2 the fundamental core of the content of general education. Fundamental core of fgos noo
slide 4 To implement the functions of the Fundamental Core Content general education it fixes:
- basic national valuesstored in religious, cultural, socio-historical, family traditions peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions;
- basic elements of scientific knowledgemethodological, system-forming and ideological nature, both of a universal nature and related to individual branches of knowledge and culture, intended for compulsory study in general education school Keywords: key theories, ideas, concepts, facts, methods;
- universal learning activities, on the formation of which the educational process is directed. These include personal universal learning activities; indicative actions; specific ways of transforming educational material; communicative actions.
slide 5 The definition of FYASOO is an important part of the new concept of general education standards, outgoing, about the need to separateproblems of generalized requirementsto educational outcomes And specific content issuesgeneral education.
The first problem is socio-political.It is associated with the identification and fixation of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and the state. The second problem has a scientific and methodologicalnature and, accordingly, should be decided by the scientific and pedagogical professional communities.
New social demands determine the new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of the general cultural, personal and cognitive development of students.
What is the property? The ability of a person to enter into relations with the external environment and as quickly as possible to adapt and function in it. In particular, this includes the ability to freely use reading and writing skills in order to obtain information from text and to convey such information in real communication, communication through texts and other messages.
How does the property show up? How can we assess that a graduate has it?
Unlike literacy as a stable personality trait, functional literacy is a situational characteristic of the same personality. Functional literacy reveals itself in a specific static situation.
How is the underdevelopment of the property manifested? What does the underdevelopment of the property lead to?
We most often learn about the existence of functional literacy only when faced with its absence. Functional illiteracy reveals itself when the situation, lifestyle or type of professional activity changes. For example, when a person can formally write, but at the same time does not know how to express his thoughts in writing (or in some other sign or symbolic form). It is often revealed in situations where a person encounters new technologies for him. So, a person cannot make out diagrams, instructions, cannot use any device, for example, a mobile phone, an ATM, and others.
What properties, qualities, skills, competencies are associated with this property?
The ability to learn all your life, the ability to choose technologies, the ability to ask questions, formulate your information request.
The methodological basis of the Fundamental core of the content of general education is the principlesfundamental and systematic(system connections and dependence on other elements of the system and environmental factors), traditional for national school. In this context, there is a fundamental divergence of views: a) supporters of preserving the historically established Russian education system, focused onfundamental nature of knowledge (i.e. high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school. With all previous developments of education standards as the initial methodological basis,defining volumeeducational content, usedcompulsory minimum content of education. As a result, the concepts of "standard of education" and "mandatory minimum" are synonymous.
Slide 7 A. I. Markushevich put forward the idea of highlighting the "core" of the school course
(i.e., the most important part of it) and its "shells", which vary depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education.
A. N. Kolmogorov developed ( commission ) a short document "The volume of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master after completing an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document.
According to (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of the formation of the content of general education is culture, that is, the most significant forms of socio-cultural experience. In accordance with this concept, the formation of the content of general education is carried out in several stages:
Stage I (pre-subject) - formation of general theoreticalideas about the composition and structure of the content of education.
Stage II (subject) - determination of the composition of educational subjects, their specific content and distribution according to the levels of education.
III stage - creationteaching materials.
IV stage - organizationlearning process.
Stage V - assignment new content students.
The structure of students' learning activity, as well as the basic psychological conditions and mechanisms of the assimilation process, is currently most fully described by the system-activity approach. The basic position is the thesis that the development of the individual in the education system is ensured primarily by the formation of universal educational activities (UUD), which act as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competence-based approach, in particular, the achievement by students of the ability to effectively use the acquired knowledge and skills in practice.
Slide 9 The most important goal modern education and one of the priority tasks of society and the state is the education of a moral, responsible, enterprising and competent citizen of Russia and the process of personal development, the adoption of spiritual, moral, social, family and other values.
The main results of education, expressed in educational tasks. Their content reflects the main directions of personality development: personal culture;
social culture; family culture.
slide 13 The main elements of scientific knowledge in high school. Mathematics — the science of the most general and fundamental structures of the real world, is the most important source of fundamental ideas for all natural sciences and modern technologies. The entire scientific and technological progress of mankind is directly related to the development of mathematics. Therefore, on the one hand, without knowledge of mathematics it is impossible to develop an adequate idea of the world. On the other hand, it is easier for a mathematically educated person to enter into any new objective problematic for him.
Mathematics is the most exact of the sciences. The subject "Mathematics" has an exceptional educational potential: it brings up intellectual correctness, critical thinking, the ability to distinguish between reasonable and unreasonable judgments, accustoms to prolonged mental activity.
The course is divided into sections: "Arithmetic", "Algebra", "Geometry", "Mathematical Analysis", "Probability and Statistics". Acquaintance with the history of mathematics and mastering the following general mathematical concepts and methods:
— Definitions and initial (undefined) concepts. Proof; axioms and theorems. Hypotheses and rebuttals. Counterexample. Common Mistakes in reasoning.
— Direct and inverse theorem. Existence and uniqueness of an object. Necessary and sufficient condition for the validity of the statement. Proof by contradiction. Method of mathematical induction.
- Mathematical model. Mathematics and problems of physics, chemistry, biology, economics, geography, linguistics, sociology, etc.
