Umk harmony set. Methodological foundations of the educational program "Harmony" for primary school

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Pedagogy is a science that everyone faces, even those who do not have a related education. Don't believe me? Firstly, the first meeting takes place at the moment of entering the first grade - fortunately, any civilized person finds himself in this situation. 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 primary school.

The essence of the educational program for primary school

To understand what a particular program represents, you need 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 developmental. This state of affairs is enshrined in Order No. 93 of the Ministry of Education and Science of the Russian Federation dated October 21, 2004. Within the framework of the systems, different programs can function: fixed by the Federal State Educational Standard or proprietary, experimental ones. For the traditional system, the official programs are

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

Choice educational program for a child this is a responsible step for parents

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

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

If those interested in “Harmony” have no questions with the first principle, then the second one seems too abstract. In fact, its essence boils down to the fact that subjects educational process(teacher, parents, school administration) must create conditions for maximum comfort the child is the object of the educational process. And this task does not just accompany others, but is put at the forefront of training under the “Harmony” program.

Objectives of the education process according to “Harmony”

How does the teacher evaluate children's work?

The assessment mechanism involves maintaining a student’s portfolio, which includes

all the child’s work that he completed during school and extracurricular hours (independently at home or in electives);
diagnostic assessment results educational activities carried out at the beginning of the application of the program, during the 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 teacher with a specific student);
characteristics for drawing up an idea of the child’s extracurricular and leisure activities (compiled by the teacher, social educator based on data received from the child and his parents).

Portfolios are compiled by the teacher and 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 themselves can arrange written work into the necessary blocks, for example). Portfolios are stored in the teacher's office. This can be one large folder for each student for the entire period of study, or there can be 4 folders for each academic year, combined into one large one.

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

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

The program is equipped with the necessary methodological base for work

Primer;
Russian language;
Mathematics;
French;
Literary reading;
Technology;
The world;
Computer Science 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 on the subject;
notebooks with printed base;
methodological recommendations for each course;
electronic materials for teachers, students and parents;
recommendations for assessing the effectiveness of acquired knowledge.

Photo gallery of fragments of the educational complex “Harmony” with examples of task formulations

The world around us, grade 1 Technology, grade 2 The world around us, 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 points as

the entire educational 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 just “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 textbooks on subjects);
the assimilation of knowledge occurs inextricably with the personal development of the child (modern children are very 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 traditional methods and are not always for objective reasons for the lack of material and technical base);
proven techniques for implementing individual and differentiated approaches (simply put, if a child sings well, then you should not shame him for humming a song while doing a math assignment; in addition, when children work in a group, there is no need to strain the weaker participant with complex “roles” ", let him better remain a statistic, not actively participate in the discussion, but he will write down the result on the board more accurately than others) - this principle is actively used in other methods (“School 2100”, “Perspective Primary School”, “Perspective” and etc.);
help in building harmonious relations between classmates, student and teacher through a methodically well-constructed 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 from the selected program).

Disadvantages of the program

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

It is desirable for the child to have educational and educational preparation before entering the classroom (skills such as working in pairs, solving simple mathematical tasks for addition and subtraction within 10, understanding the differences between the concepts of “sound” and “letter” will help the child 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 “Harmony” it is advisable 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 completing tests and independent work is expected already in the first year of study, that is, kids spend the entire first year solving examples, which is not close to traditional methods, but the understanding that there is a control/independent test is obtained already in the first year of study is not such an important “advance”, according to many methodologists);
additional tasks “with an asterisk”, that is, of increased difficulty, are not always considered in class, but due to them the successful development of the student is assumed - this is a significant drawback of the program, according to methodologists and parents who, willy-nilly, have to join in completing such tasks at home (in other words, the kid tries, decides, and the teacher only notes the fact of “passed or failed”, since “Harmony” is more detailed work not targeted with such tasks);
an abundance of theoretical notes and an insufficient number of illustrations in textbooks makes teaching materials boring - this is what some parents think (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 that is assigned to the teacher in creating creative lessons;
lack of consistency in the presentation of some materials on subjects (for example, Russian);
possible difficulties for parents who studied in the classical program when providing assistance with homework;
lack of a consistent program in the middle level (the difficulty lies not so much in the content points - this is where the children “pull”, but in the way of reasoning - solving problem tasks often comes into conflict with the usual traditional reproductive method 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 receiving 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.

Having analyzed the pros and cons of teaching using this method, we can draw the following conclusions that “Harmony” is suitable for children who have

intellectual development at the time of entering first grade is normal or above normal;
have the skills to build logical connections;
the ability to turn on and switch from one type of activity to another is developed in 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 vocabularies (then the child will not have difficulties in formulating analytical connections between phenomena, defining classifications, drawing up generalizations, for example, when explaining what a number of fairy tale heroes have in common or answering a question about the set of qualities of a real hero) .

Features of using the program in practice

Taking into account the external structure of the lesson (sequence of lesson stages) and internal (solution stages specific task in the task, the relationship between a set of didactic tasks).
The beginning of the presentation of new material occurs after completing search and creative tasks, which, using a heuristic method, will lead children to new information.
In each lesson, joint work between teacher and student, work in small groups and pairs is required.
The 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 level knowledge, that is, he has something to strive for; while in the classical method variability is left to the teacher).
Students themselves must identify connections between the studied and new material.
Repetition of what has been covered 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 first grade

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

The introduction of the program requires a particularly attentive attitude to working with parents

liberate your students, give them the opportunity to feel the joy of receiving the right decision, taken independently;
teach parents how to properly help their children.

