1) textbooks for a continuous course in mathematics “Learning to Learn” by L.G. Peterson et al.;
2) any textbooks from the Federal lists for other academic subjects of the choice of educational institutions, provided that the technological basis for their use is the didactic system of the activity method “School 2000...”.
The scientific director of the project is Doctor of Pedagogical Sciences, Professor of the Department of Primary and Preschool Education of the AIC and PPRO of the Russian Federation, Director of the Center for System-Active Pedagogy “School 2000...” L.G. Peterson. By decree of the President of the Russian Federation, the team of authors “School 2000...” was awarded the RF Presidential Prize in the field of education for 2002 for the creation of a didactic system of the activity method for educational institutions.
The didactic system “School 2000...” allows the teacher in lessons in various academic subjects to systematically include students in educational activities, where the processes of motivation, construction and correction of methods of action, implementation of norms and reflection, self-control and self-esteem, communicative interaction, etc. take place.
Mathematics course “Learning to learn” provided by: mathematics textbooks Peterson L.G. for elementary school students, mathematics textbooks by Dorofeeva G.V. and Peterson L.G. for secondary school students, methodological recommendations, visual and didactic aids, independent and test work, electronic supplements to textbooks; a well-functioning system of course training for teachers. The course is continuous and implements step-by-step continuity between all levels of training at the level of methodology, content and technique. Textbooks and teaching aids are published by the publishing house "BINOMIAL. Knowledge Laboratory".
Options for using the completed subject line of mathematics textbooks “Learning to learn”:
1. As part of the educational and methodological kit (UMK) for primary school “Perspective”.
2. As part of the open educational and methodological set (UMK) “School 2000...”.
Mathematics textbooks Peterson L.G. for grades 1-4 are included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, and secondary general education (Order of the Ministry of Education of Russia dated December 28, 2018 N 345).
To the textbooks Peterson L.G. An effective tool for managing the educational process has been developed. Computer expert program “Electronic supplement to the textbook by L.G. Peterson" is designed to diagnose the learning process and compare results with age norms. The use of an electronic application for grades 1-4 significantly facilitates the teacher’s work and improves the quality of the educational process as a whole.
The Russian Academy of Education notes that “The team of authors of the Association “School 2000...” managed to create a modern educational system for mass schools, which is fully consistent with state policy and directions for the modernization of Russian education. It is possible to use the mathematics course “Learning to Learn” with a wide range of textbooks from the Federal List without an emphasis on completeness based on the system of didactic principles “School 2000...” and a lesson structure adequate to it.”
System developed didactic principles of activity-based teaching method, namely:
1) operating principle
, which consists in the fact that the student, receiving knowledge not in a ready-made form, but, obtaining it himself, is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills;
2) continuity principle
, meaning continuity between all levels of education at the level of technology, subject and supra-subject content and methods of their assimilation;
3) the principle of a holistic view of the world
, which involves the formation in students of a generalized systemic understanding of the world (nature, society, the sociocultural world and the world of activity, about themselves, about the role of various sciences and knowledge);
4) mimnimax principle
, which is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him and at the same time ensure mastery at the level of a socially safe minimum (state standard of knowledge, skills, abilities);
5) principle of psychological comfort
, which involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperative pedagogy, and the development of dialogue forms of communication;
6) principle of variability,
involving the development in students of decision-making abilities in situations of choice in the context of solving problems and problems;
7) principle of creativity
, meaning maximum focus on creativity in students’ educational activities, their acquisition of their own experience of creative activity.
Designed and correlated with different age levels activity-based teaching technology(including the structure of a modern lesson and a systematic typology of lessons), which allows you to replace methods of “explaining” new material with the construction of conscious ways for students to independently “discover” new knowledge, design ways to solve problems, correct and self-evaluate their own activities, and reflect on their results.
This technology is effective because it not only ensures high quality of subject knowledge and skills, effective development of intelligence and creative abilities, education of socially significant personal qualities while maintaining the health of students, but also contributes to the active formation of abilities for reflexive self-organization, which allows students to become independent subjects of their educational activities. activities and, in general, successfully navigate and self-determine in life.
The technology of the activity method has a general didactic nature, that is, it can be implemented on any subject content and at any educational level, taking into account age characteristics and the previous level of development of reflexive-organizational activity abilities. Long-term psychological, pedagogical and medical research (Moscow and the Moscow region, St. Petersburg, Yekaterinburg, Izhevsk, Kazan, Perm, Yaroslavl, etc.) revealed the effectiveness of the proposed technology in terms of the development of children’s thinking, speech, creative and communication abilities, formation skills of activity, as well as for their deep and lasting assimilation of knowledge. The concept of the mathematics course “School 2000...” allows you to use it, based on the developed technology, with a wide range of courses in other academic subjects.
