concentric approach. Curriculum and study programs
Law Russian Federation“On Education”, Decision of the Collegium of the Ministry of Education dated December 28, 1994 No. 24/1 “On the Strategy for the Development of Historical and Social Science Education in General Education
institutions” substantiate the need to form a new structure and content historical education, which ensure the formation of an integral and complete system of knowledge at all stages of schoolchildren's education (in primary, basic, complete secondary school).
In the basic and complete secondary schools (5th-9th and 10th-11th grades) a concentric system of studying subjects has been introduced. IN transition period the problem of the structure of historical education became more acute due to the unpreparedness of the teacher to work in the new conditions.
Under the structure understand the order, the sequence of teaching courses of world and national history.
IN Soviet school the linear principle of building school history education prevailed. This principle underlay the school history course for 43 years.
Since 1959, attempts have been made to switch to a concentric structure of education. However, on May 14, 1965, the Central Committee of the CPSU and the Council of Ministers of the USSR adopted the Decree "On changing the order of teaching history in schools", as a result of which the linear structure of history education dominated for another 18 years.
The structure of school history education
Class Historical course Quantity
hours per week
5 Episodic stories on the history of the USSR 2
6 History ancient world 2
7 History of the Middle Ages (until the middle of the 18th century) 2
8 History of the USSR from ancient times to late XVIII century 2
9 Modern history (1640-1870). History of the USSR (XIX century) 3
10 New history (1870-1918). History of the USSR (from the beginning of 4
20th century to 1936). recent history foreign countries
(1917-1939)
11 History of the USSR (from 1936 to the present). New- 3
our history of foreign countries (from 1939 to the present
The linear structure, as we see, involves the study of successive stages in the history of mankind from ancient times throughout the entire school course - each stage once.
Positive aspects of linear construction:
Corresponds to the structure of historical science.
The arrangement of the material is natural; students graduating from high school have a complete understanding of historical development humanity.
While saving time, the linear principle avoids repetition.
Learning new material keeps students interested in the subject.
This structure allows you to adhere to the requirements of consistency, historicism, systematic, accessibility. It makes it possible to form concepts, identify causal relationships, vividly and vividly express historical facts to make changes in the content of historical education. The general content of the educational historical material easy to correct.
Cons of linear construction:
The history of the ancient world and the Middle Ages, which were studied in the lower grades, are acquired at an elementary level. Attempts to fill this gap led to an overload of the child. There is no possibility to return to these periods at a higher theoretical level.
Education stretches for 6-7 years, is extensive.
Synchronization of domestic and foreign history was disrupted, schoolchildren did not create a holistic view of the past.
The transition to a concentric structure of school history education in the mid-1990s. perceived as new.
To a large extent, the influence of the ideas of concentrism explains the introduction of a propaedeutic history course in the pre-revolutionary school.
The last attempt to move to a concentric structure of historical education was made in 1993.
Positive aspects of concentric construction:
The concentric structure suggests a return to the material being studied. One and
the same question is considered several times in different classes, and its content is gradually expanded, enriched with new information, connections and dependencies.
The volume, specificity of the content and form of presentation of historical material in each of the concentres are correctly determined in accordance with age characteristics.
Disadvantages: lack of elaboration of fundamental ideas, lack of a clear concept of the third concentre, which provides for problem-theoretical and professionally-oriented courses - overload with factual content school textbooks, duplication of topics; most school teachers were brought up on the principles of linear education; lack of a new educational and methodological fund; variety of types of educational institutions.
The main reason for the transition to the new structure was the Law of the Russian Federation "On Education", according to which compulsory basic (nine-year) education is introduced. IN last years The following version of the concentric structure of school history education has been developed:
Basic school (5th-9th grades) 1st concentr
Integrated course Separate courses
"Russia and the world" of national and general history
5 cells History of the ancient world 5 cells. Ancient world history
6 cells Russia and the world in the Middle Ages, 6th grade. History of the Middle Ages (late 15th century)
History of the Fatherland (until the 17th century)
7 cells 7 cells History of the New Age
Russia and the world (XV century - the end of the XIX century -
8 cells in New time 8 cells. early 20th century)
History of the Fatherland (until the beginning of the 20th century)
9 cells Russia and the world 9 cells. Recent history of the world (XX century)
V Newest time History of Russia (XX century)
Complete secondary school (grades 10-11) - 2nd concentr
Non-core schools Humanitarian schools
History of Russia from ancient Russian civilization
from times to the present day History of world civilizations
Modular courses:
Milestones History of world culture
in human history History of religion and atheism
world religions
Medieval Rus' in context
world history and culture
foreign history XX century
Similar information.
