History 2100. From the history of the creation of the program
SCHOOL HISTORY TEXTBOOKS FOR SENIOR GRADES OF THE EDUCATIONAL SYSTEM "SCHOOL 2100"
Analysis of school textbooks on the history of the OS "School 2100" for high school students
School textbooks offered by the BALASS publishing house are created according to the canons educational system"School 2100", which in turn is the first and only in Russian Federation, as well as in the CIS countries by modern approbation of the creation of a unified educational system that consistently offers continuous and systematic education for schoolchildren of any age. The most important task of "School 2100" is to help students in their independent, confident and successful growth, as well as the formation of personality and a constant desire to improve themselves. An important factor is also the development of competitiveness among students, for constant and continuous progress. In general, teaching at the "School 2100" contains a consistent and holistic process, which is based on a holistic psychological and methodological basis of students, taking into account their age characteristics.
The course "History of Russia and the World" for high school continues the courses "General History" and "History of Russia" for the main school, and provides an opportunity to solve the problem of continuity and continuity educational process at the level of content, and at the level of technologies of the educational process, which are constantly changing. Given the given characteristics, courses of Russian and foreign history are qualified within the framework of the course "History of Russia and the world", but the structural system of textbooks allows for the possibility of studying them at different levels.
The program of the course "History of Russia and the world" grades 10-11 (General education - basic and profile advanced levels) was developed by D.D. Danilov, D.Yu. Belichenko, A.V. Kuznetsov, D.V. Liseytsev. Main guidelines to the textbooks "History of Russia and the World" grades 10-11 (general education - basic and profile - advanced levels). M.: Balass. - 2013.
Program this course was created on the basis State standard 2004 and projects of the second generation Federal State Educational Standard for High School.
The program considered problematic approach to the definition of studying the course "History of Russia and the World", which makes it possible to show the fundamental trends in changing the face of world civilization, as well as to reveal the specific nature of their occurrence on the territory of our country, to express its contribution to the solution of global, universal problems.
The fundamental goal of the course is to create special conditions for the systematic development of a functional and literate personality by means of the subject being studied.
The most important feature of this program is the expression of the goals of studying the subject of history in the form of lines of development of the student's personality by means of the studied discipline. The authors understand the lines of personality development as peculiar groups of interrelated skills for working with content, which allow a person in the future to solve a certain class of vital practical tasks and make decisions.
The first and second lines represent the mastery of the historical picture of the world: the ability to be able to explain modern world, bind historical facts and concepts into a single picture.
The third line is represented by the formation of historical thinking: the ability to observe social process in its intensive dynamics, determine the causes of events and predict certain consequences.
The fourth line is the moral and ethical self-determination of a person: the ability to evaluate one's own and other people's actions, based on the structure of moral values created by mankind.
The fifth line represents the civil and patriotic self-determination of a person: the ability, guided by the experience of previous generations, to determine one's own civic position, build one's worldview, be tolerant of those whose positions do not correspond to yours, etc. Klokova G.V. Formation of tolerant consciousness of schoolchildren in the process of teaching history. // Teaching history and social studies at school. - 2004. No. 1. - From 19 - 20.
On the profile level teaching history, continuity is observed, according to which tasks are differentiated, and textbooks aim at finding peaceful solutions to social and political contradictions and demonstrate the value and internal connection of nations and their cultural characteristics. Zhuravleva O.N., Pashkova T.I., Kuzin D.V. History. History of Russia (basic and advanced levels). / Ed. R.Sh. Ganelin. M.: Ventana Graf, 2004.-p. 45. In turn, school books of the general education line combine the course of the History of Russia and the world, giving the first priority. Domestic history quite organically fits into the process of world historical development. About Antoine. Twelve lessons in history. / M.: RGGU, 2000. - 336 p. The authors decided to combine in one course two parallel levels of studying history in grades 10-11 - general education and profile humanitarian. Based on the accumulated practical experience of introducing specialized classes at the high school stage, their composition does not always correctly determine the interests, motives and potential of students for a detailed in-depth study of history or completely abandoning it. Increasingly, in the classes of the humanities, poorly motivated schoolchildren study, who have not decided on the choice of their future profession. Similarly, in technical classes, where we often meet students who are imbued with a desire to study history, constantly reinforce knowledge and expand their horizons than is possible at a general education (basic) level. This kind of problem is associated with the objective unwillingness to choose their future profession for the bulk of schoolchildren at the end of the 9th grade. After all, they have two main options regarding their future life: to start a more specialized training for a profession or continue their studies at school so that after graduation they can enter a university and acquire a profession already there. But this action is absolutely impossible to carry out, within the framework of the students' lack of goals and ideas, and most importantly, a vision of themselves in the future. In turn, one of the components of solving this problem is the option of creating an educational course that will combine both levels and give a powerful impetus to building personal educational trajectories that cross the general educational and humanitarian levels. Bespalko V.P. Textbook theory: didactic aspect. / V.P. Bespalko. - M., 1988. - 25p.
The most important step in studying and teaching the course of the subject "History" at the basic and profile levels is the choice of providing textbooks, which is the main means of learning. Zagladin N.V. Story. General history (advanced level). / M.: Profit., 2003.-244 p.
Table 1.
Comparative analysis of basic and profile levels in textbooks:
A basic level of |
Profile level |
His choice suggests that history is not likely to be one of the foundations professional activity this student. However, the study of this discipline, at least for basic level everyone needs: To navigate in the modern multifaceted world, understanding how the palette of countries, peoples, worldviews surrounding you has developed. (1-2 line of development). To understand the causes of the changes taking place in society and, deciding on actions, to calculate their consequences. (3rd line of development). In order to act according to the mind and conscience, not to fall for the deception of various crooks and extremists, independently assessing the events taking place in society from a moral standpoint (4th line of development), from the standpoint of a citizen and patriot of multinational Russia (5th line of development). |
The student's choice of this level suggests that knowledge of history will be important for the future planned profession. In this case, in addition to the above goals, new ones are set: Be ready for independent historical research (scientific, journalistic, expert, etc.), understand the intricacies historical science, which in a complex way of discussions, step by step, recreates the true picture of the past of mankind. If necessary, proclaim socially significant positions and publicly defend them in civilized disputes with opponents. |
The textbook "History of Russia and the World" for each grade (10th and 11th) includes two modules. In the tenth grade, the first module is called "From Tribal Communities to Nation States." It consecrates the problems of the formation of world civilizations and the peculiarities of Russia's development. The second module is called - "From great discoveries to great revolutions." It is devoted to the problem of the formation of a single civilizational space of mankind in modern times, the role and place of our country in these processes. In the eleventh grade, the first module - "From faith in progress to the era of world wars" covers the transition from New to recent history, development and crisis of industrial society (from the middle of the 19th century to the beginning of the Second World War). The second module - "From World War to Global Peace" - covers the time from the Second World War to the present day, and is devoted to the processes of formation of modern diverse humanity.
All modules have the same structure:
Firstly, goals are set in the form of a list of skills that need to be mastered in the course of studying the material of the watershed.
Secondly, the topics, the structural content of which is represented by materials of the general educational and specialized levels.
Thirdly, the final test, which checks the development of skills by students through competency-based tasks (application of knowledge in models of real life situations) and through tests in the format of the Unified State Exam.
Chapters and paragraphs of the textbook, on the general history and the history of Russia, are given synchronously - in parallel, or integrated. So, in the second book for the eleventh grade, in the topic Great War(1930s, 1939 - 1945) material on the Second World War and the Great patriotic war integrates. Other topics from this textbook are presented in parallel synchronously: Chapter Eight - The World " cold war» and chapter nine - Socialism Soviet Union(1945 - 1991) D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko, P.I. Selinov, V.M. Antonov. History of Russia and the world. Grade 11: textbook for general educational institutions (basic and profile levels): in two books. - M.: Balass, 2013. Synchronous - parallel approach to structuring the textbook material means that the material on the Universal and Patriotic history is not combined, but presented in separate topics (chapters) for the same period of time. This approach allows students to synchronize the processes taking place in foreign countries, and in Russia. This is much more convenient for students than two separate textbooks on General and Patriotic History.
In the textbooks of the educational system "School 2100" the content is built in accordance with the principle of developmental education, which was formulated by Academician A.A. Leontiev - this is the principle of minimax. The teacher and the textbook simulate a situation where a student can take a maximum of material, but at the same time, each student must necessarily master the necessary minimum of material that is worked out in the learning process. This principle enables the authors of School 2100 textbooks to offer their own solution to the problem of multi-level education and the formation of an individual educational trajectory for each student. The number of questions after the paragraph and the amount of information in the text of the paragraphs are redundant. This is done so that the teacher and students choose for themselves the most interesting version of the lesson for them. The teacher and students must adhere to the following rule: Not everything included in the textbook needs to be read and done! You need to independently conduct a search for interesting and important information.