“School 2000...” is a continuous course in mathematics by Peterson L.G., Dorofeeva G.V., Kochemasova E.E. and others. Preschool educational institution - NS - SS (Pre-school preparation - Primary school - Secondary school). Therefore, you can start working with your child in this program from the age of three.
Based on materials from sites:
The author of one of the popular teaching methods used by the most powerful Russian schools, Lyudmila Peterson, tells RG about this and much more.
Russian newspaper: Lyudmila Georgievna, name the main programs on which the elementary school operates?
Lyudmila Peterson: These are the programs “School of Russia”, “Perspective”, Zankov, Elkonin-Davydov, “Harmony”, “School 2100”, “School 21st Century”, we are “School 2000”, there are others. They all implement the federal standard, and their differences lie in the way they teach the material and methods.
RG: What do parents who have chosen a school where they teach mathematics through the Peterson program need to know?
Peterson: Their school works to not only prepare the child well in mathematics, but also to raise a successful person. Therefore, the educational process is organized differently. In a traditional school, the teacher explains and the student learns. With us, each child acquires new knowledge on his own. To do this, he is given tasks that he does not yet know how to solve. Versions come to him, he begins to discuss them, puts forward and tests hypotheses. There is creative work going on that educates the individual, while knowledge is absorbed more deeply.
RG: I read reviews from parents and came across the following comment: “The mathematics textbook contains problems that even adults cannot solve!” What tasks are we talking about?
Peterson: About those that require not so much knowledge of mathematics as intelligence. Therefore, children often solve them faster than adults. And this prepares them for modern life, where even mastering a new version of a mobile phone is a non-standard task.
Let's solve, for example, a problem for first grade: “A watermelon weighs 3 kilograms and another half a watermelon. How much does a watermelon weigh?” Correct answer: 6. Children find it almost more often than parents. And there's nothing wrong with that. I remember once in the Teacher's Newspaper there was an article that if a mother does not know how to skate, this is a great happiness for the child: he will learn with her, do something no worse than his mother, and believe in myself. Therefore, along with “ordinary” problems and examples, which are the majority in the textbook, non-standard problems and joke problems also appear.
RG: Okay, but why do we need problems like: Mom bought five packs of salt, two were eaten at lunch. How much is left?
Peterson: In order to teach children to work carefully with information and be able to analyze it. Indeed, the task may not have enough conditions and data, there may be unnecessary data, conditions that are far from real life, the question is ambiguously posed - “go there, I don’t know where.” In this case, there may be several correct answers, but each of them must be justified. A child who consciously solves a problem with salt, for example, says that two packs of salt cannot be eaten at lunch, is unlikely to write in the answer: two and a half diggers or three and a quarter workers.
Having experience discussing such tasks, children will competently compose their own tasks, which they are encouraged to do quite often. And when such a child goes to work, it will not occur to him to write: for every family in Russia there should be 2.2 children.
RG: Let's say the child does not have abstract thinking and great creative abilities. How can he practice using your method?
Peterson: For such children, development through mathematics is even more important. Research shows that many of those who were called "weak" are leveling up and becoming "strong." Einstein was considered the dumbest at school.
Constantly being creative awakens innate abilities and curiosity, and there is much evidence of this. For example, about 75% of the children who come to the math festival in Moscow every year studied using our method. The same percentage is among the winners. And in a specialized boarding school at Moscow State University, where gifted children study, 50 percent of the children studied in our program.
RG: How do graduates pass the Unified State Exam in schools where they teach according to Peterson?
Peterson: In Moscow we have more than 30 schools - experimental sites. Experience shows that the percentage of successful work there is significantly higher.
RG: Is it true that classes using your method do not require homework?
Peterson: I know teachers who don’t give homework. But I am for homework, only reasonable, without overload. Its obligatory part is no more than 15-20 minutes of independent work by the child, so that he does not turn to adults. This part also requires a creative component: the child must come up with something, create something similar to what he did in class. An additional, optional part is only for those who are interested: these are one or two more complex, non-standard tasks that can be completed together with parents if desired.
RG: Do you think grades are needed in elementary school?
Peterson: They are needed, but not in the form of a “court decision,” but as a factor motivating children to engage in educational activities. For example, in the first grade it is not a point, but a symbol - a plus sign, an asterisk, a picture - a “stamp”, which the children will then color. From the second grade you can enter points, but the approach should remain the same.
RG: What interest does the teacher have in working according to your method? It’s one thing: you give a task and the class quietly decides. Another is to get to the truth using the method of general discussion. This is noise, screaming! And the teacher has nerves and a headache.