Modular-block training in music lessons (or KTP in a new way).
For many years, in my music lessons, I have been using the technology of modular-block learning. This is most relevant now, when we began to work according to the Model Program of 2015. It is no secret that the program for music lessons is, to put it mildly, unfinished: the main problem is that educational and illustration materials and planned learning outcomes are not distributed over the years.
Teaching experience led me to the need to structure the material into enlarged didactic units (blocks)in accordance with the thematic lines and planned learning outcomes, and I built the entire course of music lessons according to the concentric principle. Or, to put it more simply, in the distribution educational material I use 2 principles:
Modular block learning
Concentric principle of material distribution
Concentrism - the principle of building school courses in the basics of science, characterized by the fact that part of the educational material is repeated, but with varying degrees deepening is studied at all levels of education.
Modular block - this is the target thematic node, which combines the educational content and the technology of mastering it.
For example, your calendar- I build a thematic plan using the following thematic lines (see. sample program):
Music as an art form - 3h.
Form - 3h.
Genres - 3 hours.
Musical image - 7 hours.
Styles: – 15h.
Folk musical creativity;
Russian music from the Middle Ages to the turnXIX-XX centuries;
Foreign music from the Middle Ages to the turnXIX-XX centuries;
Russian musical cultureXXV.;
Foreign musical cultureXXV.;
Contemporary musical life
The value of music in human life - 4h.
TOTAL: 35 hours
An example of the distribution of content by class:
Music as an art formHow did the arts come about? Art opens the world. Classification of the arts. Art genres
What does music have in common with literature Writers and poets about music
What does music have in common with fine arts. Portrait in music and fine arts.
Classification of the arts. Art genres. Categories of art
Impressionism in music and painting.
The arts are different, the theme is one
Classification of the arts. Art genres. artistic intent
Plots, themes, images of art.
Historical events, pictures of nature, various characters, portraits of people in various types art
Symbolism of sculpture, architecture, music
Polyphony in music and painting
Creative workshop of the composer, artist.
Form 2h.
What happens musical composition. Two-part and three-part in music.
Ways of development in music:repetition (variability, variance), contrast
Two-partness in music. Two tunes in M. Glinka's romance "Venetian Night"
Three parts in the "Night Serenade" by Pushkin-Glinka.
The multidimensionality of the image in the form of a rondo.
Variations
sonata form
Development of musical themes in symphonic dramaturgy.
What gives the teacher and students the concentric principle of teaching?
All classes are on the same topic, with different levels of complexity of the material. Therefore, it is easier for a music teacher who works in all classes to prepare for lessons. The students, knowing that the topics are repeated, are happy to demonstrate their previous knowledge and feel quite successful.
In one parallel, classes, as a rule, have different levels of training - classes "A" are stronger than classes "D". The principle of concentric construction of the material allows you to simplify or complicate the topic, return to the previously studied or go "ahead of the curve"
The most successful students can independently, according to an individual plan, master a whole block module.
What gives MBO:
ensures the unity and integrity of the perception of the entire educational section;
provides full and general activity in the lesson and contributes to the optimization of the educational process;
gives greater independence to the student;
allows you to work in different modes
So, the first session of each thematic module, I begin by providing a general block. For example:
"Music as an art form"
Music genres
3. Musical image and means for its implementation.
fear, emotional experiences, divine, heroic, comic, joy, tragic, solemn, sadness, lyrical, patrioticINTONATION
Raising or lowering the tone of the voice reflects feelings in some element of the melody. It is an expressive transition from one sound to another.
Mocking, decisive, imperious, compassionate, demanding, ironic, etc.
DYNAMICS
Sound power, loudness
p - piano (piano) - quietly;
pp - pianissimo (pianissimo) - very quiet;
mp -- mezzo piano (mezzo piano) - not very quiet
f - forte (forte) - loudly; *
mf -- mezzo forte (mezzo forte) - not very loud
ff - fortissimo (fortissimo) - very loud.
PACE
Music performance speed
Slow pace - soon, fun, joyfully
I love using the Timeline. For example: "Genres of music from primitive times to the present day", "Musical styles", "History of musical instruments". Moreover, children themselves tend to create such timelines on other topics.