For those students who are not going to take the Unified State exam in history, one can acquire a small set of knowledge that is feasible for them (dates, concepts, names) and trace the connection between them, forming a general picture of the historical development of Russia and the world. In this case, a small part of the texts and tasks, even at the general educational level, may possibly remain unused.
Students who need high USE results, it is important to have a deep understanding of the historical picture of the world. For them, a set of knowledge cannot be contained in one school course, handbook, or textbook. It is necessary for such children, working at the profile and humanitarian level, to constantly strive to complete tasks, not only at an increased, but also at the maximum level.
Material presentation levels:
Formulation and formulation of the problem;
Repetition of necessary decisions;
Solution.
The problem of the lesson is formulated by students on the basis of materials that usually contradict each other and are presented at the very beginning of the paragraph. So, in paragraph 35, a history textbook for the tenth grade (book 2), materials are given: enlighteners of minds and troublemakers of souls, tasks are offered for them: compare two opinions on the significance of the ideas of the Enlightenment in the history of mankind, than these opinions contradict each other , what problematic question could you raise based on this contradiction and compare your question with the question proposed by the authors. Problematic questions for each paragraph that the authors propose are given at the end of the textbook. D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko, P.I. Selinov, V.M. Antonov. History of Russia and the world. Grade 11: textbook for general educational institutions (basic and profile levels): in two books. - M .: Balass, 2013At the stage of repeating the necessary knowledge, students carry out vocabulary work, give detailed answers to questions and tasks offered by the authors of the textbook. The text of the paragraph, as usual, is divided into parts, each of which has a title expressing main idea this part of the paragraph. Before each part of the paragraph, tasks are offered: the first task usually refers to the content of this part, the second task suggests making a conclusion on the problematic task of the entire paragraph. That is, the authors of the textbook suggest a step-by-step solution to the problematic issue. When performing a specific task, students rely on both the text of the paragraph and illustrative materials (diagrams, diagrams, graphs, tables, maps, etc.). At the end of the paragraph, the authors present their own conclusions on the problematic issue and invite students to compare their conclusion with the author's.
At a basic level, the text for the decision problem task is usually given in a generalized form and at a higher theoretical level than is done in textbooks for basic school grades 5-9. This seriously distinguishes the textbooks of the educational system "School 2100" for senior classes from the textbooks of other educational lines. In our opinion, the authors avoided the main reproach against high school history textbooks: simple repetition of material from textbooks for grades 5-9 and excessive detail that does not allow students to see the main thing.
So, in the textbook for the seventh grade, the history material Russia XVII century, is presented in seven paragraphs, and in the textbook of the tenth grade in one paragraph. D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko. History of Russia and the world. Grade 10: textbook for general educational institutions (basic and parophilic levels): in two books. - M.: Balass, 2013 It is no secret that often teachers in high school are forced to run through a huge amount of factual material “galloping through Europe”, which is ultimately poorly absorbed by schoolchildren. The authors of the textbook have found very successful means that allow schoolchildren to have the most holistic view of a particular era, with details that are not in the paragraphs. It's detailed chronological tables with tasks offered at the basic level after each paragraph of the school textbook. For example, to the chronological table for the period 1953 - 1964, which is called "The Chronology of the Khrushchev Thaw", tasks are given: to highlight about two, three of the most important events of the reign of N.S. Khrushchev, in socio-economic, domestic political, as well as in foreign policy areas. D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko, P.I. Selinov, V.M. Antonov. History of Russia and the world. Grade 11: textbook for general educational institutions (basic and profile levels): in two books. - M.: Balass, 2013. - P.216 Or, on the basis of the chronology of the Old Russian state, to conclude - who founded Russian state: Varangians, Normans or Slavs? Usually in high school textbooks, summary chronological tables are provided at the very end, which serve only as a reference for students. They usually rarely refer to such tables. Chronological tables in the textbooks of the history of the educational system "School 2100" are problematic and they, as textual visual materials, are sources of knowledge for schoolchildren.
Well-known domestic methodologists A.I. Strazhev and P.V. Gora called such tables - chronological complexes. For such complexes, it is not necessary to memorize dates and events. In such complexes, the dynamics of one or another historical process. Schoolchildren at the right time have the opportunity to turn to structural complexes as sources, as well as reference materials.
The profile level is represented by such components as: the formulation of the scientific problem of the lesson, the solution of this problem and the ongoing project - research. To solve the problem, historical documents, fragments of the works of historians, as processed and authentic, as well as statistical and historiographical materials, are used. Moreover, these materials are clearly structured. All this gives the research character to the material of the profile level. It is provided with methodological guidelines: algorithms (reminders), which, in turn, are placed at the very beginning of each book: “Analysis of a written historical source”, “critical analysis of any text historical content. Each memo is accompanied by comments: “analyze the algorithm presented below and find out what it gives for building trust in one or another source of historical information“ To a book, article, TV show, film, etc. ”, for its figurative understanding, as well as definition of attitude towards it. D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko. History of Russia and the world. Grade 10: textbook for general educational institutions (basic and parophilic levels): in two books. - M.: Balass, 2013. - p.5-6
Finally in Russian schools a new type of textbook for the senior level appeared - called the research textbook. According to historians - Methodists O.Yu. Strelova and E.E. Vyazemsky, until now, the main type of school book is the author's, i.e. value judgments of the author and his opinions about certain historical events are dominant over everything historical material, within this tutorial. Naturally, the methodological apparatus of such a book is oriented towards the complete reproduction of the author's version of the text. In turn, the value orientations of schoolchildren and teachers, as subjects educational activities are not of paramount importance, and fade into the background. Antonov V.M., Abashkina O.A. Reflections of a methodologist and teacher - practice in the contradictions of the subject: what should be school history? // Primary School: A plus. Before and after. 2013 No. 11. - S. 55.
Similarly, according to O.Yu. Strelova and E.E. Vyazemsky, in the world teaching practice in democratic countries, a different model of the educational book is developing, in which the author's version is not dominant. At the heart of such a book is an organized text, built on the basis of sources, designed to provide methodical conditions for the holistic formation of competencies, assimilation learning activities. For example, let's analyze paragraph 15 in the textbook for grade 10 (book 1). The topic is called: "The choice of faith and its significance." At the beginning of the paragraph, the guys are given the right to pose the problem themselves, in this case the choice of Orthodoxy is: Great choice or fatal choice? Suggested sources: L.N. Gumilyov on the adoption of Orthodoxy in historical research“From Russia to Russia”, P.Ya. Chaadaeva from "Philosophical Letters" (magazine "Telescope", 1838), as well as A.S. Pushkin on the adoption of Orthodoxy in a letter to P.Ya. Chaadaev (1836). Thus, the author's version is only a fulcrum for further reasoning of schoolchildren. D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko. History of Russia and the world. Grade 10: textbook for general educational institutions (basic and parophilic levels): in two books. - M.: Balass, 2013
At the level of specialized teaching of history, the following are used as a source base: historiographic and static, authentic and processed materials, which have their own systematized structure. Antonov V.M., Abashkina O.A. Reflections of a methodologist and teacher - practice in the contradictions of the subject: what should be the school history? // Elementary School: Plus. Before and after. 2013 No. 11. - P. 55. At this level, the research nature of the material is determined by methodological guidelines in the form of memos, which are indicated at the beginning of each book: "Critical Analysis of the Historical Text", "Analysis of the Written Historical Source". In turn, each is provided with comments of a certain nature, for example: “Analyze the algorithm presented below and find out its role in developing confidence in one or another source of historical information, whether it be an article in a newspaper or a TV show, to understand it and determine the attitude towards it. There. - S. 56.
To any sources, for example, as we indicated above - “Letters of Chaadaev”, “Statements of A.S. Pushkin" within the framework of the theme of Adoption of Orthodoxy and provides information about the authors of the historical work from which certain fragments are taken, thereby creating opportunities for its certification.
School textbooks for the tenth and eleventh grades of the educational system "School 2100" have a peculiar structure of their methodological apparatus, the structure of which includes questions, cognitive tasks that contribute to the development of learning skills and universal learning activities.