Peterson: I recently asked this question to a teacher from Yaroslavl. She first tried to work according to our method, and then refused - after all, it requires a lot of preparation. I started teaching traditional lessons. And her students ask her: “When will we have interesting lessons again? This is when you give us a task, at first we cannot solve it, and then we think and think, and we ourselves end up with the same rule as in the textbook!” The teacher says to me: “Well, how can I let them down?”
A real teacher, and there are many of them, understands his responsibility for children and feels his mission. After all, an artist cannot go on stage and say: “Friends, I have a headache today, I will not play Ophelia!” And the teacher cannot afford this, because the fate of the children largely depends on his work.
RG: Today society makes enormous demands on teachers? Are they capable of fulfilling them?
Peterson: The brilliant mathematician Lobachevsky said: in order to fulfill the pedagogical mission, one must not destroy anything and improve everything. Therefore, we need to create conditions for every teacher to take his own step forward.
RG: Today's schoolchildren know mathematics very poorly. How to improve the quality of teaching this subject?
Peterson: The number of hours for teaching mathematics has been reduced by more than a third. This led to a sharp decline in the quality of mathematics education and negatively affected the quality of general secondary education as a whole. A child needs mathematical education, first of all, to help him develop his thinking and master universal tools for successful action, behavior and self-development. And for this, the number of hours on mathematics in grades 1-9 of school must be increased to at least 6 hours a week.
RG: Maybe it is worth inviting famous scientists to work at the school? From the Russian Academy of Sciences, for example? Do you think they could teach lessons?
Peterson: Of course, communication with bright personalities such as scientists will only benefit schoolchildren. Look, for example, at the colossal significance of the work with schoolchildren by Nobel Prize laureate Zhores Alferov, Physics and Technology teacher, head of the national mathematics team Nazar Agakhanov and many others.
By the way
As Lyudmila Peterson says, in recent years graduates of pedagogical universities have often come to their academy for retraining. Activity-based pedagogy is becoming the basis of a new standard of general education, but students are clearly not being taught this enough. They are not ready to work according to the new requirements. It is necessary to radically restructure the teacher training system and change the teaching method. Already on the student bench, the future teacher should see what the activity method is. Teachers at universities and colleges should conduct classes differently, although it is very difficult to change anything. But such experience exists, for example, in Moscow pedagogical colleges No. 8, 10, 13.
In 2016, mathematics textbooks for grades 1-4 by Peterson L.G. were not included in the official list of books recommended by the Ministry of Education of the Russian Federation.
You can understand whether this program is suitable for your child if you understand its features. Each parent will decide for himself whether these features are positive or negative.
Fast pace
The pace at which children progress through the program is very fast. Often one topic is given literally one lesson, and then the child moves on to a new type of task. The textbook does not contain step-by-step analyzes of exercises or examples of problem solving.
For example, in the textbook Moro M.I. in the first half of the third grade, schoolchildren study numbers up to 1000. During the same time, children who study according to Peterson’s book take sets, millions and billions.
Weak theoretical part and lack of clear structure
There is no theoretical part as such in the textbook. On individual pages there are small hints in the form of tables or figures. It doesn't bother the kids. There's no need to memorize the rules. You open the book and you can immediately start solving examples.
The lack of a theoretical part is a problem for parents. If a child missed a lesson or did not listen to the teacher attentively, he needs to somehow fill in the gaps in knowledge at home. Since there are no rules in the textbook, it is difficult for parents to figure out what exactly to explain to their child.
I found a way out of the situation: I prepared my own small manual, where I described for each lesson from the textbook what topics we cover, as well as solution algorithms and rules for these topics.
Teaches non-standard solutions
Peterson invites children to independently come up with algorithms, formulas, and ways to solve problems. For example, break down the figures according to some criteria, find a pattern and continue it, figure out how to solve the problem. This textbook encourages the child to come to a solution without the teacher's help.
The problem is that teachers rarely follow the authors’ recommendations and do not wait for the student to figure out the algorithms themselves. This happens due to lack of time. When you don’t have time to go through the basic program with your children (column addition and subtraction, for example), there is no way to give schoolchildren time for long-term reflection. We have to show the worked out solution scheme.
The “Geometry” section in the textbook is poorly developed.
In other elementary school textbooks, several chapters are devoted only to geometry. In Peterson's textbook, geometry is given casually, at the end of each chapter in the form of questions. As a result, children cannot always understand these topics and distinguish perimeter from area. The “Geometry” section is left to the teacher.