As for the latter, quite often it is difficult for parents to understand the system of work in the “Harmony” program due to the fact that they themselves studied in 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 the children. That is why the author of the program provided all textbooks for the first grade with a whole set of letters of appeal to parents in order to prevent 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.

Lesson outline diagram

The “Harmony” program lesson is structured according to the following plan:

Organizing time.
Updating knowledge (if necessary, recording difficulties in activities).
Setting a learning task.
Building a way out of a difficulty (usually in the form of a frontal survey, analysis of what was seen/written, analysis of the stages of work on a specific task).
Exercise for the eyes.
Physical education minute.
Independent work with self-test in class.
Reflection.

Examples of lesson notes for the “Harmony” program

Prokopyeva Natalya “Summary of a reading lesson in 2nd grade according to the “Harmony” program. G. Tsyferov “How the chicken first composed a fairy tale” (fragments)

<…Изучение нового материала.
1. Statement of the problem. Communicate the topic and objectives of the lesson.
- What word did you get? Name the topic of the lesson “Words, words, words...”
- How do you understand the name of our lesson? What will we learn in class?
Observe how writers skillfully and 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.
Reading in a chain.
4.Language analysis of the work
- Did you like the fairy tale? How?
- Guys, remember what we will learn in class? (repeat lesson objective) Let's do some research. Everyone has card number 1 on the table with questions. Work with it, and then we’ll discuss the results you got.
- Find the highlighted words in the text.
- What one word can replace them?
- What’s better - like the author or to have the word “said” everywhere? Why?
So, the highlighted words helped to accurately present the picture that Gennady Mikhailovich Tsyferov wanted to convey to us.
5. Game “Where, whose house”
- Did you like fairy tales about houses? Remember that they wanted houses? Do you want to play them?
(The teacher speaks for the author, the guys in suits pronounce the words of the heroes)
6. Creative task
-Have you ever made up fairy tales? Who will tell theirs? (1–2 people)
- The rest can also try themselves in the role of a storyteller and compose their own fairy tale.
7. Physical exercise
A mischievous chicken lived
I've been turning my head all day:
Turned left, right,
He bent his left leg,
Then he raised the right one
And he stood up on both again.
He began to flap his wings:
Raise and lower
Up, down, up, down!
Turned left, right:
- It’s good in the world, really!
And then I went for a walk -
I found myself a worm!…>

We see that work on the topic starts from posing the problem - the children themselves reveal the essence of the topic (this technique in the traditional method is used only in the middle and senior levels), that is, the pre-text stage. After reading, children not only answer questions about the text, but analyze the language level of the work (search for generalization words). At the stage of consolidating what has been learned, the teacher suggests generalizing knowledge on ALL the fairy tales studied, and not on one specific one, which, of course, gives a broader idea of \u200b\u200bmoral values than if the children drew conclusions only from “Chicken.” This system of working on a 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 during the lesson of learning new material they were able to repeat and generalize what they had already learned, and analyze their existing knowledge.

Bykova Svetlana “Russian language lesson notes in 2nd grade according to the Harmony program.” Topic “Spelling of double consonants in the root of a 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 spelling patterns.
- The letters in which scientific word can you explain by its origin? (dictionary - word)
VIII. Inclusion in the knowledge system and repetition.
-Do you think it is so important to correctly write words with a double consonant?
-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.
-Do you know? How are these names written?
-What do the names of the heroes have in common? (double consonant)
-Check whether you have written the names of the characters correctly.
-Guys, who would like to read these works?
-Where can I go? (to the library)
IX. Reflection.
- What knowledge star did you discover in class today?
-Is it possible to write 1 letter in new words?
- What spellings do these words belong to? (unchecked spellings)
- Continue the phrases suggested by Dunno:
-I know…..
-I remembered….
-I was able...
Homework: notebook for Wed. 56 No. 57
- How do you evaluate your work in class?
-Show it in your notebook on the achievements line...>

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

Kolomatskaya Olga “Summary of a mathematics lesson in 4th grade according to the “Harmony” program. Topic “Volume of a figure” (fragment)

Org. moment
Today we will reveal the secret -
The secret of extraordinary mathematical miracles
The nut of knowledge is hard, but still
We are starting our lesson
And I want each of you
At the end of the lesson I could say:
“Today I searched, created.
And I discovered new knowledge,
And what I had to learn, I can now apply.”
2.Updating knowledge
Read the expressions and find their meanings
I (10 + 8) 10
N 900 –(3 100)
B 60 · 10: 6
I (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.
Unscramble the word: VALUE
What do we call magnitude? A quantity is something that we can measure and the result of the measurement can be expressed as a number.
Everything that can be measured and counted (math. physics) (Ushakov’s Dictionary.)
What methods of measuring quantities do you know (by eye, by measurement)
What do you need to know to measure a value?
Name the quantities you know and their units...>

In this example, work in a mathematics lesson is carried out in the form of solving a puzzle. Typically, such tasks are used in traditional methods in lessons for consolidating material and generalizing. In this fragment, children look for the meanings of 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 clarity: the children find the meaning of the given word in the dictionary, that is, in mathematics they learn to work with an explanatory dictionary. And to lead students to the actual topic of the lesson (the volume of a figure), the teacher turns to the children’s experience with questions about measurement methods and instruments for obtaining these quantities.