Each item of these schemes and tables will be studied in more detail and sequentially. But it is the beginning of each topic from a common large block that gives a complete picture of the material being studied. Children learn to make stories according to tables and diagrams, and vice versa, to make diagrams and tables according to the text, they can fill in the missing fragments in tables, etc.
A more detailed use of diagrams, tables, reference notes and tasks for working with them in my next publication.
concentrism
(from Novolat. concent-rum - having a common center) in teaching, the principle of building a school. courses of the fundamentals of sciences, characterized by the fact that part of the account. material repeatedly, but with varying degrees of deepening is studied for several. levels of education. Yes, in primary school children learn to produce all four arithmetic. operations with integers. On Wed. steps, these actions are studied again, but more attention is paid to the laws of arithmetic. actions, on the relationship between these numbers and the results of actions on them. The issues of divisibility of numbers are studied in detail. Literature course uch. the plan is provided as thematic for the middle level, then it is studied as a general elementary, and in Art. classes cf. schools - as systematic. Schools are built on the same principle. courses and many others. items. From the concentric location of account material differs linear, with Krom each section uch. the course is studied with the degree of depth and detail that the tasks of teaching require, without returning to it on the trail, stages of learning.Some-paradise stepping in the construction of schools. courses is based on the objective laws of the assimilation of knowledge by children: the essence of complex concepts, laws is usually not assimilated by them immediately in all depth. Therefore, when assimilating complex concepts, it may be necessary to return to the old, but on new basis, in the light of new theoretical ideas (moving up "in a spiral"). Re-study of the material at Art. levels of education are carried out at more than high level, taking into account the increased postures. student opportunities. As a rule, beginning concentric stage. study account. the subject is characterized by a special meaning of feelings, perception of objects and phenomena, the accumulation of information and facts. Subsequently, training becomes more and more systematic. character, and on Art. steps cf. education is in the nature of serious theoretical. generalizations.
At the same time, the repeatability of material throughout the entire period of study of students in cf. school, characteristic of K., leads to a greater than with a linear arrangement of accounts. material, cost account. time, generates an overload of students, and often reduces their interest in the subject. These disadvantages of K. become especially significant if it is necessary to achieve a certain degree of completeness of education at each of its stages. So, before the introduction of universal compulsory 7-year (and later 8-year) education, graduates of the beginning. schools, many of which did not continue their studies, had to give a certain range of, to a certain extent, complete knowledge accessible to children of this age. This explained Means. richness of programs classes in Russian lang. and mathematics. Striving for a certain completeness of the incomplete cf. education led to the introduction of elementary courses of a number of accounts. subjects in an 8-year school, the content of which in Means. measure was repeated in Art. classes.
Further improvement of school. programs and teaching methods leads to Means. K.'s decrease in training. In existing general education programs. cf. schools combine linear and concentric. building account. material.
SYSTEM OF METHODS OF VOCAL WORK WITH CHILDREN
The teaching method is a set of techniques and methods by which the teacher, relying on the consciousness and activity of the student, equips him with knowledge and skills and at the same time contributes to his upbringing and development.
The methods of vocal education of children are complex and diverse. As in the teaching of other subjects, they combine cognitive processes with practical skills. Methods related to vocal performance also rely on the processes of thinking, although they are mainly related to automated activities.
Today, a large number of methods and techniques of vocal education are known, which are the result of many years of theoretical and practical experience of teachers. Such training, which is based on any one method, seems to be ineffective. Good teacher must be fluent in various methods and teaching methods and be able to apply them in accordance with the situation in the lesson.
Along with general didactic methods, vocal pedagogy has developed its own methods that reflect the specifics of singing activity: concentric, phonetic, explanatory and illustrative in combination with reproductive, the method of internal singing (singing based on performance), comparative analysis etc. By the name of the method one can judge its essence.
concentric method
The founder of this method, as well as the Russian vocal school, is considered a wonderful composer and vocal teacher M. I. Glinka.
When the goal of developing a singing voice is set, it is customary in vocal practice to focus primarily on the teaching method, called "concentric". This method can be called universal, since it underlies the methodological systems of various authors and is used to work with both adults and children's voices.
M. I. Glinka recommended “... first to improve natural tones, i.e. taken without any effort." “... Exercises develop from natural tones, the center of the voice, on which the calm speech of a person rests, to the tones surrounding the center of the voice” 2 .