Lots of abstract concepts
Already from the first or second grades, the concept of “variable” is introduced in textbooks. At the end of each lesson, children are offered the “Blitz Poll” exercise. These are very short puzzles on composing an expression in which letters are used instead of numbers. Instead of the usual “5 apples” it is written “b apples”.
Children in primary school do not yet quite understand what to do with numbers, and when letters are added to them, like the abstract “b apples,” it becomes very difficult for schoolchildren.
Even parents do not always understand such tasks, let alone children.
But for those who understand this topic in elementary school, it will be much easier to master algebra.
Many game tasks to develop logical thinking
Solve a puzzle, go through a maze, color a figure or part of it, connect the dots - all these buildings develop logical thinking and are constantly found in the textbook. Children love them very much, they solve them with pleasure, even during breaks.
In fact, Peterson's program is suitable for children of varying abilities. Now I have a very “average” class, which, despite the fast pace and other difficulties of the program, copes well with counting and problems. It's all about the teacher's approach. Whether or not a student learns the program depends 80% on the teacher.
Peterson, Lyudmila Georgievna
Lyudmila Georgievna Peterson- Russian teacher, Doctor of Pedagogical Sciences, director of the School 2000 center, professor of the department of primary and preschool education [ specify], laureate of the “President of the Russian Federation” in the field of education, leading specialist of the department of strategic planning of the Russian Academy of Public Administration under the President of the Russian Federation, head of the project “Theoretical foundations of the didactic system of the activity method.” He is also the author of the concept and textbooks on mathematics for preschoolers, primary and secondary schools, in particular, the mathematics programs “Steps” and “Learning to Learn”, manuals for which were published by the Yuventa publishing house. I compiled lesson scripts for mathematics textbooks for teachers. I wrote textbooks for children from 5 years old.
"Build your own Mathematics"
Build your own Mathematics- a methodological course in mathematics, written by L. G. Peterson and partly by M. A. Kubysheva. Textbooks for this course: from first to sixth grade. M.A. Kubysheva and L.G. Peterson wrote only textbooks from this course for the first, second, third and fourth grades. Also included with the course is a brochure for teachers entitled “Standards - Helpers for Teachers and Students. Guidelines". The authors of the brochure are L. G. Peterson, L. A. Grushevskaya and S. E. Mazurina. The entire course was published by the Yuventa publishing house in the series “Primary School. Mathematics". The methodological course “Build your own mathematics” is basic for building a phenomenological approach in modern education, implemented, in particular, in the form of an experiment by mathematics teachers in schools and other educational institutions in the Voronezh region.
Public opinion
Textbooks by L. G. Peterson “Mathematics, grades 1-4” for elementary school (in 12 parts), recommended by the “School 2000...” program, received a very mixed assessment both among parents of students and teachers. The number of extremely negative reviews is very large. They mainly concern the significant complexity of the material for primary school students, as well as the illogicality of many “intelligence” tasks and so-called “joke tasks”. For example, material for 3rd grade begins with set theory, which is not found in regular programs until 7th grade, etc.
Notes
Links
- List of books by Lyudmila Georgievna Peterson for preschool education on the Yuventa publishing house website
Wikimedia Foundation. 2010.
See what “Peterson, Lyudmila Georgievna” is in other dictionaries:
Peterson, Andrei Pavlovich (1933 1973) Soviet chess player, master of sports of the USSR since 1961; Peterson, Alexander Valterovich (born 1967) Russian musician and music teacher, member of many musical groups. Mainly known... Wikipedia
Birth name: Lyudmila Markovna Gurchenko Date of birth: November 12, 1935 (73 years old) Place of birth: X ... Wikipedia
Lyudmila Gurchenko Birth name: Lyudmila Markovna Gurchenko Date of birth: November 12, 1935 (73 years old) Place of birth: X ... Wikipedia
Lyudmila Gurchenko Birth name: Lyudmila Markovna Gurchenko Date of birth: November 12, 1935 (73 years old) Place of birth: X ... Wikipedia
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Lyudmila Gurchenko Birth name: Lyudmila Markovna Gurchenko Date of birth: November 12, 1935 (73 years old) Place of birth: X ... Wikipedia
Lyudmila Gurchenko Birth name: Lyudmila Markovna Gurchenko Date of birth: November 12, 1935 (73 years old) Place of birth: X ... Wikipedia
Books
- Mathematics. Grade 2: Methodological recommendations for the textbook. Federal State Educational Standard, Peterson Lyudmila Georgievna. The methodological manual describes the system of work on the mathematics textbook “Learning to Learn” for grade 2 by L. G. Peterson, provides a program, approximate lesson planning, goals, tasks and ...