Slide 19 In a broad sense, the term "universal learning activities" means the ability to learn , i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (properly psychological meaning) the term "universal learning activities" can be defined asa set of student actions(as well as related skills) academic work), ensuring his ability to independently assimilate new knowledge and skills including the organization of this process.
Universal learning activities should be the basis for choosing and structuring the content of education, techniques, methods, forms of education, as well as building a holistic educational process. Achieving the "ability to learn" involves the full development of all components of learning activities, which include: 1) learning motives, 2) learning goal, 3) learning task, 4) learning activities and operations (orientation, transformation of material, control and evaluation).
Under metasubject(i.e., "above-subject") actions are understood as the mental actions of students aimed at analyzing and managing their own cognitive activity, - whether it is defining a strategy for solving a mathematical problem, memorizing factual material on history, or planning a joint laboratory experiment in physics or chemistry.
slide 21 self-determination- a person's determination of his place in society and life in general, the choice of value orientations, the definition of his "way of life" and his place in society. The student must ask himself the question “what is the meaning, the meaning of the teaching for me”, and be able to find the answer to it.
The block of regulatory actions includes actions that ensure that students organize their learning activities: goal setting as setting a learning task based on the correlation of what is already known and learned by the student, and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product; assessment - the selection and awareness by students of what has already been learned and what is still to be learned, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize forces and energy, the ability to volitional effort - to make a choice in a situation of motivational conflict, to overcome obstacles.
General education includes: independent selection and formulation of a cognitive goal; search and selection of the necessary information; application of information retrieval methods, including using computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that define this subject area); the ability to structure knowledge; the ability to consciously and voluntarily build a speech statement in oral and written form; selection of the most effective ways of solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media; the ability to adequately, in detail, concisely, selectively convey the content of the text; compose texts of various genres, observing the norms of text construction (correspondence to the topic, genre, style of speech, etc.).
Along with general educational ones, universal logical actions are also distinguished.: analysis of objects in order to highlight features (essential, non-essential); synthesis as a compilation of a whole from parts, including independently completing construction, filling in the missing components; choice of grounds and criteria for comparison, seriation, classification of objects; summing up under concepts, deducing consequences; establishing cause-and-effect relationships, building a logical chain of reasoning, proof; hypotheses and their justification.
Communicative actions provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. Accordingly, the composition of communicative actions includes planning educational cooperation with the teacher and peers - determining the goal, functions of participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation; managing the partner's behavior - control, correction, evaluation of the partner's actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
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The concept of the fundamental core of the content of general education
The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and allowances. The main purpose of the Fundamental Core in the system of normative support of standards is to determine:
- systems of basic national values that determine the self-consciousness of the Russian people, the priorities of social and personal development, the nature of a person's relationship to the family, society, state, work, the meaning of human life;
- systems of basic concepts related to areas of knowledge presented in high school;
- a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for the results of education.
- basic national values, stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions;
- basic elements of scientific knowledge methodological, system-forming and ideological nature, both of a universal nature and related to individual branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
- universal learning activities, on the formation of which the educational process is directed. These include personal universal learning activities; indicative actions; specific ways of transforming educational material; communicative actions.
The first problem is socio-political. It is associated with the identification and fixation of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and the state. The second problem is of a scientific and methodological nature and, accordingly, should be solved by the scientific and pedagogical professional communities.
The need to define the fundamental core of the content of general education stems from new social demands that reflect the transformation of Russia from an industrial into a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, accelerating the introduction of new scientific discoveries, rapid updating of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and continuous education. New social demands determine the new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of the general cultural, personal and cognitive development of students.
Thus, the fundamental core of the content of general education actually normalizes the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific knowledge, culture and functional literacy, without mastering or getting to know them, the level of general education achieved by a graduate of a Russian school early XXI century, cannot be considered sufficient for a full-fledged continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to implement the most important requirements of society for the educational system:
- preservation of the unity of the educational space, continuity of steps educational system;
- ensuring equality and accessibility of education with various starting opportunities;
- achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation Russian identity and community of all citizens and peoples of Russia;
- the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the surrounding world.
In all previous developments of education standards, the mandatory minimum content of education was used as the initial methodological basis for determining the scope of the content of education. As a result, the concepts of "standard of education" and "mandatory minimum" were perceived by most teachers as synonyms.
The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the construction of an educational space based on the principle of the fundamental nature of education, which is fixed by the term “Fundamental core of the content of general education”. Such a transition fundamentally changes not only the organization, but also the essence of educational process. In the era of the formation of the knowledge economy, the importance of the principle of the fundamental nature of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to resolutely get rid of outdated, secondary, pedagogically unjustified material.
Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental core of the content of general education is the ideas previously formulated in Russian pedagogy:
- "cores" and "shells" of school courses (A. I. Markushevich);
- highlighting the "amount of knowledge" in the subject (A. N. Kolmogorov);
- cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
- system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. . Rubtsov).
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the USSR Academy of Sciences, chaired by Academician A. N. Kolmogorov, developed a short document "The scope of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master after completing an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed training programs were prepared on the basis of this document. In the early 80s. 20th century similarly, a program in mathematics was created, describing the content of education at each level of education and leaving more freedom to textbook authors.
According to the concept of a culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of the formation of the content of general education is culture, that is, the most significant forms of sociocultural experience.
In accordance with this concept, the formation of the content of general education is carried out in several stages:
I stage (pre-subject) - formation of general theoretical ideas about the composition and structure of the content of education.