From the above quotation, it is obvious that the center of the voice is located in the range of calm speech. When a person is excited, he speaks in an elevated voice, and when he is depressed, his voice sounds in lower tones. Consequently, in order to determine the pitch of the primary tones of the student's voice, one must carefully listen to his speech and establish the zone of its sound, i.e., determine the speech range.
The center of the speech range in children, as in most adult singers, is usually located within sym - re 1. Apparently, it is from these sounds that one should start singing the voice up and down in concentric circles. Therefore, M.I. Glinka’s exercises begin from to 1, which perplexes those experts who believe that the primary tones of voice in children are in the range f 1 - la 1.
It should be recalled that there are several registers in the human voice. Sound formation in a calm speech voice is usually carried out as a chest register in a low tessitura. The middle of the speech range lies at the junction of the small and first octaves. If a child uses a falsetto manner in speech, then the primary tones of his voice will be located much higher.
Data from our experimental studies The nature of the singing voice of children indicates that each voice register has its own zone of primary sound. These zones do not match in height, which must be taken into account when choosing the sound range of training exercises, depending on the teacher's intention to tune the children's voices to one or another sound character. M.I. Glinka began work with adult singers from the middle of the voice, which, as he believed, is located in the zone of calm speech, i.e. speech dominance. And since speech voice usually functions like a chest register, then, therefore, the founder of the Russian vocal school recommended starting work with singers from the middle of the chest register.
The concentric method is widely used in modern vocal practice. It is based on a number of provisions:
Smooth singing and without aspiration;
When vocalized to a vowel, for example, a, a pure phoneme should sound;
When singing, open your mouth moderately;
Do not make any grimaces and efforts;
Sing not loudly and not softly;
Sing a scale down and up with a sound that is even in timbre;
Without portamento, i.e. ugly "entrances", directly hit
Follow the sequence of tasks when constructing vocal exercises: first, the exercises are built on one sound within the primary zone, then on two, adjacent, which must be smoothly connected, the next stage is tetrachords as a preparation for the jumps, then gradually expanding jumps followed by gradual filling, then arpeggios and scales;
Students must not be allowed to get tired, since this will bring nothing but damage to the voice; singing for a quarter of an hour with attention is much more effective than four hours without it.
At the same time, as regards the very essence of the method - the gradual expansion of the sound range of the voice in concentric circles around its center - it is not entirely suitable for working with children - "hooters" or adult students with unrevealed vocal abilities. In such cases, other methodological approaches associated with the register restructuring of voice formation. However, the above applies only to the initial stage of vocal work. When coordination between hearing and voice is established, elementary skills of conscious control of the registers of one's voice and sound resonance are formed, then the concentric method can also be used. At subsequent stages of work, this method is necessary to smooth out register transitions, equalize the timbre over the entire range of the voice and form other vocal skills, that is, to improve the voice.
Technologies and methods of teaching literature Philology Team of authors --
1.3.2. School literary education programs
Keywords:concentric principle, chronological(linear)principle.
Based State educational standard in literature and Sample Programs basic and complete general education in literature, Methodist scholars develop programs designed to educational institutions of various types, reflecting the author's concept of the literary education of this group. Programs vary:
By goals
By addressee
According to the principles of selecting works for study in literature lessons and after school hours,
By the list works of art for studying.
IN modern school most commonly used literary education programs educational institutions, which are developed by teams of authors:
Edited by G.I. Belenky and Yu.I. Lyssogo,
Edited by R.N. Buneeva, E.V. Buneeva,
Edited by V.Ya. Korovina,
Edited by T.F. Kurdyumova,
Edited by A.G. Kutuzov,
Edited by V.G. Marantsman.
For an in-depth study of literature, a program edited by M.B. Ladygin.
At the core overall structure each of the programs of literary education has the same principles: in grades 5–8, as well as in grade 11 - concentric principle ) in grades 10-11 - chronological, or linear principle.
New concepts
The principle of concentres, or the concentric principle - the principle of constructing literary education programs, which is based on the study of works on a chronological basis, from folklore and literature of the past to works modern literature in each grade of the main school (grades 5-8).
Chronological(linear)principle- the principle of constructing programs of literary education, which is based on the consistent study of works of art in chronological order for several years (from 9th to 11th grades).
Tasks for independent work
1. Familiarize yourself with the programs of literary education.
2. Analyze the content of one of the programs for scheme:
– explanatory note (the specifics of the goals of this program, its addressee, characteristics);
– main sections and subsections of the program;
- circle literary works for studying;
– availability and review of the content of additional sections;
- evaluation of the program.