It is noteworthy that the tasks are not offered at the beginning or end of the paragraph, but are enclosed within the text. For example, in paragraph 12, a history textbook for the 10th grade, in the topic "Prehistory of Russia" we are talking about its settlement in the primitive era, and right there between the paragraphs characterizing the formation of the first peoples and their further ethnic differentiation, the task is given: “Determine which representatives language families were settled on the territory of Russia in the era ancient world". D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko. History of Russia and the world. Grade 10: textbook for general educational institutions (basic and parophilic levels): in two books. - M.: Balass, 2013 Thus, this task, as it were, links two topics together, and serves as a means not of consolidating the material, but of organizing cognitive activity.
V.M. Antonov and O.A. Abashkin, they recommend paying attention to the conceptual apparatus of the textbook, since the single rule of the School 2100 OS is the absence of clearly formulated definitions in the paragraph. Schoolchildren, on the basis of the material given to them, search for definitions themselves, and then check the concept they found with the dictionary. Antonov V.M., Abashkina O.A. Reflections of a methodologist and teacher - practice in the contradictions of the subject: what should be the school history? // Elementary School: Plus. Before and after. 2013 No. 11. - S. 59.
The most informative source of knowledge is cartographic materials that are placed on the endpapers and nahzats of textbooks (for example, “ Old light in the 13th century: civilizations of the Middle Ages).
The authors of school textbooks of the educational system "School 2100" avoid confusion in the text, and provide the children with different points of view, again without putting the author's position within the dominant one. An example is the principle of constructing a lesson: problematic. Students themselves formulate the problem, formulate the conceptual apparatus, etc. In the School 2100 OS, this is done to form patriotism, moral and ethical values in children.
Pioneering Phenomenon Heading Implementation research projects, for which a bibliographic list is given for the preparation of abstracts, messages and reports. This also includes the information aspect with the involvement of Internet resources. The school textbook "Schools 2100" takes into account the requirements of the general education and profile levels, where each topic is presented at both levels. Antonov V.M., Abashkina O.A. Reflections of a methodologist and teacher - practice in the contradictions of the subject: what should be the school history? // Elementary School: Plus. Before and after. 2013 No. 11. - P. 57. For example, let's take the theme of the 15th paragraph, already familiar to us, "The choice of faith and its significance." First, on page 212, general educational material is presented, and on page 222, material at the specialized level. If at the basic, the material of the paragraph is presented in a simplified form (cartographic, and author's material), then at the profile level, presented by the problem-dialogic technology, the presentation themes are coming already with the involvement of documentary sources in this case: B.D. Grekova, I.Ya. Froyanova, M.N. Pokrovsky, S.V. Yushkov and others. D.D. Danilov, A.V. Kuznetsov, D.V. Liseitsev, V.G. Petrovich, D.Yu.Belichenko. History of Russia and the world. Grade 10: textbook for general educational institutions (basic and parophilic levels): in two books. - M.: Balass, 2013. - S. 212 - 227.
Thus, after analyzing school textbooks for senior grades of the educational system "School 2100", on the example of books for the 10th and 11th grades, we came to the conclusion that these works are the latest type of educational books that meet the requirements of the Federal State Educational Standard of the new generation, competency-based and personality-oriented models historical education. They contribute to the development of civic-patriotic qualities and, most importantly, give students the opportunity to choose the level of history teaching themselves, and thereby determine their own trajectory of their development.
Bondyreva S. K., Ladyzhenskaya T. A., Buneev R. N., Buneeva E. V., Goryachev A. V., Vakhrushev A. A., Danilov D. D., Melnikova E. L. and others. Textbooks for the educational system "School 2100" are published by the Balass publishing house. In addition to textbooks, "School 2100" includes the journal "Primary School Plus Before and After", which is included in the list of registered scientific journals of the VAK.
The system is based on the concept of A. A. Leontiev "Pedagogy of common sense", on the system of principles of developmental education and implements modern educational technologies of the activity type: the technology of problem-dialogical learning, the technology of forming the type of correct reading activity (productive reading). Curricula based on the concept are implemented in the system of school and preschool (“ Kindergarten 2100”) of the formation of the Russian Federation. For the development of the theoretical foundations of the concept and its experimental implementation, the main developers in 2008 were awarded the Prize of the Government of the Russian Federation in the field of education.
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✪ "School 2100" and GEF 2nd generation. Part 1.
Subtitles
The name of the program
The number 2100 has a symbolic meaning for the creators of the educational system, since it includes the number 21, which means the current century, and two adjacent zeros merge into mathematical sign infinity, which symbolizes the progress and movement of Russian education based on common sense pedagogy.
History of creation
1988-1991 The work of Academicians of the Russian Academy of Education A. A. Leontiev and Sh. A. Amonashvili as part of the VNIK "School" of the Ministry of Defense of the Russian Federation on reforming Russian education. Development by A. A. Leontiev of the conceptual foundations for updating the content of education and the principles for creating textbooks of a new generation.
1990 The beginning of approbation of books for reading the series "Free Mind" by R. N. Buneev, E. V. Buneeva, the textbook "My Favorite ABC" and O. V. Pronina's copybooks "My Magic Fingers".
1992-1996 Approbation of textbooks on the course " The world» A. A. Vakhrushev and others, textbooks of computer science by A. V. Goryachev, Russian language by R. N. Buneev, E. V. Buneeva, O. V. Pronina.
1996 Association of authors of textbooks within the framework of the Association "School 2000 ...". Making a decision to create a set of continuous courses for preschool educational institutions, primary and secondary schools. Development by Associate Professor A. A. Vakhrushev of the course "The World Around" on the conceptual foundations of the association. Determination of the principles of using the theory of "the psychology of growing up" by D. I. Feldstein when creating textbooks.
1997 The First All-Russian Conference of the Association “School 2000…”. Release of the first scientific and methodological collection “School 2000…”. The concept and programs of continuous courses for general education schools. The first publication of the Unification concept is "Pedagogy of Common Sense". Start of mass approbation of a set of textbooks "School 2000 ...". The first inter-regional seminar on the problems of introducing a complete set of "School 2000 ..." in Izhevsk, Udmurt Republic. Official letter of the Ministry of Defense of the Russian Federation 3 145 / 14-12 dated 02.17.97 on support for the set of textbooks "School 2000 ...". The beginning of work with schools - implementation sites in Moscow and the regions in order to develop the "School - methodological center" model (12 regions). Beginning of approbation of textbooks for the basic school (Russian language, literature, history, rhetoric, mathematics, natural science, geography, etc. - continuation of continuous courses by the same authors).
1998 The Second All-Russian Conference “School 2000…” in Moscow, publication of the collection “School 2000…” Concepts. Programs. Technology". Issue 2. Development of the concept and programs up to school education.
2000 The beginning of the mass introduction of textbooks for basic schools in Moscow and the regions. Fourth All-Russian Conference " Priority areas development of the Educational Program "School 2100". The release of the collection "School 2100", no. 4. Organization and holding of the Second All-Russian competition for the best methodological development lessons in all subjects and textbooks of the educational system "School 2100".
2000-2002 Participation of A. A. Leontiev and R. N. Buneev in the author group of the Ministry of Defense of the Russian Federation on the creation of state documents: “Concepts for the content of education in a 12-year school” and materials for an experiment to modernize the content and structure of general secondary education.
2004-2005 Active approbation and stamping of textbooks for basic school in literature, Russian language, history, biology, geography, chemistry. The publication of the collection of materials, vol. 8 “School 2100 as an educational system”, dedicated to the memory of A. A. Leontiev. The release of the new teaching materials for grades 1-4. "My Mathematics" (authors T. E. Demidova, S. A. Kozlova, A. P. Tonkikh and others), prepared within the framework of the School 2100 Educational System with the participation of R. N. Buneev, E. V. Buneeva , A. A. Vakhrusheva, A. V. Goryacheva, D. D. Danilova, O. V. Pronina. After the death of A. A. Leontiev supervisor"School 2100" becomes Academician of the Russian Academy of Education D. I. Feldstein.
November 16, 2005 Discussion of the activities of the OS "School 2100" at a meeting of the Bureau of the Presidium of the Russian Academy of Education. Official recognition of "School 2100" by the educational system. The conclusion of the Presidium of the Russian Academy of Education was adopted, in which it is recommended to use it in wide practice.