II stage (subject)- determination of the composition of educational subjects, their specific content and distribution according to the levels of education.
Stage III - creation educational materials.
Stage IV - organization learning process.
Stage V - appropriation new content students.
The creation of the Fundamental Core is an important part of the pre-subject stage of content formation. This scheme of work is significantly different from the previously accepted ones by the fact that the curriculum (the distribution of study time and the list of subjects) is not postulated at the very beginning, but is preceded by a large analytical work.
The structure of the learning activity of students, as well as the main psychological conditions and mechanisms of the learning process, is currently most fully described by the system-activity approach, based on the theoretical provisions of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya Galperina, V. V. Davydova, A. G. Asmolova, V. V. Rubtsova. The basic position is the thesis that the development of the individual in the education system is ensured primarily by the formation of universal educational activities (UUD), which act as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement by students of the ability to effectively use the acquired knowledge and skills in practice.
Following this theory when forming the content of general education involves, in particular, an analysis of the types of leading activities (playing, learning, communication), the identification of universal educational activities that generate competencies, knowledge, skills and abilities.
The concept of the Fundamental core synthesizes the described ideas of the "core" and "shells", the scope of knowledge, the allocation of the pre-subject stage, the system-activity approach.
The development of the Fundamental Core was carried out taking into account the framework restrictions, such as:
- brevity of fixing the generalized contours of the scientific content of education;
- rejection of details, purely methodical nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content for specific subjects and levels of education;
- a description in a concise form of the areas of knowledge presented in the modern school, but not specific subjects.
The criteria for selecting and including material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the non-inclusion criteria are more essential, i.e., the Fundamental Core should not include archaic, insignificant and excessively detailed material; it should not include concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.
The creation of the Fundamental Core is the initial stage in the development of a new content for general education. The subsequent stages involve the development of concepts of subject areas, planned learning outcomes at the exit from the levels of education (elementary, basic and secondary (full) schools), a basic curriculum (educational) plan and exemplary programs in subjects, educational and methodological complexes of a new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work on testing and introducing new content are of great importance. In parallel with the development of the new content of school education, work must be carried out to update the content of teacher education accordingly.
The fundamental core of the content of general education
Basic national values
The most important goal of modern education and one of the priority tasks of society and the state is the education of a moral, responsible, proactive and competent citizen of Russia. In this regard, the process of education should be understood not only as a process of mastering a system of knowledge, skills and competencies that form the instrumental basis of a student's educational activity, but also as a process of personal development, acceptance of spiritual, moral, social, family and other values. Therefore, upbringing at school should not be divorced from the process of education, the assimilation of knowledge, skills and abilities, but, on the contrary, should be organically included in it.
This allows us to highlight the main results of education, expressed in terms of key educational tasks. Their content reflects the main directions of personality development:
- personal culture;
- social culture;
- family culture.
- readiness and ability for moral self-improvement, self-esteem, understanding the meaning of one's life, individually responsible behavior. Realization of creative potential in spiritual and subject-productive activities, social and professional mobility on the basis of continuous education and a universal spiritual and moral attitude - "getting better";
- readiness and ability to openly express and defend one's public position, critically evaluate one's own intentions, thoughts and actions;
- the ability for independent actions and actions performed on the basis of a moral choice, taking responsibility for their results, purposefulness and perseverance in achieving results;
- industriousness, thrift, life optimism, ability to overcome difficulties;
- awareness of the value of other people (neighbors), the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health and spiritual security of the individual, the ability to counteract them.
- awareness of the unconditional value of the family as the fundamental principle of our belonging to the people, the Fatherland;
- understanding and maintaining such moral foundations of the family as love, mutual assistance, honoring parents, caring for the younger and older, responsibility for the other;
- respect for human life, concern for procreation.
- awareness of oneself as a citizen of Russia on the basis of the adoption of common national spiritual and moral values;
- faith in Russia, a sense of personal responsibility for the Fatherland to future generations;
- adequate perception of the values of society: human rights, the rule of law, the values of the family, the honesty of the courts and the responsibility of the authorities, civil society;
- readiness to jointly resist the global challenges of the modern era;
- the development of a sense of patriotism and civic solidarity;
- the ability for conscious personal, professional, civil and other self-determination and development, combined with the moral responsibility of the individual to the family, people, Fatherland, parents, future generations;
- concern for the prosperity of a single multinational Russian people, the maintenance of interethnic peace and harmony.
- patriotism (love for Russia, for one's people, for one's small homeland; service to the Fatherland);
- social solidarity (personal and national freedom; trust in people, institutions of the state and civil society; justice, mercy, honor, dignity);
- citizenship (rule of law, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);
- family (love and fidelity, health, prosperity, honoring parents, caring for older and younger, caring for procreation);
- work and creativity (creativity and creation, purposefulness and perseverance, diligence, thrift);
- science (knowledge, truth, scientific picture of the world, ecological consciousness);
- traditional Russian religions. Given the secular nature of education in state and municipal schools, the values of traditional Russian religions are accepted by schoolchildren in the form of systemic cultural ideas about religious ideals;
- art and literature (beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development);
- nature (life, motherland, reserved nature, planet Earth);
- humanity (world peace, diversity of cultures and peoples, human progress, international cooperation).
These values express the essence of the national maxim: "We are the Russian people." This is what unites all Russians, gives them a single ideology and is complemented by their ethnic, religious, professional and other identity, what allows us to be a single Russian people.