The examined fragments 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 posing a problematic question, which allows students to immediately “get involved” in the topic, which means they are less distracted and play around;
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, 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 figure 3”

Pedagogy is a science that everyone faces, even those who do not have a related education. Don't believe me? Firstly, the first meeting takes place at the moment of entering the first grade - fortunately, any civilized person finds himself in this situation. 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 “Harmony” educational program for elementary school.

The essence of the educational program for primary school

To understand what a particular program represents, you need 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 developmental. This state of affairs is enshrined in Order No. 93 of the Ministry of Education and Science of the Russian Federation dated October 21, 2004. Within the framework of the systems, different programs can function: fixed by the Federal State Educational Standard or proprietary, experimental ones. For the traditional system, the official programs are

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

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

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

Principles of "Harmony"

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

If those interested in “Harmony” have no questions with 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 maximum comfort for the child - the object of the educational process. And this task does not just accompany others, but is put at the forefront of training under the “Harmony” program.

Objectives of the education process according to “Harmony”

How does the teacher evaluate children's work?

The assessment mechanism involves maintaining a student’s portfolio, which includes

all the child’s work that he completed during school and extracurricular hours (independently at home or in electives);
diagnostic results of the assessment of educational activities, carried out at the beginning of the application of the program, during the 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 teacher with a specific student);
characteristics for drawing up an idea of the child’s extracurricular and leisure activities (compiled by the teacher, social educator based on data received from the child and his parents).

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

The program is equipped with the necessary methodological base for work

Primer;
Russian language;
Mathematics;
French;
Literary reading;
Technology;
The world;
Computer Science 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 and objectives of the subject;
notebooks with printed base;
methodological recommendations for each course;
electronic materials for teachers, students and parents;
recommendations for assessing the effectiveness of acquired knowledge.

Photo gallery of fragments of the educational complex “Harmony” with examples of task formulations

The world around us, grade 1 Technology, grade 2 The world around us, 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 points as

the entire educational 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 just “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 textbooks on subjects);
the assimilation of knowledge occurs inextricably with the personal development of the child (modern children are very 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 traditional methods and are not always for objective reasons for the lack of material and technical base);
proven techniques for implementing individual and differentiated approaches (simply put, if a child sings well, then you should not shame him for humming a song while doing a math assignment; in addition, when children work in a group, there is no need to strain the weaker participant with complex “roles” ", let him better remain a statistic, not actively participate in the discussion, but he will write down the result on the board more accurately than others) - this principle is actively used in other methods (“School 2100”, “Perspective Primary School”, “Perspective” and etc.);
assistance in building harmonious relationships between classmates, students and teachers through a methodically well-constructed 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).

Disadvantages of the program

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

It is desirable for the child to have educational and educational preparation before entering the classroom (skills such as working in pairs, solving simple mathematical tasks for addition and subtraction within 10, understanding the differences between the concepts of “sound” and “letter” will help the child 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 “Harmony” it is advisable 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 tests and independent work are expected to be completed already in the first year of study, that is, children solve examples throughout the first year, which is not close traditional methods, but the understanding that there is a control/independent test is obtained already in the first year of study is not such an important “advance”, according to many methodologists);
additional tasks “with an asterisk”, that is, of increased difficulty, are not always considered in class, but due to them the successful development of the student is assumed - this is a significant drawback of the program, according to methodologists and parents who, willy-nilly, have to join in completing such tasks at home (in other words, the child tries, decides, and the teacher only notes the fact of “passed or failed”, 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 makes teaching materials boring - this is what some parents think (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 that is assigned to the teacher in creating creative lessons;
lack of consistency in the presentation of some materials on subjects (for example, Russian);
possible difficulties for parents who studied in the classical program when providing assistance with homework;
lack of a consistent program in the middle level (the difficulty lies not so much in the content points - this is where the children “pull”, but in the way of reasoning - solving problem tasks often comes into conflict with the usual traditional reproductive method 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 receiving 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.

Having analyzed the pros and cons of teaching using this method, we can draw the following conclusions that “Harmony” is suitable for children who have

intellectual development at the time of entering first grade is normal or above normal;
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 children, 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 vocabularies (then the child will not have difficulties in formulating analytical connections between phenomena, defining classifications, drawing up generalizations, for example, when explaining what a number of fairy tale heroes have in common or answering a question about the set of qualities of a real hero) .

Features of using the program in practice

Taking into account the external structure of the lesson (sequence of stages of the lesson) and internal (stages of solving a specific problem in an assignment, the relationship of a set of didactic tasks).
The beginning of the presentation of new material occurs after completing search and creative tasks, which, using a heuristic method, will lead children to new information.
In each lesson, joint work between teacher and student, work in small groups and pairs is required.
The 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 method, variability is left to the teacher ).
Students themselves must identify connections between the studied and new material.
Repetition of what has been covered 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 first grade

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

The introduction of the program requires a particularly attentive attitude to working with parents

liberate your students, give them the opportunity to feel the joy of receiving the right decision made independently;
teach parents how to properly help their children.