3. Prepare a presentation of the analyzed program to present it in a practical session.
Questions for self-examination
1. What are the characteristic features of each of the stages of literary education, reflected in the programs?
2. What is the internal logic, structure, purposefulness of the programs?
3. How does the study of Russian classical literature correlate with modern literature, with folklore, with foreign literature, with literary theory and criticism?
4. What program do you prefer and why? (The programs are listed in the list of references.)
Literature
1. The program of literary education. 5-11 cells / Ed. V.Ya. Korovina. - M .: Education, 2002 (and other ed.).
2. High School Literature Program high school/ Ed. V.G. Marantsman. - 2nd ed., Rev. - St. Petersburg, 2000 (and other ed.).
3. Program and methodological materials. Literature. 5-11 cells / Comp. T.A. Kalganov. - 3rd ed., revised. - M .: Bustard, 2000 (and other ed.).
4. Programs of educational institutions. Literature. 1 - 11 cells. / Ed. G.I. Belenky and Yu.I. Lyssogo. - 2nd ed., Rev. - M .: Mnemosyne, 2001 (and other ed.).
5. Programs of educational institutions. The program of literary education for educational institutions. 5 - 11 cells. / Ed. A.I. Knyazhitsky. - M .: Education, 2000 (and other ed.).
Informational resources
http://www.school2100.ru/ - R.N. Buneeva, E.V. Bu-neeva.
http://www.prosv.ru/ - publishing house "Enlightenment".
This text is an introductory piece. From the book Technologies and Methods of Teaching Literature author Philology Team of authors --CHAPTER 1 Literature as an academic subject in the system of school philological education Literature as a school subject academic discipline has a range of distinctive features, which determine its special position among other school subjects and must
From the author's book1.1. The specificity of literature as subject in the system of school philological education Key words: educational area"Philology", scientific component, aesthetic component, existential component, communicative component. School literature course
From the author's book1.2. Goals and objectives of literary education The goals and objectives of modern school literary education are defined in the State Educational Standard, which is regulatory framework for variable programs, creatively meaningful and developed
From the author's book1.3.1. Documents Regulating the Content of Literary Education Key words: State educational standard, literary education programs, basic curriculum. The content of school literary education at the conceptual level
From the author's book1.3.3. Components of the content of school literary education Key words: scientific component, aesthetic component, existential component, communicative component. The goals and objectives of literary education, the specifics of literature as an academic subject determine
From the author's book1.4. Stages of school literary education In accordance with the State educational standard on literature in modern general education school the following levels of literary education are defined: grades 1–4 - the stage of primary general
From the author's bookCHAPTER 3 The process of school literary education 3.1. Essence and components of the process of school literary education New concepts: educational process, process of literary education, components of the process of literary education, aesthetic
From the author's book3.1. The essence and components of the process of school literary education New concepts: the educational process, the process of literary education, the components of the process of literary education, the aesthetic component, the existential component, the communicative
From the author's book3.3. Objects of study in the process of literary education The specificity of literature as an academic subject determines the nature and characteristics of its content. Let us turn to the description of the objects of study in school course literature. The object indicated in the previous paragraph
From the author's book3.4.1. Reading and its role in the process of literary education KEY QUOTE “... The best and surest thing that we can learn from various pedagogical opinions about the teaching of literature in gymnasiums is that writers should be read. Reading is the basis of theoretical
From the author's book3.4.3. Types of reading in the process of literary education USEFUL QUOTE “Reading is a window through which children see and learn about the world and themselves. It opens before the child only when, along with reading, simultaneously with it, and even before the book is opened for the first time,
From the author's book3.5. Pedagogical communication in the process of literary education 3.5.1. Communication as the main mechanism of interaction in the educational process USEFUL QUOTE
From the author's book3.5.2. Dialogical Communication in the Process of Literary Education Key concepts: dialogue, dialogueness, monologueness, dialogue experience. USEFUL QUOTE "Dialogue is the only form of relation to a person-person that preserves his freedom and incompletion." MM.
From the author's bookCHAPTER 4 Organization of the process of literary education Key words: organizational form of education, extracurricular work, classification of lessons, non-traditional lesson, lesson structure, independent activity. USEFUL QUOTE "Organizational form of learning -
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From the author's book6.2. Method of projects in the process of school literary education Among personality-oriented methods special place in the process of modern literary education of schoolchildren belongs design methodology. Methodists in both foreign and Russian science