The main elements of scientific knowledge in high school
Russian language
Explanatory note
In the system of school education, the Russian language is not only a subject of study, but also a means of teaching that determines success in mastering all school subjects and the quality of education in general.
Main goals learning Russian at school:
- formation of ideas about the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia;
- the formation of knowledge about the structure of the language system and the patterns of its functioning on present stage;
- enrichment vocabulary students, mastering the culture of oral and written speech, types of speech activity, rules and methods of using the language in different conditions communication;
- mastering the most important general subject skills and universal methods of activity (extracting information from linguistic dictionaries various types and other sources, including the media and the Internet; information processing of the text).
In accordance with the objectives of the course, the fundamental core of the content of general education in the Russian language consists of two interrelated components: sections "Speech" and "Language".
The section "Speech" provides for the mastery of the concepts of speech activity and speech communication, the formation of skills to create texts of various functional and communicative orientations.
The section "Language" provides for the development of the basics of linguistics, the system of its key concepts, phenomena and facts.
Speech
Language and speech. Types of speech activity (speaking, listening, writing, reading). Types of speech (oral and written, dialogic and monologue). Texts oral and written.
Functional and semantic varieties of the text (narration, description, reasoning). Functional varieties of language. The main features of colloquial speech, functional styles (scientific, journalistic, official business), language fiction. The main genres of colloquial speech, scientific, journalistic, official business styles.
Speech situation and its components. Speech act and its varieties (messages, promptings, questions, announcements, expressions of emotions, expressions of speech etiquette, etc.). Dialogues of a different nature (etiquette, dialogue-questioning, dialogue-motivation, dialogue-exchange of opinions, etc.; a combination of different types of dialogue). Polylogue. Free conversation, discussion, discussion.
Adequate understanding of oral and written speech in accordance with the conditions and goals of communication.
Mastery various types reading.
Creation of oral monologues and dialogic statements of different communicative orientation depending on the goals, scope and situation of communication.
Creation of written texts of different styles and genres.
Analysis of the text in terms of its topic, purpose, main idea, basic and additional information, belonging to the functional semantic type and functional variety of the language.
Information processing of the text.
Mastering the national and cultural norms of speech / non-verbal behavior in various situations of formal and informal interpersonal and intercultural communication.
Language
General information about the language.
Russian language is the national language of the Russian people, the state language Russian Federation and the language of international communication. Russian language in the modern world.
Russian as one of the Indo-European languages. Russian language among other Slavic languages. The role of the Old Church Slavonic language in the development of the Russian language.
Russian language as a developing phenomenon. Forms of functioning of the modern Russian language (literary language, territorial dialects, vernacular, professional varieties, jargon).
Interrelation of language and culture. Russian language is the language of Russian fiction. The main figurative means of the Russian language and their use in speech.
Outstanding domestic linguists.
Phonetics and orthoepy
Sound as a unit of language. Vowel system. consonant system. Changing sounds in the speech stream. Syllable. Stress, its semantic role, the mobility of stress in form and word formation.
Intonation and its functions. Basic elements of intonation.
Orthoepy as a branch of linguistics. Basic rules of pronunciation and stress.
Graphic arts
The composition of the Russian alphabet, the names of the letters. Designation on the letter of hardness and softness of consonants. Notation methods. The relationship between sound and letter.
Morphemics (word composition) and word formation
Morpheme as the smallest meaningful unit of a language. stem and ending. Types of morphemes. The alternation of sounds in morphemes.
The main ways of forming words. Initial (producing) basis and word-forming morpheme. word pair.
The concept of etymology.
Lexicology and phraseology
The word as a unit of language. Lexical and grammatical meaning of the word. One-valued and polysemantic words; direct and figurative meaning words. Lexical compatibility. Synonyms. Antonyms. Homonyms. Paronyms. Active and passive vocabulary. Archaisms, historicisms, neologisms. Spheres of use of Russian vocabulary. Stylistic layers of vocabulary (bookish, neutral, reduced). Originally Russian and borrowed words. Phraseologisms and their signs.
Morphology
Parts of speech as lexical and grammatical categories of words. Classification of parts of speech.
Independent (significant) parts of speech. General categorical meaning, morphological and syntactic properties of each independent (significant) part of speech.
Service parts of speech.
Interjections and onomatopoeic words.
Homonymy of words of different parts of speech.
Syntax
Syntax units of the Russian language.
phrase like syntactic unit, its types. Types of connection in a phrase.
Types of sentences according to the purpose of the statement and emotional coloring. The grammatical basis of the sentence, the main and secondary members, the ways of their expression. Predicate types.
Structural types of simple sentences (two-part and one-part, common - not common, sentences of complicated and uncomplicated structure, complete and incomplete). Types of one-part sentences. Homogeneous members of the proposal, isolated members of the proposal; appeal; introductory and insert structures.
Classification of complex sentences. Means of expressing syntactic relations between parts of a complex sentence.
Ways of transmitting someone else's speech.
The concept of the text, the main features of the text (segmentation, semantic integrity, coherence).
A culture of speech
The culture of speech and its main aspects: normative, communicative, ethical. The main criteria for the culture of speech.
Language norm, its functions. The main norms of the Russian literary language (orthoepic, lexical, grammatical, stylistic, spelling, punctuation). Norm options.
Evaluation of the correctness, communicative qualities and effectiveness of speech.