Lesson outline diagram

The “Harmony” program lesson is structured according to the following plan:

Organizing time.
Updating knowledge (if necessary, recording difficulties in activities).
Setting a learning task.
Building a way out of a difficulty (usually in the form of a frontal survey, analysis of what was seen/written, analysis of the stages of work on a specific task).
Exercise for the eyes.
Physical education minute.
Independent work with self-test in class.
Reflection.

Examples of lesson notes for the “Harmony” program

Prokopyeva Natalya “Summary of a reading lesson in 2nd grade according to the “Harmony” program. G. Tsyferov “How the chicken first composed a fairy tale” (fragments)

Bykova Svetlana “Russian language lesson notes in 2nd grade according to the Harmony program.” Topic “Spelling of double consonants in the root of a word” (fragments)

Kolomatskaya Olga “Summary of a mathematics lesson in 4th grade according to the “Harmony” program. Topic “Volume of a figure” (fragment)

In this example, work in a mathematics lesson is carried out in the form of solving a puzzle. Typically, such tasks are used in traditional methods in lessons for consolidating material and generalizing. In this passage, children search for the meaning of expressions to find a key word to determine the topic of the lesson - the structure is much more complex than simply finding a solution. Then the teacher implements the principle of clarity: the children find the meaning of the given word in the dictionary, that is, in mathematics they learn to work with an explanatory dictionary. And to lead students to the actual topic of the lesson (the volume of a figure), the teacher turns to the children’s experience with questions about measurement methods and instruments for obtaining these quantities.

The examined fragments 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 posing a problematic question, which allows students to immediately “get involved” in the topic, which means they are less distracted and play around;
Interdisciplinary connections are actively used, moreover, children receive information from different areas of activity within even one stage of the lesson;
Each lesson ends with a multi-level reflection, 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 figure 3”

About the “Harmony” program The primary education program (1-4) “Harmony” is the result of many years of scientific and methodological search for ways to improve primary education. Scientific supervisor - Natalya Borisovna Istomina, Doctor of Pedagogical Sciences, Professor.

Educational and methodological set "Harmony" Created in 2000 for 4-year elementary schools. All textbooks in the "Harmony" set are recommended by the Ministry of Education and Science Russian Federation, included in the Federal List of Textbooks.

Russian language. A communicative approach to language learning is the improvement of all types of speech activity: speaking, listening, writing, reading. Provides a basis for improving students' literacy through the systematic development of their spelling vigilance and spelling self-control.

Literary reading. Literary reading is in the best traditions of our literature. Selected works spiritual and moral content. Forms the worldview of children. Develops creative abilities (dramatization, selection of rhymes, comparisons, creative retellings). Develops the emotional sphere.

Anna Khrustaleva, 20.09.08 11:27

Continuing the topic about Uzorova-Nefedova, since the conversation turned to phonetics, etc. then I propose to continue in more detail on this topic.
The middle daughter has the Gramony program (by the way, they don’t touch Uzorova and Nefedova).
So, the parents in our class have a lot of questions. Mathematics - a little calculation, a lot of logic. Personally, this seems normal and correct to me. It’s okay, they will automate the counting later. BUT! In first grade, they practiced counting within 9 using cards. Take a piece of paper, write an example of addition on one side, and write the result on the other side. And they train - in class and at home, alone and in pairs. A convenient and simple way, not as boring as columns. But why until 9??? As a result, in second grade, my daughter has problems passing through ten. 8+4=11 Same thing with subtraction.
They also add and subtract two-digit numbers, but with the same problems. And the other day there was an exercise that horrified me
"Guess what principle the expressions are based on and calculate:
80-7=80-1-6=73
50-9=50-1-8=
and so on."
Mom is dying, why take away one first??? But then, to move through the ten, and then operate with the usual nine. It turns out not a decimal, but some kind of nine system

Everything with Russian is just as tricky.
In the first grade, they persistently taught that it is not necessary to write Y in words such as “Yolka, Yulya” (Yolka, Yulya), etc. Do any Russian-speaking children write like this? I haven't met. Clearly a fictitious problem.
Now there are combinations chk-chn-schn, etc. All this is given through phonetics: you need to check the softness/hardness of paired consonants. But the worst thing is that they ask to emphasize dangerous places in different ways: with a line, a dot, and a line with a dot - “double dangers”. Neither I nor my daughter understood what this “double jeopardy” was until I found out from other parents that it turned out they had been cancelled.

Milasha, 20.09.08 17:51

Fathers light And my teachers tell me this is the most best program.
It’s good that I live here. I’m finally convinced that there is no better “School of Russia”. And I’m still thinking about my daughter, which program to enroll in. All doubts disappeared.
Peterson, we also study at home (with their surrounding world, etc.). My son is studying and so far there have been no problems in the program. There are rules, there are solution algorithms. Quite simple, like how we were taught. We didn't grow up to be fools

vinsor, 20.09.08 22:33

Milasha, 20.09.08 22:48

QUOTE (vinsor @ Sep 20, 2008, 11:33 pm)

And we have a Russian school. However, mathematics was forcibly replaced by Heidman, transcription was added to Russian, and all this was supplemented by Uzorova/Nefedova. So AU, School of Russia, where are you? And it seemed like they were going towards her

We don’t have Moro, Zelenina and everything according to the program. Uzorova, Nefedova, we are already learning to concentrate at home on my mother’s initiative.