2008 A collection of materials has been released to help teachers of preschool educational institutions, schools and pedagogical universities "School 2100". Educational Technologies". A joint large-scale experiment has been launched Russian Academy education and OS "School 2100" "Ensuring continuity between the levels of a general education school as a condition for obtaining a new educational outcome corresponding to the Federal State Educational Standard (on the example of the Educational System "School 2100""). In December 2008, the Prize of the Government of the Russian Federation in the field of education was awarded to the group of authors of the Educational System "School 2100" consisting of: A. A. Leontiev, Sh. A. Amonashvili, R. N. Buneev, S. K. Bondyreva, E. V. Buneeva, A. A. Vakhrushev, A. V. Goryachev, D. D. Danilov, E. L. Melnikova. The prize was awarded for the creation of a new generation educational system and its practical implementation in textbooks for primary, secondary and high schools.
2012 Textbooks of the School 2100 Educational System in all subjects for grades 5-9 have successfully passed the state examination in the Russian Academy of Education and Science and have been included in federal list textbooks. May 31 - June 1, the All-Russian scientific and practical conference "School 2100" took place - quality, support, initiative. Representation of the Sample Master general education program"Kindergarten 2100".
2014 At the XVIII All-Russian scientific and practical conference "Personally oriented preschool, primary and basic general education in the context of the Federal State Educational Standards", the team of authors presented the first generation electronic textbooks to teachers and the concept of creating electronic-paper educational materials as a prototype electronic textbooks second generation. UMC "School 2100" has completely switched to an online advanced training system in the form of distance courses and webinars.
2015 On October 30, the XIX All-Russian Scientific and Practical Conference on the Development of the Educational System "School 2100" was held, which was held for the first time in full-time and part-time form (online broadcast). More than three thousand teachers from most regions of the Russian Federation took part in the conference. The theme of the conference is “Ways and means of ensuring continuous, high-quality and effective education". The team of authors and the team of IT developers presented the results of work on the creation of a new generation of electronic textbooks - more than 120 electronic forms of textbooks for teaching materials "School 2100" with a large interactive component, which fully comply with the requirements of the Ministry of Education and Science of the Russian Federation for electronic forms of textbooks. On January 18, 2016, the mass testing of electronic forms of textbooks of the teaching materials "School 2100" begins. The team of authors of the main educational program "Kindergarten 2100" completed work on the text of the program, which was finalized in accordance with the requirements of the Federal State Educational Standard of the ECE. The text of the OOP "Kindergarten 2100" is posted on the FIRO website. Publishing house "Balass" has released an updated 1st part of the collection "Main educational program"Kindergarten 2100".
Features of educational technologies
Problem dialogue technology gives a detailed answer to the question of how to teach so that students pose and solve problems. The phrase "problem dialogue" the first word means that in the lesson of studying new material two links should be worked out: the formulation of the educational problem and the search for its solution. Problem-dialogical training- this is a type of learning that provides creative assimilation of knowledge by students through a dialogue specially organized by the teacher. The teacher first, in a prompting or leading up dialogue, helps the students to put educational problem, that is, to formulate the topic of the lesson or a question for research, thereby arousing students' interest in new material, forming cognitive motivation. Then, through an inciting or leading dialogue, the teacher organizes the search for a solution, or the “discovery” of new knowledge.
Productive Reading Technology includes 3 stages of working with text: 1) before reading, 2) during reading and 3) after reading. Working with the text before reading involves anticipating the upcoming reading (determining the semantic, thematic and emotional orientation text, highlighting the characters and the name of the author by keywords and illustrations) and setting the objectives of the lesson. Working with text involves primary reading, a conversation on the content of what was read, and subsequent expressive reading. Working with the text after reading includes a collective discussion of what has been read, acquaintance with the writer's work, creative work with the title and illustrations, and creative tasks.
Technology for assessing educational achievements ( academic success) develops control and evaluation independence of students. The student's assessment is determined according to the universal scale of three levels of success: necessary, program and maximum. According to this technology, any, especially successful, action is evaluated, and only the solution of a full-fledged task is fixed with a mark. The teacher and the student determine the grade in a dialogue. In this case, the student has the right to reasonably challenge the grade given to him.
Municipal educational institution
main comprehensive school With. Chkalovo Krasnokutsky district of the Saratov region
"Agreed"Deputy Director for
OIA
___________ /______________/
"___" August 20___
"I approve"
Director
mou oosh s. Chkalovo
__________ /________________/
Order No. ____
"___" August 20__
WORKING PROGRAMM
BY SUBJECT History
FOR 8 CLASS
Teacher: Selezneva Nailya Fyaritovna
first category
2016–2017 academic year
EXPLANATORY NOTE
Working program “General history. History of the New Age ”for the 8th grade is compiled on the basis of
The federal component of the state educational standard, approved by order of the Ministry of Education of the Russian Federation dated March 05, 2004 No. 1089;
Sample program of the main general education educational system "School 2100" in the subject "History" (basic school, high school) Moscow, "Balass" 2010;
Federal list of textbooks recommended by the Ministry of Education in the Russian Federation for use in the educational process in educational institutions for the 2016-2017 academic year.
Curriculum MOU-OOSH p. Chkalovo for 2016-2017 academic year
Regulations on the work program of the teacher MOU OOSH p. Chkalovo Krasnokutsky district of the Saratov region
The program is calculated in accordance with the basic curriculum schools for 70 hours, (2 hours per week)
The work program is being implemented in the 8th grade of the MOU OOSh with. Chkalovo in2016 – 2017 academic year . The level of preparedness of the class is average. One student in the class is doing poorly.
The work program is focused on the use of educational and methodological kit:
Danilov D. D. General history. History of the New Age: textbook for grade 8 basicschools / D. D. Danilov [and others]. - M.: Balass, 2010.
Danilov D. D. Workbook for the textbook “General History. History of the New Age. Grade 8 / D. D. Danilov, S. M. Davydova. - M.: Balass, 2010.
Danilov D. D. Verification and control work for the textbooks “General History. istoriya of the New time” and “History of Russia”. Grade 8 / D. D. Danilov [and others]. - M.: Balass, 2010.
AT work program changes have been made.
General history
Quantityhours
The section of the program being studied,
name of lessons
I. Introduction to history
2-10
II. Birth of the Industrial West
Features of Western Civilization
The destruction of agrarian society in Europe (1800-1850)
11-23
III. Global industry win.
Modernization of Western countries (by the 1800s)
The World Beyond the West (1800 - 1880)
On the threshold of a universal civilization (the turn of the 20th -20th centuries)
11,24
Test papers
Total hours
Russian history
II. Does Russia need modernization?The choice of the path of development of Russia under Alexander 1.
The conservative path of Nicholas 1
18-38
III. Accelerated modernization of Russia.
Between reforms and revolution (the turn of the 19th-20th centuries)
18,39
Lessons of generalization of the studied material
19,40
Test papers
43,44
Final repetition
Total hours
Most of study time is allocated for the study of the history of Russia due to the large amount of material and the importance of the historical processes of Russia in the 19th century for the formation of the worldview of a citizen of Russia.
Requirements for the level of preparation of students
It is assumed that the result of studying history in the 8th grade is the development of a wide range of competencies in students -socially adaptive (civic), cognitive (cognitive), information technology, communicative.
To the most importantpersonal results learning history in grade 8 includes the following beliefs and qualities:
Awareness of one's identity as a citizen of the country, family member, ethnic and religious group, local and regional community;
Mastering humanistic traditions and values modern society, respect for human rights and freedoms;
Understanding the socio-moral experience of previous generations, the ability to determine one's position and responsible behavior in modern society;
Understanding the cultural diversity of the world, respect for the culture of one's own and other peoples, tolerance.
Metasubject results history studies in grade 8 are expressed in the following qualities:
The ability to consciously organize and regulate their activities - educational, social, etc.;
Possession of skills to work with educational and extracurricular information (analyze and summarize facts, draw up a simple and detailed plan, theses, notes, formulate and justify conclusions, etc.), use modern sources of information, including materials on electronic media;
The ability to solve creative problems, present the results of their activities in various forms (message, essay, presentation, abstract, etc.);
- willingness to cooperate with fellow students, teamwork, mastering the basics of intercultural interaction at school and social environment, etc.
subject
results
history studies by 8th grade students include:
- mastery of holistic ideas about the historical path of the peoples of their country and humanity as a necessary basis for world understanding and knowledge of modern society;
The ability to apply the conceptual apparatus of historical knowledge and methods of historical analysis to reveal the essence and significance of events and phenomena of the past and present;
Ability to study and systematize information from various historical and contemporary sources, revealing its social affiliation and cognitive value;
Expansion of the experience of evaluation activities on the basis of understanding the life and deeds of individuals and peoples in the history of their country and humanity as a whole;
Willingness to apply historical knowledge to identify and preserve the historical and cultural monuments of their country and the world.