Types of linguistic dictionaries and their role in mastering the vocabulary and norms of the modern Russian literary language.
Spelling: spelling and punctuation
Spelling. The concept of spelling. Spelling of vowels and consonants in the composition of morphemes. Spelling b And b. Merged, hyphenated and separate spellings. Uppercase and lowercase letters. Hyphenation.
Punctuation. Punctuation marks and their functions. Single and double punctuation marks. Punctuation marks at the end of a sentence, in simple and complex sentences, in direct speech and quoting, in dialogue. combination of punctuation marks.
The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals.
The main purpose of the Fundamental Core in the system of normative support of standards is to determine:
1) a system of basic national values that characterize the self-consciousness of the Russian people, the priorities of social and personal development, the relationship of a person to the family, society, state, work, the meaning of human life;
2) a system of basic concepts related to the areas of knowledge presented in secondary school;
3) a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for the results of education.
The fundamental core as a means of universalizing the content of general education makes it possible to implement the most important requirements of society for the educational system:
- maintaining the unity of the educational space, the continuity of the levels of the educational system;
- ensuring equality and accessibility of education with various starting opportunities;
- achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and community of all citizens and peoples of Russia;
- protection of the educational space from false knowledge and pseudo-knowledge;
- the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the surrounding world.
The school chemistry course includes the amount of chemical knowledge necessary for the formation of a chemical picture of the world in the minds of schoolchildren. This knowledge, along with physical are at the center of natural science and fill specific content of many fundamental ideas about the world. In addition, a certain amount of chemical knowledge is necessary for both Everyday life, and for activities in all fields of science, National economy, including those not directly related to chemistry. Chemical education is also necessary to create a clear understanding of the role of chemistry in solving the environmental, raw materials, energy, food, and medical problems of mankind.
The main goals of studying chemistry at school:
- formation of ideas about the chemical component of the natural! scientific picture of the world, the most important chemical concepts, laws and theories;
- mastering the methods of scientific knowledge to explain chemical phenomena and properties of substances, assessing the role of chemistry in the development of modern technologies and obtaining new materials;
- fostering confidence in the positive role of chemistry in the life of modern society, the need for a competent attitude to one's health and the environment;
- application of acquired knowledge for safe use substances and materials in everyday life, agriculture and production, solving practical problems in everyday life, preventing phenomena that are harmful to human health and the environment.
Theoretical Foundations of Chemistry Periodic law of D. I. Mendeleev. Atoms, nuclei, protons, neutrons, electrons. Chemical element. periods and groups. Nuclides, radionuclides. Half life.
labeled atoms. The concept of the structure of electron shells. valence electrons. The degree of oxidation. How to use the periodic table.
Molecules. Electronic nature of the chemical bond. Electronegativity. Ions and ionic bond. Degree
oxidation and valency of chemical elements. Polar and non-polar covalent bonds. Spatial structure of molecules. Metal connection. Hydrogen bond.
Substances of molecular and non-molecular structure. The conditionality of the properties of substances by their structure. Simple and complex substances. Ideas about the structure of gaseous, liquid and solid substances. Reasons for the diversity of substances: isomerism, homology, allotropy, isotopy. Pure substances, mixtures, solutions. Dissolution as a physical and chemical process. Hydration of ions. True and colloidal solutions. Solutions of gases, liquids and solids. Methods for expressing the concentration of solutions.
Physical and chemical phenomena. Chemical reaction - the process of rearrangement of atoms in molecules. Preservation of atoms in chemical reactions. Absolute and relative masses of atoms and molecules. A mole is a measure of the amount of a substance. Avogadro's law and the volume of a mole of a gas. Avogadro's number. Signs and conditions for the occurrence of chemical reactions. Classification of chemical reactions in inorganic and organic
chemistry.
Solutions. Solubility. Solutions of gases, liquids and solids. Saturated and unsaturated solutions. The concentration of the solution and its calculation. Thermal phenomena during dissolution. True and colloidal solutions.
Electrolytes and non-electrolytes. Cations and anions. Strong and weak electrolytes. Dissociation of salts, acids and bases. Acidity of solutions, the concept of pH. Conditions for the irreversibility of reactions in solutions. The concept of analytical qualitative reactions.
Chemistry and electric current. Electrolysis. cathode and anode. Obtaining alkali metals and aluminum. Redox reactions as a source of electric current. Galvanic cells and batteries. The concept of a fuel cell. Chemical and electrochemical corrosion of metals. Corrosion protection methods. Anti-corrosion coatings.
Thermal effects of chemical reactions. The law of conservation of energy in chemistry. Bonding energy and heat of formation of compounds. Standard state. Exo- and endothermic reactions. Heat of combustion and dissolution. Hess' law. Fuel and its types.
The rate of reactions, its dependence on various factors. Activation energy. Catalysis.
reversibility of reactions. Chemical equilibrium and methods of its displacement.
Fundamentals of inorganic chemistry Metals and non-metals, their position in the periodic system. The structure of atoms of non-metals. Physical and Chemical properties. Hydrogen and oxygen compounds of elements of subgroups of halogens, oxygen, nitrogen, carbon.
General characteristics of metals of the main and secondary subgroups. Physical properties of metals. Alkaline and alkaline earth metals, aluminum, iron, copper, zinc and their compounds. Restorative properties of metals. Electrochemical series of voltages of metals. Ferrous and non-ferrous metals, methods of their production. Alloys. Corrosion of metals and methods of protection against corrosion.