Anna Khrustaleva, 21.09.08 17:09

To be fair, it must be said that in general the program is structured logically and interestingly. In general, its main advantage is that rules are not imposed on children, but tasks are structured in such a way that they themselves come to the conclusions that are the rules of competent writing. Children are taught to observe, compare and reflect. And I really like it.
In this case, the teacher’s explanation plays a very important role: at home, using a textbook, a parent will not be able to explain this way; there is not much in the textbook. Probably, some additional “book for teachers”, parallel to the textbook, could help here.
By the way, I was wrong about not counting in 9-digit numbers. Today I asked my daughter for different examples of addition and subtraction, and realized that she was stuck on the figure eight, but she perceives 7+3, 6+4 normally. I counted 21-3, 27-9 without any problems.

Milasha, 21.09.08 21:53

Dreams Dreams. If only someone smart, kind and in power could be found and would create a super program for children without any unnecessary problems. Although in fairness it should be noted that you cannot please everyone.
Here's a program you can't take: EVERYWHERE there are pros and cons. It's kind of sad.

mom 123, 22.09.08 08:04

I think a lot depends on the teacher. After all, “Harmony” is not an experimental or developmental program (like Elkonin-Davydov or Zankov). Harmony, as well as school 2100 and the Russian school, are also different programs of the traditional education system.
http://www.u-mama.ru/read/article.php?id=1541
We are studying this program for the second year. We have such bells and whistles - we didn’t have addition up to 9! On the contrary, it was precisely counting within ten that was automated. What surprised me about mathematics at first was the almost complete absence of problems in first grade. And we didn't solve the equation. But they calculated a lot, all sorts of examples, both with “windows” - this is practically the same equation, and with tables.
Here it is: “Guess what principle the expressions are based on and calculate:
80-7=80-1-6=73
50-9=50-1-8=
and so on."
we did the same, but my child guessed that 1+6 is 7, that is, in both cases we subtract 7, and 1+8 = 9, that is, in both cases we subtract 9. So we do not have a nine-fold system. We passed a hundred in the second half of the first grade, now decimeters and centimeters passed, they were transferred from one to another. Examples like this: 24dm and 20dm 14cm - need to be compared. Homework My daughter makes it herself, I just watch it in the evening. She had 240 cm and 214 cm written on top in pencil, although it seems they haven’t taught more than a hundred yet, but it was explained correctly - they gave her an A.
In general, I don’t get involved in homework until a child asks me to explain something. I usually check in the evening. If I find some obvious mistake, we correct it. I rarely even look at the textbook.
Russian language! And dashes and dots! Many parents at our meeting spoke out - they were confused about these points! The teacher told the parents not to bother - this is how children mark dangerous places. For our teacher, the main thing is that the child sees a dangerous place, and she doesn’t find fault with two dots or lines. Personally, I didn’t get into these dots, although my daughter explained to me when to put what. I listened, of course, and praised her, but ask me now - I won’t tell you where the points are, I don’t need that.
And we had phonetics from the first grade, from the very first days: unvoiced-voiced, soft-hard, a lot of attention to this, everything was learned by heart - both paired ones, and only soft ones, and all sorts of things. My child was completely blown away by SONORAL sounds in the first grade... I didn’t even know such a word.
Reading. They read a lot, but do not focus on reading speed. The main thing is to read expressively, clearly, without swallowing or rearranging letters and syllables.
From the second grade they began to give grades, in 2 weeks the children had already written 2 CDs in mathematics, a Russian dictation and a cheating test, and in the first grade they wrote all sorts of test papers almost weekly.
In general, although we wanted to study according to the traditional system, we still went to the teacher, and I am satisfied with our teacher. My daughter studies with pleasure, gets 4 and 5 grades - but in general she loves to study with us. In principle, we are not experiencing any difficulties with this program yet.

Anna Khrustaleva, 22.09.08 08:42

QUOTE (Cute)

Here's a program you can't take: EVERYWHERE there are pros and cons. It's kind of sad

Yes, probably not without it. And you certainly can’t please everyone. The solution is home schooling according to a program drawn up by the parent.

QUOTE (mother 123)

Examples like this: 24dm and 20dm 14cm - need to be compared. My daughter does her homework herself, I just watch in the evening

Mine also copes with this without any problems.
I don’t remember about sonorants, it seems ours didn’t use this word. In any case, I did not hear about this from my daughter.

QUOTE (mother 123)

They read a lot, but do not focus on reading speed. The main thing is to read expressively, clearly, do not swallow or rearrange letters and syllables

The same.

QUOTE (mother 123)

after all, we went to the teacher, and I’m happy with our teacher

We also went to the teacher and we had a teacher - just gold!!! It was only during the summer holidays that the new headmistress kicked her out of school
The one that came instead is also good, but, but...

Povariha, 22.09.08 10:02

QUOTE (mother 123)

What surprised me about mathematics at first was the almost complete absence of problems in first grade.

There are no tasks, because the child does not yet read well enough to highlight the main thing in the task and remove the “water”.

deva~n, 30.09.08 08:02

Hello everyone. My daughter has been studying in this program for 4 years now. “Teachers say that this is the best program,” but what does it matter to children and their parents? Everything is fine with mathematics, BUT THERE IS STRAIGHT TROUBLE WITH RUSSIAN. With their lack of rules, it's terrible. At first I even called the teacher to know how to do the exercises.
Patience everyone!

Anna Khrustaleva, 30.09.08 20:06

Why the lack of rules? Same rules. They just don’t try to memorize them, but try to understand them.