Correlation of elements learning activities of schoolchildren and the leading procedures of historical cognition makes it possible to determine the structure of the preparation of 8th grade students in history in the unity of its content (object) and activity (subject) components. It is assumed that as a result of studying history in the 8th grade, students should acquire the following knowledge, ideas, and skills.
As a result of studying history, the student should
know/understand
milestones and key events history of Russia and the world from antiquity to the present day; outstanding figures of national and world history;
the most important achievements of culture and value system, formed in the course of historical development;
studied types of historical sources;
be able to
correlate the dates of events in national and world history with the century; determine the sequence and duration major events national and general history;
use the text of a historical source when answering questions, solving various educational problems; compare evidence from different sources;
show on historical map territories of settlement of peoples, borders of states, cities, places of significant historical events;
talk about the most important historical events and their participants, showing knowledge of the necessary facts, dates, terms; give a description of historical events and cultural monuments based on the text and illustrative material of the textbook, fragments of historical sources; use the acquired knowledge when writing creative works(including essays), excursion reports, essays;
correlate general historical processes and individual facts; identify the essential features of historical processes, phenomena and events; group historical phenomena and events according to a given attribute; explain the meaning of the studied historical concepts and terms, identify the commonality and differences of compared historical events and phenomena; determine on the basis educational material causes and consequences of major historical events;
explain their attitude to the most significant events and personalities in the history of Russia and world history, the achievements of domestic and world culture;
use the acquired knowledge and skills in practical activities and Everyday life
for:
understanding of historical causes and historical significance events and phenomena modern life;
expressing one's own opinions about historical heritage peoples of Russia and the world;
explanations of historical norms social behavior;
using knowledge about the historical path and traditions of the peoples of Russia and the world in communicating with people of a different culture, national and religious affiliation.
The main content of the subject
The place of the subject "History" in the Basic curriculum (educational) plan. The subject "History" is studied at the level of basic general education as a compulsory subject in the 8th grade in a total of 70 hours, 2 hours a week, consists of two courses: "General History. History of the New Time" - 24 hours and " Russian history. XIX – beginning of XX century” - 44 hours.
Main content
General history
European countries and North America in first polo 19th century wine
Napoleon's empire in France: internal and externalpolitics. Napoleonic Wars. Fall of the empire. Vencecue congress; Sh. M. Talleyrand. Holy Union.
The development of an industrial society. Industrial Perevolution, its features in Europe and the USA. Treasonin social structure society. Distribution fromsocialist ideas; utopian socialists. Speechesworkers. Political development European countries in 1815-1849: social and national movements, reforms andrevolution. Making conservative, liberal, for the sake oflocal political movements and parties; occurrenceMarxism.
Countries of Europe and North America in the second polo 19th century wine
Britain in the Victorian Era: "A Workshopworld", the labor movement, domestic and foreign policy, the expansion of the colonial empire. France - from the Secondempires to the Third Republic: domestic and foreign policy, Franco-German war, colonial wars. Obratitle united state in Italy; C. Cavour, J. Garybaldi. An association German states, proclamationGerman Empire; O. Bismarck. Habsburg Monarchy:Austro-Hungarian dualism.
United States of America in the second half of the 19th century:economy, social relations, political life. Sever and South. Civil War(1861-1865). A. Lincoln.
Economic and socio-political development countries of Europe and the USA at the end of the 19th century.
Completion of the industrial revolution. Industrializationtion. monopoly capitalism. Technical progressin industry and agriculture. Development of transport and means of communication. Migration from the Old to New World. The position of the main social groups. Spread Spectrumsocial movements. labor movement and trade unions.Formation of socialist parties; ideologues and leadersbodies of the socialist movement.
Asian countries in the 19th century.
Ottoman Empire: traditional foundations and attempts toconducting reforms. India: the collapse of the Mughal power, the establishment of British colonial rule, freedomvicious uprisings. China: the Qing Empire, the "closure" of the countryus, the opium wars, the taiping movement. Japan: domesticnya and foreign policy of the Tokugawa shogunate, transformationsMeiji era.
War of Independence in Latin America
colonial society. Liberation struggle: tasks,participants, forms of performances. P. D. Toussaint-Louverture,S. Bolivar. Proclamation of independent states.
The peoples of Africa in modern times
colonial empires. Colonial orders and traditional social relations. speeches against thelonizers.
The development of culture in the XIX century.
Scientific discoveries and technical inventions. Spreadinjury education. Secularization and Democratization of the Kultours. Changes in people's living conditions. Styles of artistic culture: classicism, romanticism, realism, impressionism. Theatre. The birth of cinema. Cultural figures:life and creation.
International relations in the XIX century.
The foreign policy interests of the great powers and politicalunions in Europe. Eastern question. Colonial forgrips and colonial empires. Old and new leaders of the industrial world. Intensification of the struggle for the redivision of the world.Formation of military-political blocs of the great powers.
Historical and cultural heritage of modern times.
World in 1900-1914
European countries and the USA in 1900-1914: technical programress, economic development. Urbanization, migration. The situation of the main groups of the population. social movements. Sosocial and political reforms; D. Lloyd George.
Asian countries and Latin America in 1900-1914: tratraditional social relations and problems of modernityzation. Climb liberation movements in colonial anddependent countries. Revolutions in the first decades of the 20th century. inAsian countries (Turkey, Iran, China). mexican revolutiontion 1910-1917 leaders of the liberation struggle(Sun Yatsen, E. Zapata, F. Villa).
Russian history
Russian empire in the first quarter of the 19th century. Terrythorium. Population. Socio-economic development. ImpeRator Alexander I and his entourage. Creation of ministries.Decree on free ploughmen. Measures to develop the education system. Project of M. M. Speransky. Institution Gosudarcouncil. Reasons for curtailing liberal reforms.
Russia in international relations early XIX in. osnew goals and directions of foreign policy. Ros participationthese in the anti-French coalitions. Peace of Tilsit 1807and its consequences. Accession to Russia of Finland.
Patriotic War of 1812. Plans of the parties, the main onespy and battles of war. The patriotic upsurge of the people. Geswarms of war (M. I. Kutuzov, P. I. Bagration, N. N. Raevsky,D. V. Davydov and others). Reasons for Russia's victory in Fatherlandwar of 1812. The influence of the Patriotic War of 1812 onsocial thought and national identity. Peoplenaya memory of the war of 1812
Foreign campaign of the Russian army in 1813-1814. Viennesecongress. Holy Union. The role of Russia in the Europeanpolitics in 1813-1825. Russia and America.
Change in the internal political course of Alexander I in1816-1825 The main results of Alek's domestic policysandra i.
Decembrist movement: prerequisites for the emergence,ideological foundations and goals, the first organizations, their participants.Southern Society; "Russian Truth" by P. I. Pestel. Northern Society; The Constitution of N. M. Muravyov. speeches decemberrists in St. Petersburg (December 14, 1825) and in the south, theirresults. Significance of the Decembrist movement.
Russian Empire in 1825-1855 The reign of Nicholas I. Transformation and strengthening of the role of the stateth apparatus. Law codification.
Socio-economic development of Russia in the secondquarter of the 19th century Peasant question. Reform of the management of state peasants P. D. Kiseleva. Start proindustrial revolution, its economic and socialeffects. Financial reform E. F. Kankrina.
Social movement in the 1830s-1850s protectivedirection. The theory of official nationality (S. S. Uvarov).
Oppositional social thought. Slavophiles (I. S. andK. S. Aksakov, I. V. and P. V. Kireevsky, A. S. Khomyakov,Yu. F. Samarin and others) and Westerners (K. D. Kavelin, S. M. Solovyov, T. N. Granovsky and others). Revolutionary socialistscal currents (A. I. Herzen, N. P. Ogarev, V. G. Belinsky). Society of Petrashevists.
Foreign policy Russia in the second quarter of the 19th century: evEuropean politics, Eastern question. Crimean War1853-1856: causes, participants, main battles. Geroism of the defenders of Sevastopol (V. A. Kornilov, P. S. Nakhimov, V. I. Istomin). Results and consequences of the war.
The peoples of Russia and national policy autocracyin the first half of the 19th century. Caucasian war. Imamat; movenie Shamil.