Main classes of inorganic compounds and reactions between them. Oxides. Hydrogen. Hydrides. Hydroxides. Acids, bases, alkalis, salts. Amphoteric. Neutralization reaction. Acid! basic indicators. Communication between the main classes of inorganic substances.
Fundamentals of organic chemistry The electronic structure of the carbon atom is the reason for the uniqueness of its compounds. The ability of carbon atoms to form chains. Homology and isomerism are the reasons for the diversity of organic compounds. Simple and multiple bonds. Limit, unsaturated and aromatic hydrocarbons. Methane, ethylene, acetylene, benzene are the ancestors of the homologous series. Natural sources of hydrocarbons: oil and natural gas.
Functional organic compounds: alcohols, phenols, aldehydes, ketones, carboxylic acids, esters, amines, amino acids. The concept of heterocycles. Nitrogen bases. Genetic relationship between classes of organic compounds.
Chemistry and life high molecular weight compounds. monomers and polymers. polymerization and polycondensation. Rubbers, plastics, chemical fibers. High molecular weight compounds -
the basis of biopolymers and modern materials.
Squirrels. Nucleic acids(DNA and RNA). Fats. Carbohydrates. Chemistry and health. Balanced diet. Calorie content of food. Vitamins. medicinal substances. Harm caused by drugs.
Chemistry in agriculture. Cycle of nitrogen and phosphorus in nature. Mineral and organic fertilizers(nitrogen, phosphorus, potassium). Plant protection products.
Household surface-active compounds. Washing and cleaning agents. organic solvents. household aerosols. Safety rules when working with funds
household chemicals.
General principles chemical production. The main products of industrial chemistry (ammonia, sulfuric acid, mineral fertilizers, ethylene, styrene, butadiene, acetic acid). The concept of petrochemistry.
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THE FUNDAMENTAL CORE OF THE CONTENT OF GENERAL EDUCATION
THE CONCEPT OF THE FUNDAMENTAL CORE OF THE CONTENT OF GENERAL EDUCATION
The fundamental core of the content of general education is the basic document necessary for the creation of basic curricula, programs, teaching materials and manuals. Its main purpose in the system of normative support of standards is to determine:
1) a system of leading ideas, theories, basic concepts related to the areas of knowledge presented in high school;
2) the composition of the key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for the results of education.
To implement these functions in the Fundamental core of the content of general education, the following are fixed:
fundamental elements of scientific knowledge of a methodological, system-forming and ideological nature, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods, both of a universal nature and related to individual branches of knowledge and culture;
· , on the formation of which the educational process is directed. These include personal universal learning activities; regulatory actions; cognitive activities; communicative universal learning activities. The definition of the Fundamental core of the content of general education is an important component of the new concept of general education standards, which proceeds, in particular, from the thesis about the need to separate the problem of generalized requirements for the results of education and the problem of the specific content of general secondary education.
The first problem is socio-political. It is associated with the identification and fixation of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society, state.
The second problem is of a scientific and methodological nature and, accordingly, should be solved by the scientific and pedagogical professional communities.
The need to define the Fundamental core of general education arises from new social demands that reflect the transformation of Russia from an industrial into a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, accelerating the introduction of new scientific discoveries, rapid updating of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and continuous education. New social demands determine the new goals of education and the strategy for its development. The fundamental core of the content of general education, in turn, specifies the goals as the results of the general cultural, personal and cognitive development of students.
Thus, the fundamental core of the content of general education actually normalizes both the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific and functional literacy, without mastering which or without familiarity with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century , cannot be considered sufficient for a full-fledged continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to implement the most important requirements of society for the educational system:
preservation of the unity of the educational space, the continuity of the levels of the educational system;
Ensuring equality and accessibility of education with different starting opportunities;
· achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of civil identity and community of all citizens and peoples of Russia;
· the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, learn, cooperate in the knowledge and transformation of the surrounding world.
The methodological basis of the fundamental core of the content of general education is the principles of fundamentality and consistency, traditional for the national school. In this context, there is a fundamental divergence of views: a) supporters of the preservation of the historically established Russian education system, focused on the fundamental nature of knowledge (ie, a high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school.
All previous developments of educational standards used a mandatory minimum content of education as the initial methodological basis that determines the scope of the content of education. As a result, the concepts of "standard of education" and "mandatory minimum" were perceived by most teachers as synonyms.
The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the construction of an educational space based on the principle of the fundamental nature of education, which is fixed by the term “Fundamental core of the content of general education”. Such a transition fundamentally changes not only the organization, but also the essence of the educational process.
In the era of the formation of the knowledge economy, the importance of the principle of the fundamental nature of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to resolutely get rid of outdated, secondary, pedagogically unjustified material. Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental Core of General Education is the ideas previously formulated in Russian pedagogy and psychology:
The "core" and "shell" of school courses (A. I. Markushevich);
allocation of the "amount of knowledge" in the subject (A. N. Kolmogorov);
· cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).
In the course of the reform of general secondary education, carried out in our country in the 60-70s. XX century, in order to solve the problems associated with the fundamental novelty of the content in a number of subjects and the overload of students, A. I. Markushevich put forward the idea of highlighting the "core" of the school course (i.e., its most important part) and its depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It has not been fully implemented in relation to the content of education: the “core” of the content of education has not been explicitly identified.
