure" (fragment)

Video. Math lesson. 1 class. UMK "Harmony". Topic: "Number and number 3"

The essence of the educational program for elementary school

Let's understand the terms

Principles of "Harmony"

Tasks of the process of education on "Harmony"

How does the teacher evaluate the work of children?

Photo gallery of fragments of EMC "Harmony" with examples of task formulations

Advantages

Program disadvantages

Intermediate conclusions: who is Harmony suitable for?

Features of the application of the program in practice

The nuances of using "Harmony" in the first grade

Scheme for compiling a lesson summary

Examples of lesson notes for the program "Harmony"

Prokopyeva Natalya “Synopsis of a reading lesson in grade 2 under the Harmony program”. G. Tsyferov "How the chicken first composed a fairy tale" (fragments)

Bykova Svetlana “Synopsis of the Russian language lesson in the 2nd grade according to the Harmony program”. Topic "Spelling of doubled consonants at the root of the word" (fragments)

Kolomatskaya Olga “Synopsis of a mathematics lesson in grade 4 under the Harmony program”. Theme "The volume of the figure" (fragment)

Video. Math lesson. 1 class. UMK "Harmony". Topic: "Number and number 3"

Download:

Preview:

Read also