Culture of Russia in the first half of the XIX century. The development of science and technology (N. I. Lobachevsky, N. I. Pirogov, N. N. Zinin, B. S. Jacobi and others). geographical expeditions,participants. Education: expanding the network of schools and universities. National roots of domestic culture and the Westnye influences. Main styles in artistic culture(romanticism, classicism, realism). The golden age of the Russianliterature: writers and their works (V. A. Zhukovsky,A. S. Pushkin, M. Yu. Lermontov, N. V. Gogol, etc.). Stainnovation of the national music school (M. I. Glinka,A. S. Dargomyzhsky). Theatre. Painting: styles (classicism,romanticism, realism), genres, artists (K. P. Bryullov,O. A. Kiprensky, V. A. Tropinin and others). Architecture: stiLi (Russian Empire, classicism), architects and their works.The contribution of Russian culture in the first half of the 19th century. in peaceculture.
Russian Empire in the second half of the XIX century. VeVital reforms of the 1860s-1870s Necessity and prerequisiteski reforms. Emperor Alexander II and his entourage. Lieberals, radicals, conservatives: reorganize plans and projectsstva of Russia. Preparation of the peasant reform. Mainprovisions Peasant reform 1861 Significance of repealserfdom. Zemstvo, judicial, military, urban reforms. Results and consequences of the reforms of the 1860-1870s.
National movements and national politics in1860s-1870s
Socio-economic development of post-reform Russia. Agriculture after the abolition of serfdom.Development of trade and industry. Railwayconstruction. Completion of the industrial revolutioneffects. Changes in the social structure of society.The position of the main strata of the population of Russia.
Social movement in Russia in the last third19th century Conservative, liberal, radical movementssocial thought. Populist movement: ideology(M. A. Bakunin, P. L. Lavrov, P. N. Tkachev), organizations,tactics. The crisis of revolutionary populism. OriginRussian social democracy. Beginning of the labor movement.
Domestic politics autocracy in the 1881-1890s. On thebeginning of reign Alexander III. Changes in the areas of stategift management, education and printing. Ascendingthe role of the state in the economic life of the country. The course for the modernization of industry. Economic and financialnew reforms (N. X. Bunge, S. Yu. Witte). Development of labor legislation. National Policy.
Foreign policy of Russia in the second half of the XIX century. EvEuropean politics. Russo-Turkish War 1877-1878;the role of Russia in the liberation of the Balkan peoples. Accession Central Asia. Russian policy in the Far East.Russia in international relations of the late XIX century.
Culture of Russia in the second half of the XIX century. AchievementsRussian scientists, their contribution to world science and technology(A. G. Stoletov, D. I. Mendeleev, I. M. Sechenov and others). Oncedevelopment of education. Publishing expansion. democratization of culture. Literature and art: classicism and realism. Public Sound of Literature (N. A. Nekrasov,I. S. Turgenev, L. N. Tolstoy, F. M. Dostoevsky). heydaytheatrical art, the growth of its role in the publiclife. Painting: academicism, realism, Wanderers. Architexture. Development and achievements of musical art(P. I. Tchaikovsky, The Mighty Handful). Place of the Russian cooltours in the world culture of the 19th century.
Changes in the living conditions of the population of cities. Developcommunication and urban transport. Leisure of citizens. Village life.
Calendar - thematic planning for grade 8
the dateplan
datafact
General history of modern times.
24 hours
New time in history. Guillotine "old order".
Science turns nature into a workshop.
Capital determines the economy.
Dispute about the future of society.
”Mirror” changing life.
Creation of Napoleon's empire.
The collapse of Napoleon's empire.
Rules of the Congress of Vienna.
Options for the development of European countries.
European revolutions of 1848-1849.
The results and significance of European revolutions
Awakening of new nations.
Industrial boom in Europe.
The US is on its way to world power.
Western colonizers are dividing the world.
Islamic East: the struggle against the colonialists.
India -” pearl of the british empire” .
China: from empire to semi-colony.
Japan: from closure to modernization.
Changes in the industrial West.
Democratization of Western countries.
Successes of modernization in the colonial world.
Road to World War.
Generalization of "Countries of the West and the East in Modern Times".
1
25
Russian history XIX - Start XX century.
44 h
1
Russian Empire back to topXIXcentury.
1
26
2
Has the modernization begun?
1
27
3
The choice of the path of development of Russia under AlexanderI.
1
28
4
Alexander's liberal reformsI.
1
29
5
The foreign policy of the empire.
1
30
6
Storm of 1812.
1
31
7
Liberation of the Fatherland and Europe.
1
32
8
Power and society.
1
33
9
Generalization ”Russia under AlexanderI”.
1
34
10
Conservative path of NicholasI.
1
35
11
Decembrist revolt.
1
36
12
Industrial revolution and serfdom.
1
37
13
Autocracy of NicholasI.
1
38
14
Opposing the course of NicholasI.
1
39
15
The golden age of Russian culture.
1
40
16
Art cultureXIXcentury.
1
41
17
Empire self-assertion.
1
42
18
Defeat of Nikolaev Russia.
1
43
19
Generalization "Russia in the reign of Nicholas I".
1
44
20
Examination ”Russia in the first halfXIXcentury."
1
45
21
Liberation reforms of AlexanderII.
1
46
22
How to update Russia?
1
47
23
The end of serfdom.
1
48
24
Liberation of word and deed.
1
49
25
What gave freedom?
1
50
26
Restoration of great power.
1
51
27
Heirs of the Golden Age.
1
52
28
Disputes about the future of Russia.
1
53
29
The end of the liberation era.
1
54
30
Generalization “What was the memory of the reign of Alexander II?”
1
55
31
Between reforms and revolution (the turn of the 19th - 20th centuries)
1
56
32
The conservative course of Alexander III.
1
57
33
Villages and cities at the turn of the century.
1
58
34
From Alexander III to Nicholas II.
1
59
35
Victories and defeats at the turn of the century.
1
60
36
Beginning of the 1905 revolution.
1
61
37
aspirations of political parties.
1
62
38
autocracy and parliament.
1
63
39
Chance of Stolypin's reforms.
1
64
40
Shine of the Silver Age.
1
65
41
Generalization "Russia at the end of the 19th century".
1
67
42
Examination ”Russia at the endXIXcentury."
1
68
43
Work on mistakes. Repetition of "Russia at the turn of the century."
1
6970
44
45
Reserve lesson. Russia in the first half of the 19th century
Reserve lesson. Russia in the 2nd half of the 19th century1
1
1
School textbooks on history for senior grades of the educational system "School 2100"
Characteristics of history textbooks for senior classes of the Educational system "School 2100".
School textbooks offered by the BALASS publishing house are created according to the canons of the School 2100 educational system, which in turn is the first and only one in the Russian Federation, as well as in the CIS countries, with a modern approbation of the creation of a unified educational system that consistently offers continuous and systemic education. schoolchildren of any age. The most important task of "School 2100" is to help students in their independent, confident and successful growth, as well as the formation of personality and a constant desire to improve themselves. An important factor is also the development of competitiveness among students, for constant and continuous progress. In general, teaching at the "School 2100" contains a consistent and holistic process, which is based on a holistic psychological and methodological basis of students, taking into account their age characteristics.
The course "History of Russia and the World" for high school continues the courses "General History" and "History of Russia" for the main school, and makes it possible to solve the problem of continuity and continuity of the educational process at the level of content, and at the level of technologies of the educational process, which are undergoing constant changes. Given the given characteristics, courses of Russian and foreign history are qualified within the framework of the course "History of Russia and the world", but the structural system of textbooks allows for the possibility of studying them at different levels.
The program of the course "History of Russia and the world" grades 10-11 (General education - basic and profile advanced levels) was developed by D. D. Danilov, D. Yu. Belichenko, A. V. Kuznetsov, D. V. Liseytsev.
The program of this course was created on the basis of the State Standard of 2004 and the projects of the Federal State Educational Standard of the second generation for high school.
The program considers a problematic approach to determining the study of the course "History of Russia and the World", which makes it possible to show the fundamental trends in changing the face of world civilization, as well as to reveal the specific nature of their occurrence on the territory of our country, to express its contribution to the solution of global, universal problems.
The fundamental goal of the course is to create special conditions for the systematic development of a functional and literate personality by means of the subject being studied.
The most important feature of this program is the expression of the goals of studying the subject of history in the form of lines of development of the student's personality by means of the studied discipline. The authors understand the lines of personality development as peculiar groups of interrelated skills for working with content, which allow a person in the future to solve a certain class of vital practical tasks and make decisions.
The first and second lines represent the mastery of the historical picture of the world: the ability to be able to explain the modern world, link historical facts and concepts into a single picture.
The third line is represented by the formation of historical thinking: the ability to observe the social process in its intensive dynamics, determine the causes of events and predict certain consequences.