Olga S, 02.10.08 08:07

So, after all, Ms. Soloveichik herself studied according to the regular program, but children are being brainwashed....

Milasha, 02.10.08 11:04

The topic is close to me. We have been studying the program for the 2nd year. The child has no problems, but when I do homework with him, my hair stands on end. Themes: unstressed vowels, unpronounceable consonants at the end of a word - this is generally incomprehensible....

And more about unstressed vowels? What exactly is difficult? It’s HOW the material is presented or that the TOPIC is generally difficult. It’s just that my son studies in the “School of Russia”, and in all other programs they teach the same thing, but different ways. We somehow didn’t have any problems with this particular topic.

Olga S, 03.10.08 07:51

Endless transcriptions. I don't understand why this is needed. There is a rule - use it. Why reinvent the wheel? The child will see enough of these transcriptions and the incorrect spelling will be imprinted in his head, because visual memory cannot be avoided [a g u r e c ], [t u l "p a n].

Tolyashka, 03.10.08 08:28

There is no way my child will go to this program. This is my deep IMHO, supported by the opinion of my mother, the director of the lyceum. In addition, watching my niece study in this program for 4 years, and she is doing well according to her grades. Either an excellent student or just a 4-year student. I don’t know how the high school program will be developed and changed by the time we move there, but at the moment there is no continuation in high school, everyone studies according to a single program. Well, what is all this for, why such complications. So far, in high school, children studying under this program are distinguished only by incredible fatigue from the educational process. Teachers themselves will never tell you this, because... not in their interests. Just yesterday my husband helped his niece solve a problem. .. The conclusion he reached was the absolute lack of perception of such a concept as a task, there is no connection between the task and the world in which he lives. The most interesting thing is that my husband, at one time, won Olympiads, entered universities easily, that is, his opinion is worth something. You can write a lot about all these shortcomings of the training program. But the most depressing thing is that the entire class in which the child studies learns lessons day and night. They don't go for walks, everything is devoted to lessons. I believe that it is necessary to let the child approach solving problems logically on his own, and not impose it. So far I only see that even in the simplest problem the girl is looking for some kind of trick, the solution does not come on its own, automatically, she needs to force it out. And this is a child who studied in a developmental kindergarten and, passing all the tests, received only praise.

Milasha, 03.10.08 09:08

We were simply taught this way: when you hear an unstressed vowel, choose a word so that it is stressed, the unpronounceable consonant is followed. way (iron - irons) (i.e. using test words), for example the word "riddle". The child is asked to doubt the sounds: [z (a/o) g a (d/t) k a].

Hmmm, we just have a letter missing in our words. Like s..baka, and the task is to insert the missing letters. And if you need to choose a test word.
My friends who are primary teachers themselves teach THEIR children in the “School of Russia”. Just don't think that I'm advertising it. Mine went to her because I knew for sure that he simply wouldn’t be able to handle anything more complicated. And “Harmony” was advertised to me as something really super-duper. It’s just that she wasn’t there at the school where my son went to first grade. And now I think I'm lucky

Talikoshka, 03.10.08 09:21

QUOTE (Olga S)

the unpronounceable consonant was verified. way (iron - irons)

That's what the teacher calls it - an unpronounceable consonant? Actually, an unpronounceable consonant (the sound is masculine) is something else. For example, the sun - we pronounce [sontse], late - we pronounce [pozna], etc.

Milasha, 03.10.08 09:25

Just yesterday my husband helped his niece solve a problem. .. The conclusion he reached was the absolute lack of perception of such a concept as a task, there is no connection between the task and the world in which he lives. The most interesting thing is that my husband, at one time, won Olympiads, entered universities easily, that is, his opinion is worth something. You can write a lot about all these shortcomings of the training program. But the most depressing thing is that the entire class in which the child studies learns lessons day and night. They don't go for walks, everything is devoted to lessons. I believe that it is necessary to let the child approach solving problems logically on his own, and not impose it. So far I only see that even in the simplest problem the girl is looking for some kind of trick, the solution does not come on its own, automatically, she needs to force it out. And this is a child who studied in a developmental kindergarten and, passing all the tests, received only praise.

OFF You know, I recently read A.K. Zvonkin’s book “Kids and Mathematics”. The author, a professional mathematician, talks about his experience teaching mathematics to preschoolers. So there he wrote a little about school (though we are talking about the 80s), that they mainly teach not HOW TO SOLVE problems, but how to format them correctly. Before school, the child understood fractions, number systems, multiplication and division, area, etc. very simply. And at school there are continuous failures in mathematics. One is stupefied by a task for which they cannot make a short note. Addition 6+4 means 6+2+2. If you answered that you add 6+4, you will get a two. Why? It turns out there must be step-by-step addition. The truth is, for the life of me, I can’t remember that we were taught that way. But it’s also the 80s. Maybe the teacher’s personal problems.
Once again I am convinced that the best is the enemy of the good.

Tolyashka, 03.10.08 09:43

I am the mother of a preschooler, so I’m wondering how and what they tell you at school, before entering first grade, about educational programs? In particular, what did they tell you about “Harmony” and why did you choose it?

vinsor, 03.10.08 09:51

,
Although we do not have harmony, but the most ordinary program. But the teacher loves these idiotic transcriptions.