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the USSR Academy of Sciences, chaired by Academician A. N. Kolmogorov, developed a short document "The scope of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master after completing an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed training programs were prepared on the basis of this document. In the early 80s. 20th century similarly, a mathematics program was created that describes the content of education at the end of each stage and leaves more freedom for textbook authors. According to the concept of a culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of the formation of the content of general secondary education is culture, that is, the most significant forms of sociocultural experience. In accordance with this concept, the formation of content
General secondary education is carried out in several stages:
Stage I (pre-subject) - the formation of general theoretical ideas about the composition and structure of the content of education.
Stage II (subjective) - determination of the composition of educational subjects, their specific content and distribution according to the levels of education.
Stage III - the creation of educational materials.
Stage IV - organization of the learning process.
Stage V - appropriation of new content by students.
The creation of the Fundamental Core is an important part of the pre-subject stage of content formation. This scheme of work is significantly different from the previously accepted ones by the fact that the curriculum (the distribution of study time and the list of subjects) is not postulated at the very beginning, but is preceded by a large analytical work. The structure of the learning activity of students, as well as the main psychological conditions and mechanisms of the learning process, is currently most fully described by the system-activity approach, based on the theoretical provisions of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya Galperina, V. V. Davydova, A. G. Asmolova, V. V. Rubtsova. The basic position is the thesis that the development of the individual in the education system is ensured primarily by the formation of universal educational activities (UUD), which act as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement by students of the ability to effectively use the acquired knowledge and skills in practice.
Following this theory when forming the content of general education involves, in particular, taking into account the age-related psychological characteristics of students, analyzing the types of leading activities (playing, learning, communication) and forms of educational cooperation, highlighting universal educational activities that generate competencies, knowledge, skills and abilities. The concept of the Fundamental core synthesizes the described ideas of "core" and "shell", "amount of knowledge", allocation of the pre-subject stage, system-activity approach.
The development of the Fundamental Core was carried out taking into account such framework restrictions as:
1) brevity of fixing the generalized contours of the scientific content of education;
2) the rejection of details, purely methodological nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate should master, but not the distribution of the proposed content for specific subjects and levels of education;
3) a description in a concise form of the areas of knowledge presented in the modern school, but not specific subjects.
The short format of the Fundamental Core opens up an opportunity to create a zone of consensus for the formation of a holistic view of the content of school education that is currently missing and, on a new basis, to begin solving the problem of interdisciplinary connections, coordinating the scientific content of various fields of knowledge at the stage of preliminary development. The criteria for selecting and including material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the non-inclusion criteria are more significant: the Fundamental Core should not include archaic, insignificant and overly detailed material. It should not include concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.
The creation of the Fundamental Core is the initial stage in the development of new content. The subsequent stages are the development of concepts of subject areas, the planned learning outcomes at the exit from the levels of education (elementary, basic and high schools), the basic curriculum and exemplary subject programs, educational and methodological complexes of the new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work on testing and introducing new content are of great importance.
In parallel with the development of the new content of school education, work must be carried out to update the content of teacher education accordingly.
THE FUNDAMENTAL CORE OF THE CONTENT OF GENERAL EDUCATION*
Russian language
Explanatory note
In the system of school education, the Russian language is not only a subject of study, but also a means of teaching that determines success in mastering all school subjects and the quality of education in general.
The main goals of studying the Russian language at school:
· the formation of ideas about the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia;
formation of knowledge about the structure of the language system and the patterns of its functioning at the present stage;
enrichment of the vocabulary and grammatical structure of speech, mastering the culture of oral and written speech, types of speech activity, rules and methods of using the language in different communication conditions;
mastering the most important general subject skills and universal methods of activity (extracting information from linguistic dictionaries of various types and other sources, including the media and the Internet; information processing of the text).
These goals are realized on the basis of personality-oriented and activity-based approaches to teaching and upbringing in the process of developing the mental and speech activity of the student, the formation of linguistic, linguistic, communicative and cultural competencies. In accordance with the objectives of the course, the fundamental core of the content of education in the Russian language consists of two interrelated components. The section "Speech" provides for mastering the concepts of speech activity and speech communication; formation of skills to create texts of various functional and communicative orientations.
The section "Language system" provides for the development of the foundations of linguistics, the system of its key concepts, phenomena and facts.
______
* The content of some educational areas (computer science, art) is not included in this project of the Fundamental Core.
Content
Speech
Language and speech. Types of speech activity (speaking, listening, writing, reading). Types of speech (oral and written, dialogic and monologue). Texts oral and written.
Functional and semantic varieties of the text (narration, description, reasoning). Functional varieties of language. The main features of colloquial speech, functional styles (scientific, journalistic, official business), the language of fiction. The main genres of colloquial speech, scientific, journalistic, official business styles.
Speech situation and its components. Speech act and its varieties (messages, promptings, questions, announcements, expressions of emotions, expressions of speech etiquette, etc.). Dialogues of a different nature (etiquette, dialogue-questioning, dialogue-motivation, dialogue-exchange of opinions, etc.; a combination of different types of dialogue). Polylogue. Free conversation, discussion, discussion.
Adequate understanding of oral and written speech in accordance with the conditions and goals of communication.
Mastering various types of reading.
Creation of oral monologues and dialogic statements of different communicative orientation depending on the goals, scope and situation of communication.
Creation of written texts of different styles and genres.