The fourth line is the moral and ethical self-determination of a person: the ability to evaluate one's own and other people's actions, based on the structure of moral values created by mankind.
The fifth line represents the civil and patriotic self-determination of the individual: the ability, guided by the experience of previous generations, to determine one's own civic position, build one's worldview, be tolerant of those whose positions do not correspond to yours, etc.
At the profile level of teaching history, continuity is observed, according to which tasks are differentiated, and textbooks aim at finding peaceful solutions to social and political contradictions and demonstrate the value and internal connection of nations and their cultural characteristics. In turn, school books of the general education line combine the course of the History of Russia and the world, giving the first priority. Domestic history quite organically fits into the process of world historical development. The authors decided to combine in one course two parallel levels of studying history in grades 10-11 - general education and profile humanitarian. Based on the accumulated practical experience of introducing specialized classes at the high school stage, their composition does not always correctly determine the interests, motives and potential of students for a detailed in-depth study of history or completely abandoning it. Increasingly, in the humanities classes, little motivated schoolchildren study, who have not decided on the choice of the axis of their future profession. Similarly, in technical classes, where we often meet students who are imbued with a desire to study history, constantly reinforce knowledge and expand their horizons than is possible at a general education (basic) level. This kind of problem is associated with the objective unwillingness to choose their future profession for the bulk of schoolchildren at the end of the 9th grade. After all, they have two main options regarding their future life: to start a more specialized training for a profession or continue their studies at school so that after graduation they can enter a university and acquire a profession already there. But this action is absolutely impossible to carry out, within the framework of the students' lack of goals and ideas, and most importantly, a vision of themselves in the future. In turn, one of the components of solving this problem is the option of creating an educational course that will combine both levels and give a powerful impetus to building personal educational trajectories that cross the general educational and humanitarian levels.
The most important step in studying and teaching the course of the subject "History" at the basic and profile levels is the choice of providing textbooks, which is the main means of learning.
Table 1
Comparative analysis of textbooks of basic and specialized levels:
A basic level of |
Profile level |
His choice suggests that history will most likely not become one of the foundations of the student's professional activity. Nevertheless, the study of this discipline, at least at a basic level, is necessary for everyone:
|
The student's choice of this level suggests that knowledge of history will be important for the future planned profession. In this case, in addition to the above goals, new ones are set:
|
The textbook "History of Russia and the World" for each grade (10th and 11th) includes two modules. In the tenth grade, the first module is called "From Tribal Communities to Nation States." It consecrates the problems of the formation of world civilizations and the peculiarities of Russia's development. The second module is called - "From great discoveries to great revolutions." It is devoted to the problem of the formation of a single civilizational space of mankind in modern times, the role and place of our country in these processes. In the eleventh grade, the first module - "From faith in progress to the era of world wars" covers the transition from New to Modern history, the development and crisis of industrial society (from the middle of the 19th century to the beginning of World War II). The second module - "From World War to Global Peace" - covers the time from the Second World War to the present day, and is devoted to the processes of formation of modern diverse humanity.
All modules have the same structure:
Firstly, goals are set in the form of a list of skills that need to be mastered in the course of studying the material of the watershed.
Secondly, the topics, the structural content of which is represented by materials of the general educational and specialized levels.
Thirdly, a final test is offered, which checks the development of skills by students through competence-based tasks (application of knowledge in models of real life situations) and through tests in the format of the Unified State Exam.
Chapters and paragraphs of the textbook, on the general history and the history of Russia, are given synchronously - in parallel, or integrated. So, in the second book for the eleventh grade, in the topic The Great War (1930s, 1939 - 1945), material on the Second World War and the Great Patriotic War is integrated. Other topics from this textbook are presented in parallel synchronously: chapter eight - The world of the "cold war" and chapter nine - Socialism of the Soviet Union (1945 - 1991). The synchronous-parallel approach to the structuring of the textbook material means that the material on General and Patriotic history is not combined, but is presented in separate topics (chapters) for the same period of time. This approach allows students to synchronize the processes taking place in foreign countries and in Russia. This is much more convenient for students than two separate textbooks on General and Patriotic History.
In the textbooks of the educational system "School 2100", the content is built in accordance with the principle of developmental education, which was formulated by academician A. A. Leontiev - this is the principle of minimax. The teacher and the textbook simulate a situation where a student can take a maximum of material, but at the same time, each student must necessarily master the necessary minimum of material that is worked out in the learning process. This principle enables the authors of School 2100 textbooks to offer their own solution to the problem of multi-level education and the formation of an individual educational trajectory for each student. The number of questions after the paragraph and the amount of information in the text of the paragraphs are redundant. This is done so that the teacher and students choose for themselves the most interesting version of the lesson for them. The teacher and students must adhere to the following rule: Not everything included in the textbook needs to be read and done! You need to independently conduct a search for interesting and important information.
Those students who are not going to take the Unified State Exam in History can learn a small set of knowledge that is within their power (dates, concepts, names) and trace the connection between them, forming a general picture of the historical development of Russia and the world. In this case, a small part of the texts and tasks, even at the general educational level, may possibly remain unused.
For students who care about high USE results, it is important to have a deep understanding of the historical picture of the world. For them, a set of knowledge cannot be contained in one school course, reference book, or textbook. It is necessary for such children, working at the profile and humanitarian level, to constantly strive to complete tasks, not only at an increased, but also at the maximum level.
Material presentation levels:
- - formulation and statement of the problem;
- - repetition of necessary decisions;
- - solution.
The problem of the lesson is formulated by students on the basis of materials that usually contradict each other and are presented at the very beginning of the paragraph. So, in paragraph 35, a history textbook for the tenth grade (book 2), materials are given: enlighteners of minds and troublemakers of souls, tasks are offered for them: compare two opinions on the significance of the ideas of the Enlightenment in the history of mankind, than these opinions contradict each other , what problematic question could you raise based on this contradiction and compare your question with the question proposed by the authors. Problematic questions for each paragraph that the authors propose are given at the end of the textbook. At the stage of repetition of the necessary knowledge, students, according to the tasks of the textbook, carry out vocabulary work, give detailed answers to questions and tasks offered by the authors of the textbook. The text of the paragraph, as usual, is divided into parts, each of which has a heading that expresses the main idea of this fragment of the paragraph. Before each part of the paragraph, tasks are offered: the first task usually refers to the content of this part, the second task suggests making a conclusion on the problematic task of the entire paragraph. That is, the authors of the textbook suggest a step-by-step solution to the problematic issue. When performing a specific task, students rely on both the text of the paragraph and illustrative materials (diagrams, diagrams, graphs, tables, maps, etc.). At the end of the paragraph, the authors present their own conclusions on the problematic issue and invite students to compare their conclusion with the author's.
At the basic level, the text for solving a problem task is usually given in a generalized form and at a higher theoretical level than is done in textbooks for basic schools of grades 5-9. This seriously distinguishes the textbooks of the educational system "School 2100" for senior classes from the textbooks of other educational lines. In our opinion, the authors avoided the main reproach against high school history textbooks: simple repetition of material from textbooks for grades 5-9 and excessive detail that does not allow students to see the main thing.
So, in the textbook for the seventh grade, the material on the history of Russia in the 17th century is presented in seven paragraphs, and in the textbook for the tenth grade in one paragraph. It is no secret that teachers in high school are often forced to run through a huge amount of factual material "galloping through Europe", which in the end is poorly absorbed by schoolchildren. The authors of the textbook have found very successful means that allow schoolchildren to have the most holistic view of a particular era, with details that are not in the paragraphs. These are detailed chronological tables with tasks offered at a basic level after each paragraph of the school textbook. For example, to the chronological table for the period 1953 - 1964, which is called "The Chronology of the Khrushchev Thaw", tasks are given: to highlight about two, three of the most important events of the reign of N. S. Khrushchev, in socio-economic, domestic political, as well as in foreign policy areas. Or, on the basis of the chronology of the Old Russian state, to conclude - who founded the Russian state: the Varangians, Normans or Slavs? Usually in high school textbooks, summary chronological tables are provided at the very end, which serve only as a reference for students. They usually rarely refer to such tables. Chronological tables in the textbooks of the history of the educational system "School 2100" are problematic and they, as textual visual materials, are sources of knowledge for schoolchildren.
Well-known domestic methodologists A. I. Strazhev and P. V. Gora called such tables - chronological complexes. For such complexes, it is not necessary to memorize dates and events. Such complexes represent the dynamics of a particular historical process. Schoolchildren at the right time have the opportunity to turn to structural complexes as sources, as well as reference materials.