Milasha, 04.10.08 23:46

I read about the programs and came across something that the program can be the same, but the textbook can be replaced. For example, in “Harmony” you can study Russian using Ramzaeva’s textbook (maybe I’m confusing it a little with the name), which is recognized as the best.
Now, damn, I've added more headache and ask about textbooks
So can you share what textbooks you have?
Off. If you collect all the best textbooks, what will the program be called?

Anna Khrustaleva, 04.10.08 23:50

But the middle one has Harmony in all subjects, and the eldest has only Literary reading from this program, and Russian, mathematics and the world- other. This is at the teacher's discretion.
Milasha, I wouldn’t bother with the program, but would look for a good teacher.

Milasha, 05.10.08 00:16

It’s somehow strange... we have a note in the corner on all our textbooks that they belong to the Harmony program.

So that’s it, people are sometimes dissatisfied with the program (while others are happy). But the problem may lie in the textbooks.
Many people become teachers, but the children don’t follow the program.
(To myself, I’m already looking, preparations will begin soon, we’ll see who will be there and how)
I have a friend who is delighted with the teacher, but she detests the program (2100). They don’t quit just because of the teacher.
Well, then I’m such a person, I’m still interested

Olga S, 06.10.08 08:27

So we “went to be a teacher.” Although, we must give her credit, she always explains to her parents if something is not clear.

Anna Khrustaleva, 06.10.08 08:57

Milasha
But in fact, in all basic programs, the child masters the same amount of knowledge, the same rules. They are just served differently. Therefore, to say that the child does not follow the program, it seems to me, is not entirely correct. Now, if they studied cases and conjugations in the first grade, then yes, you might not be able to pull it off.

Milasha, 06.10.08 12:40

Milasha, in Soloveichik’s textbook for the first grade there is a memo for parents. So, it says that parents may find the program difficult because they themselves studied differently, and if they delve into the child’s studies, they have to relearn. And the child is learning for the first time, so he perceives the material more easily (if, of course, the teacher presents it intelligently - approx. A.Kh.)

Convinced.
Probably the amount of homework depends on the teacher. And if there are too many of them, then it’s bad. Well, the presentation of the material in the textbook is sometimes not very good. Although you're right, maybe that's what we think
There are problems here for me personally. My son is in school, so I have to delve into everything. I hope my daughter will figure it out on her own.

TORI I, 14.10.08 22:21

We also study using "Harmony". Like many here, they went to the teacher.
I don’t really like the program, especially mathematics, my daughter is in the 4th grade, but they weren’t really taught how to solve problems, everything is fine with counting. But Russian was generally a dark forest for me, but my daughter figured it all out on her own. Although in the most At the beginning, in connection with the study of sounds and the construction of transcriptions of words, I wrote everything according to sounds. We had a joke, she stubbornly wrote the word fir-tree - "yolka", hedgehog - "yozhik", etc., and it was impossible to convince her, because oid is written with "yo"
But then everything fell into place, I don’t know why, maybe because she reads a lot, but she writes quite competently.
The only place where transcription helped us was in learning English.
Yes and to shola in English She got in without any problems, although there was a lot of competition.

bloomyykk, 14.10.08 22:28

An aunty teacher worked on Harmony, very much praised reading and Russian (I myself printed her a thematic plan for the year on reading - I was impressed by the intelligent selection, and indeed the textbook in general), but mathematics was rather weak.

Anna Khrustaleva, 14.10.08 22:33

QUOTE (TORY I)

What also confuses me is that few of us are asked to memorize poems. Is it the same with your children?

How much is little? We get asked from time to time, probably once every 2-3 weeks.

But the worst thing is that they ask to emphasize dangerous places in different ways: with a line, a dot, and a line with a dot - “double dangers”. Neither I nor my daughter understood what this “double jeopardy” was until I found out from other parents that it turned out they had been cancelled.

I was thinking about this method. Or maybe it’s not bad to know the really dangerous ones, i.e. dubious places. Otherwise, my son doesn’t even think about how to write anything, although he seems to know the rules. The most interesting thing is that sometimes he writes not even as he hears, but how to pronounce it is impossible. True, we have a pronounced attention deficit, but underlining, on the contrary, would draw attention to correct writing.

TORI I, 15.10.08 23:19

We study in trimesters, on average we get 1 poem per month. We don’t have any rules; there’s nothing to learn by heart except the multiplication tables. There’s practically no memory training.
We felt this very keenly when we went to English. Now we are studying the language for the second year, we are asked to learn a lot, but our memory is also trained. My daughter now learns school poems very quickly.
When we enrolled in English, my daughter wrote a dictation in Russian, made just one mistake, wrote “plank fence”, checked with the word plank.
The dictation was very difficult, I later showed it to our class, but she did not dare to let the children in the class write it. I was surprised that my daughter did it so well. So we are satisfied with the Russian language in this program.

Olga S, 16.10.08 07:33

Sweetie, what do you mean double jeopardy has been “abolished”? Nobody canceled them from us, we celebrate them that way.

vinsor, 16.10.08 07:40

We had a joke, she stubbornly wrote the word fir-tree - "yolka", hedgehog - "yozhik", etc., and it was impossible to convince her, because oid is written with "yo"

Do you think this is influenced by the textbook? For some reason, a lot of attention is paid to this.