- Mathematics. 4th grade. Methodological recommendations for the textbook for teachers. Federal State Educational Standard, Peterson Lyudmila Georgievna. The methodological manual describes the system of work on the mathematics textbook “Learning to Learn” for grade 4 by L. G. Peterson, provides the program, thematic planning, goals, objectives and results...
The team of authors of the continuous mathematics course “Learning to Learn” includes famous teachers and mathematicians from leading scientific schools in Russia - Moscow State University, Moscow Institute of Physics and Technology, Moscow State Pedagogical University: L.G. Peterson, N.H. Agakhanov, G.V. Dorofeev, D.L. Abrarov, E.E. Kochemasova, A.Yu. Petrovich, O.K. Podlipsky, M.V. Rogatova, B.V. Trushin, E.V. Chutkova and others.
COURSE FEATURES:
The course proposes from the standpoint of continuity DO–NOO–LLC fundamentally newtechniques teaching mathematics, tested under the guidance of N.Ya. Vilenkina, G.V. Dorofeeva, starting since 1975 on the basis of the Scientific Research Institute of OPP of the Academy of Pedagogical Sciences of the USSR (director - V.V. Davydov), the 91st school in Moscow and other schools in Russia and neighboring countries. Their essence is that children, under the guidance of a teacher, independently discover new mathematical knowledge (system-activity approach), the basis for these discoveries is prepared in advance, and the formation of skills in the application of new knowledge is carried out continuously and systematically.
The inclusion of students in independent mathematical activities, the continuity of development of content and methodological lines make it possible to form a “mathematical” style of thinking, to support children's interest in learning mathematics And high performance throughout all years of study.
Taking into account the current level of development of mathematical theory, educational content is presented in the form of seven main content and methodological lines: numerical,algebraic, geometric, functional, logical, data analysis And modeling (word problems). Their study is prepared at the preschool level, and then continuously passes through all subject blocks from grades 1 to 9 of primary and secondary schools.
The mathematics course “Learning to Learn” provides the opportunity multi-level training along an individual trajectory in the zone of proximal development of each child (up to in-depth study of mathematics in grades 8–9).
The course has full methodological support: programs, textbooks and teaching aids, methodological complexes, etc. in printed and electronic form.
The course “Learning to Learn” is supported by the over-subject course “World of Activity”, which allows in a non-random waycontinuously and systematicallyto develop the ability to learn (FSES).
For teachers seeking to improve the efficiency of working with this course in accordance with the Federal State Educational Standard, master modern pedagogical technologies and keep up with the times, a multi-level professional development system(APK and PPRO, on-site courses, distance courses).
MAIN RESULTS:
The teaching and learning complex in mathematics “Learning to Learn” has been tested for 25 years, consistently provides high results in the implementation of the Federal State Educational Standard and the Concept for the Development of Mathematical Education in the Russian Federation (sample of more than 30,000 students from 56 regions of Russia):
- an increase of 15–25% in the average USE score in mathematics;
- more than 60% of participants in mathematical Olympiads at the All-Russian and international levels studied in elementary school using these textbooks;
- 75% of the members of the Russian national mathematics team (2013) also studied using these textbooks in primary and secondary schools;
- positive changes in personal development (cognitive processes, motivation, personality orientation, reduction in school anxiety, etc. (data from the Institute of Systemic Activity Pedagogy 1999 – 2016);
- an increase in the level of professionalism of teachers and school staff was recorded (62% of TOP-500 schools in Russia in 2015–2016 use this teaching materials in mathematics).
The mathematics course has complete methodological support: textbooks - in printed and electronic forms, workbooks, methodological recommendations for teachers and educators, programs and scenarios for lessons (grades 1–9) and classes in preschool educational institutions that meet the requirements of the Federal State Educational Standard, “Build your own mathematics” standards, independent and test work, electronic comprehensive monitoring of learning results based on subject and meta-subject results of the Federal State Educational Standard, new generation copybooks “Calligraphy of numbers” and much more.
More detailed information about the methodological support of the course can be found in the “Educational Literature” section of the website: http://www.sch2000.ru/
METHODOLOGICAL CONSULTATIONS:
We invite primary and secondary school teachers to use methodological consultations and other materials that help in working on textbooks and teaching aids for this course (grades 1–9). Video lessons are also posted here that will help you master the methodology of working with the mathematics course “Learning to Learn” offline.
Modern requirements for education require the achievement of not only subject, but also meta-subject results. You can get acquainted with the technology of the activity-based teaching method and the over-subject course “The World of Activity” by L.G. Peterson, which allow you to organize systematic work on the formation of UUD. Video lessons are also posted here that will help you master new pedagogical tools offline.