The profile level is represented by such components as: the formulation of the scientific problem of the lesson, the solution of this problem and the ongoing project - research. To solve the problem, historical documents of the works of historians are used, as processed and authentic, as well as statistical and historiographic materials. Moreover, these materials are clearly structured. All this gives the research character to the material of the profile level. It is provided with methodological guidelines: algorithms (reminders), which, in turn, are placed at the very beginning of each book: analysis of the “Letter of a historical source”, “critical analysis of any text of historical content. Each memo is accompanied by comments: “analyze the algorithm presented below and find out what it gives for the formation of trust in one or another source of historical information“ To a book, article, TV show, film, etc. “, for its figurative understanding, as well as definition of attitude towards it.
Finally, the newest type of textbook for the senior level appeared in Russian schools - called the research one. According to historians - Methodists O. Yu. Strelova and E. E. Vyazemsky, the main type of school book is still the author's one, i.e. the author's value judgments and his opinions about certain historical events are dominant over all historical material in this textbook. Naturally, the methodological apparatus of such a book is oriented towards the complete reproduction of the author's version of the text. In turn, the value orientations of schoolchildren and teachers, as subjects of educational activity, are not of paramount importance, and fade into the background.
Similarly, according to O. Yu. Strelova and E. E. Vyazemsky, in the world pedagogical practice in democratic countries, a different model of an educational book is developing, in which the author's version is not dominant. The basis of such a book is an organized text, built on the basis of sources, designed to provide methodological conditions for the holistic formation of competencies, the assimilation of educational activities. For example, let's analyze paragraph 15 in the textbook for grade 10 (book 1). The topic is called: "The choice of faith and its significance." At the beginning of the paragraph, the guys are given the right to pose the problem themselves, in this case the choice of Orthodoxy is: Great choice or fatal choice? Sources are proposed: L. N. Gumilyov on the adoption of Orthodoxy in the historical study “From Russia to Russia”, P. Ya. acceptance of Orthodoxy in a letter to P. Ya. Chaadaev (1836). Thus, the author's version is only a fulcrum for further reasoning of schoolchildren.
At the level of specialized teaching of history, the following are used as a source base: historiographic and static, authentic and processed materials, which have their own systematized structure. At this level, the research nature of the material is determined by methodological instructions in the form of memos, which are indicated at the beginning of each book: "Critical Analysis of the Historical Text", "Analysis of the Written Historical Source". In turn, each is provided with comments of a certain nature, for example: “Analyze the algorithm presented below and find out its role in developing confidence in one or another source of historical information, whether it be an article in a newspaper or a TV show, to understand it and determine the attitude towards it.
For any sources, for example, as we indicated above - "Letters of Chaadaev", "Statements of A. S. Pushkin" within the framework of the topic of the adoption of Orthodoxy, etc., information is provided about the authors of the historical work from which certain fragments are taken, as well as possibilities of its certification.
School textbooks for the tenth and eleventh grades of the "School 2100" educational system have a peculiar structure of their methodological apparatus, the structure of which does not include questions, cognitive tasks that contribute to the development of learning skills and universal learning activities.
It is noteworthy that the tasks are not offered at the beginning or end of the paragraph, but are enclosed within the text. For example, in paragraph 12 of a history textbook for the 10th grade, in the topic “Prehistory of Russia”, we are talking about its settlement in the primitive era, and right there between the paragraphs characterizing the formation of the first peoples and their further ethnic differentiation, the task is given: “Define , which representatives of language families were settled on the territory of Russia in the era of the Ancient World. Thus, this task, as it were, links two topics together, and serves as a means not of consolidating the material, but of organizing cognitive activity.
V. M. Antonov and O. A. Abashkina recommend paying attention to the conceptual apparatus of the textbook, since the single rule of the School 2100 OS is the absence of clearly formulated definitions in the paragraph. Schoolchildren, on the basis of the material given to them, search for definitions themselves, and then check the concept they found with the dictionary.
The most informative source of knowledge is cartographic materials, which are placed on the endpapers and nachzats of textbooks (for example, "The Old World in the XIII century: the civilizations of the Middle Ages").
The authors of school textbooks of the educational system "School 2100" avoid confusion in the text, and provide the children with different points of view, again without putting the author's position within the dominant one. An example is the principle of constructing a lesson: problematic. The students themselves formulate the problem, formulate the conceptual apparatus, etc. The board of the OS "School 2100" does this to form patriotism, moral and ethical values in children.
An innovative phenomenon is the heading of the implementation of research projects, for which a bibliographic list is given for the preparation of abstracts, messages and reports. This also includes the information aspect with the involvement of Internet resources. The school textbook "Schools 2100" takes into account the requirements of the general education and profile levels, where each topic is presented at both levels. For example, let's take the theme of the 15th paragraph, already familiar to us, "The choice of faith and its meaning." First, on page 212, general educational material is presented, and on page 222, material at the specialized level. If at the base, the material of the paragraph is presented in a simplified form (cartographic, and author's material), then at the profile level, presented by problem-dialogic technology, the presentation of the topic is already involving documentary sources in this case: B. D. Grekova, I. Ya Froyanov, M. N. Pokrovsky, S. V. Yushkov and others.
Thus, after analyzing school textbooks for senior grades of the educational system "School 2100", on the example of books for the 10th and 11th grades, we came to the conclusion that these works are the latest type of educational books that meet the requirements of the Federal State Educational Standard of the new generation, competency-based and personality-oriented models of historical education. They contribute to the development of civic-patriotic qualities and, most importantly, give students the opportunity to choose the level of history teaching themselves, and thereby determine their own trajectory of their development.
In recent decades, a huge contribution to the theory and practice of school education has been made by V. V. Davydov, Sh. A. Amonashvili, A. G. Asmolov, E. A. Yamburg, etc. under the name of developing, variable, humanistic, personal oriented education. This approach, or, as it is often said, this paradigm of education, as opposed to the outdated "manipulative" paradigm, where the student acts as an object of the processes of education and upbringing, and not as an equal participant or subject of the educational process, was developed in detail by the supporters of "collaborative pedagogy" headed by with Sh. A. Amonashvili and the team of the VNIK "School", led by E. D. Dneprov. We rely on the positions of these teams and strive to continue and develop their ideas at a new stage in the development of Russian education.
School 2100 - the concept of the educational system. Developed and tested by Amonashvili Sh. A., Leontiev A. A., Bondyreva S. K., Ladyzhenskaya T. A., Buneev R. N., Buneeva E. V., Goryachev A. V., Vakhrushev A. A. , Danilov D. D., Melnikova E. L. and others. Textbooks for the educational system "School 2100" are printed by the Balass publishing house. In addition to textbooks, "School 2100" includes the journal "Primary School Plus Before and After", which is included in the list of registered scientific journals of the Higher Attestation Commission.
The system is based on the concept of A. A. Leontiev "Pedagogy of common sense", on the system of principles of developmental education and implements modern educational technologies of the activity type: the technology of problem-dialogical learning, the technology of forming the type of correct reading activity (productive reading).
The number "2100" has a symbolic meaning for the creators of the educational system, since it includes the number 21, which means the current century, and two zeros standing next to each other merge into a mathematical sign of infinity, which symbolizes the progress and movement of Russian education based on common sense pedagogy.
It should be noted that the opinions of both specialists and parents about the School 2100 system are far from unambiguous. Opponents point out, in particular, the complexity of the program, the need for parents to deal with children much more and more seriously than with traditional teaching methods, and also that there are far from all Russian teachers ready to work on it. Supporters say that children who study according to this system really become independent, searching, thinking, speaking.
Society, and not the state, is called upon to determine the directions for the meaningful development of the education system, to ensure the cultivation of a new generation of practicing teachers in the spirit of the ideas of developing (variable, humanistic) education, to create a modern scientific basis to develop the content and methodology of general primary and secondary education, including upbringing. It is for these purposes that this Program is being developed.
It is not created in a vacuum. It is based on scientific, pedagogical, psychological and organizational developments carried out in 1994-1998. a team of scientists - teachers, psychologists, subject teachers, authors of programs, textbooks, teaching materials new generation, based on the paradigm of developing (variable, humanistic) education, and schools that voluntarily work in line with the concept of common sense pedagogy according to these programs, methods and textbooks. By the beginning of 1999, there were more than four thousand such schools in various regions of Russia.
The program is long-term, which is reflected in its name.
So, the program does not include specific activities that require budget funding, and does not address the issues of improving the education system, which are within the competence of federal, regional and local government authorities and education authorities. In essence, this is a scientific and at the same time social program.