This is one of the new educational programs; it is classified as both a traditional teaching method and a developmental one. UMK "Harmony" is an educational methodological set edited by. professor. This educational complex is based on the principles of problem-based developmental learning; the authors of this set answer the question “how to teach a child?” in a different way, great value emphasize comfortable learning (hence the name “Harmony”), and what is also very important, the “Harmony” program prepares the student and his thinking abilities for further learning.

Experts say that any textbook and methodological kit will be successful depending on how methodically and creatively the system is correctly presented by the teacher. Teachers have already done work to analyze this program in comparison with traditional ones. New educational complexes, including “Harmony,” definitely have more advantages and advantages over traditional training programs.

This does not mean that traditional programs are bad, but according to the comparison, the new educational complex “Harmony” contains both pros and cons.

Pros:

1) A lot of developmental, problem-based tasks, a lot of practice tasks, a system of differentiated work, clear visualization and modeling in the form of a slide, this facilitates and helps the teacher prepare for the lesson, increases the effectiveness of the lesson for the student himself.

2) The modernization (update) of school education is presented. These include humanization, humanitarization, differentiation. Based on the principle of children’s activity, on the teacher’s acceptance of the student as an individual person. modern concepts humanization and humanization of education. This is one of the important aspects of development secondary school, where it is necessary not only to focus on students’ assimilation of knowledge, but also to develop the child’s personality and his capabilities.

3) The methodological approach creates conditions for the student to understand the subjects being studied, for comfortable (harmonious) relationships 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’s like a frame 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, to understand the world around them, to be able to analyze and synthesize, compare, classify, draw analogies and generalizations.

5) The authors of the “Harmony” kit tried to dispel the existing division between traditional and developmental teaching systems, and combine important traditional methods and new teaching 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. The pairwise entry of all letters is re-entered to consolidate and systematize.

This three-fold introduction of the letters of the alphabet allows students to repeat three times, deepen and systematize what they have already learned.

There is an opinion that students learn to read on their own, but this is wrong. Only after repeating it three times, “collising” their old and new acquired knowledge in this process, only then do children learn to read.

7) Based on the copybook “My First Notebooks”, writing is taught with a single line rule, without slanted lines, only dotted lines are drawn. This helps determine the height of lowercase and uppercase letters. On the pages of the notebooks, leave 1-2 lines without auxiliary lines; working on these lines helps develop the eye and gradually teaches you to write in regular 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-based approach to organizing training:

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

b) information is not provided in a ready-made form, it is “mined” together with the students.

10) The following techniques are actively used: observation, selection, transformation and construction.

11) A balance is maintained between intuition and knowledge.

12) When studying one and the same object or subject, it is considered from different angles.

13) Significant reliance on the child’s experience.

14) Advanced training.

15) The textbooks included in the “Harmony” educational complex have auxiliary techniques; 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 logical thinking abilities. For example, if a child does not know which letter is written in a certain place in a word, then he puts a “box” (according to the author). Then, together with the teacher, he analyzes the questions, remembers the rules necessary for the word and fills out this “window” by entering the required letter.

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

18) A situation of success is formed, which also creates a healthy personality in children. Many teachers, when teaching under this program, use “health-saving technologies”, as well as the Bazarny method, which can be used for any program, any educational complex.

Minuses:

1) In mathematics (the author), problems are solved only in the 2nd grade, and the tests for all classes are given the same. At this time, they are already deciding on the introduction of tests 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 “Planet of Knowledge,” even those with kindergarten training.

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

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

From the opinion of specialist primary school teachers.

“Parents who are dissatisfied with the Russian language textbook, 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, however, interesting. I admire the Russian language textbook, and not only its methodology, but also its results. At school, my Russian language was always “A”, but it was still just memorizing it, and not understanding the logic of the language as such. I only began to understand Russian when I was already studying at the institute. And this is true for all children who graduate from school. If a teacher works correctly with students when teaching literacy, then there will be no problems in the Russian language. I have already sent students to primary school, teaching them this 4th grade kit, and I was amazed by their knowledge, they not only know Russian, but also understand it. I don't have any problems with my parents, but they tell me that they can't check their children's 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 have released children into basic school who can find the main thing in certain rule, can find information themselves and apply knowledge in practice. Children can freely reason, prove, generalize, and most importantly understand the Russian language. I have taken first graders again and am teaching them using the “Harmony” program. Never again as a teacher will I go to the “School of Russia” program, where children do not see 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 error, but teaches you to remember the correct spelling of words. And so everything repeats itself. If the student remembers how to write correctly - good, if he doesn’t remember - again “2”. The author Soloveichik builds everything differently. Has anyone seen children who can reason while studying under the Russian School program? Let your teachers study and present the program correctly, and then there will be an excellent result.”

“There are workbooks for each textbook in the Harmony set; they add variety to the work on educational material and relieve children's fatigue from writing. The content of the 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 a child - the ability to learn, helps to become literate. At first it is difficult to work with an unusual technique, using transcription, writing words with windows. Colleagues, carefully use the instructions from the author of the textbook. A special way of writing - writing with windows - is a way to avoid spelling errors. Do not immediately introduce spelling patterns (rules for choosing letters) without teaching children to hear “dangerous places” and see them, without also teaching them spelling vigilance. Teachers, use copyright notes, follow cheating and checking technologies.”

“I only worked with Soloveichik’s textbook for the first year, but I am pleased with the results of the work. Even children who find it difficult to study can write entire sentences here according to the program. Thanks for this new approach to teaching children to read and write."

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