Analysis of the text in terms of its topic, purpose, main idea; basic and additional information, belonging to the functional semantic type and functional variety of the language.
Information processing of the text.
Mastering the national and cultural norms of speech / non-verbal behavior in various situations of formal and informal interpersonal and intercultural communication.
Language
General information about the language. The Russian language is the national language of the Russian people, the state language of the Russian Federation and the language of interethnic communication. Russian language in the modern world.
Russian as one of the Indo-European languages. Russian language among other Slavic languages. The role of the Old Church Slavonic language in the development of the Russian language.
Russian language as a developing phenomenon. Forms of functioning of the modern Russian language (literary language, territorial dialects, vernacular, professional varieties, jargon).
Interrelation of language and culture. The Russian language is the language of Russian fiction. The main figurative means of the Russian language and their use in speech.
Outstanding domestic linguists.
Phonetics and orthoepy
Sound as a unit of language. Vowel system. consonant system. Changing sounds in the speech stream. Syllable. Stress, its semantic role, the mobility of stress in form and word formation. Intonation and its functions. Basic elements of intonation.
Orthoepy as a branch of linguistics. Basic rules of pronunciation and stress.
Graphic arts
The composition of the Russian alphabet, the names of the letters. Designation on the letter of hardness and softness of consonants. Designation methods. The relationship between sound and letter.
Morphemics (word composition) and word formation
Morpheme as the smallest meaningful unit of a language. stem and ending. Types of morphemes. The alternation of sounds in morphemes. The main ways of forming words. Initial (producing) basis and word-forming morpheme. word pair.
The concept of etymology.
Lexicology and phraseology
The word as a unit of language. Lexical and grammatical meanings of the word. One-valued and polysemantic words; direct and figurative meaning of the word. Lexical compatibility. Synonyms. Antonyms. Homonyms. Paronyms. Active and passive vocabulary. Archaisms, historicisms, neologisms. Spheres of use of Russian vocabulary. Stylistic layers of vocabulary (bookish, neutral, reduced). Originally Russian and borrowed words. Phraseologisms and their signs.
Morphology
Parts of speech as lexical and grammatical categories of words. Classification of parts of speech.
Independent (significant) parts of speech. General categorical meaning, morphological and syntactic properties of each independent (significant) part of speech.
Service parts of speech.
Interjections and onomatopoeic words.
Homonymy of words of different parts of speech.
Syntax
Syntax units of the Russian language.
The phrase as a syntactic unit, its types. Types of connection in a phrase.
Types of sentences according to the purpose of the statement and emotional coloring. The grammatical basis of the sentence, the main and secondary members, the ways of their expression. Predicate types.
Structural types of simple sentences (two-part and one-part, common and non-common, sentences of complicated and uncomplicated structure, complete and incomplete). Types of one-part sentences. Homogeneous members of the proposal, isolated members of the proposal; appeal; introductory and insert structures.
Classification of complex sentences. Means of expressing syntactic relations between parts of a complex sentence.
Ways of transmitting someone else's speech.
The concept of the text, the main features of the text (segmentation, semantic integrity, coherence).
A culture of speech
The culture of speech and its main aspects: normative, communicative, ethical. The main criteria for the culture of speech.
Language norm, its functions. The main norms of the Russian literary language (orthoepic, lexical, grammatical, stylistic spelling). Norm options.
Evaluation of the correctness, communicative qualities and effectiveness of speech.
Types of linguistic dictionaries and their role in mastering the vocabulary and literary norms of the modern Russian literary language.
Spelling: spelling and punctuation
Spelling. The concept of spelling. Spelling of vowels and consonants in the composition of morphemes. Spelling ъ and ь.
Continuous, hyphenated and separate spelling. Uppercase and lowercase letters. Hyphenation.
Punctuation. Punctuation marks and their functions. Single and double punctuation marks. Punctuation marks at the end of a sentence, in simple and complex sentences, in direct speech and quoting, in dialogue. combination of punctuation marks.
Foreign languages
Explanatory note
Teaching a foreign language is considered as one of the priority areas of modern school education. The specificity of a foreign language as an academic subject in its integrative nature, i.e. in combination of language / foreign language education with the elementary foundations of literary education (familiarization with samples foreign literature), as well as in its ability to act both as a goal and as a means of learning to get acquainted with another subject area (humanitarian, natural science, technological). Thus, a wide variety of interdisciplinary connections (with the native language, literature, history, geography, etc.) can be realized in it.
The main goal of learning foreign languages at school is the formation of foreign language communicative competence in schoolchildren, i.e. the ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers. To achieve this goal, it is necessary to strengthen the socio-cultural orientation of teaching foreign languages, focus on strengthening the cultural aspect in the content of education, on the inclusion of schoolchildren in the dialogue of cultures, which contributes to the introduction of schoolchildren to the culture of the country of the language being studied, the development of mutual understanding, a tolerant attitude towards the manifestation of a different culture, helps them to better understand the peculiarities of the culture of their country and develop their ability to represent it in the process of communication by means of a foreign language.
Foreign language communicative competence provides for the development of communicative skills in the main types of speech activity: speaking, understanding what is perceived by ear (listening), reading and writing. The subject content of speech is determined on the basis of the areas of communication (social, social, cultural, educational and labor), situations of communication and the topics of communication identified on their basis. Thus, the components of the content of training are:
- the subject content of speech and the emotional-value attitude towards it (value orientations);
- communication skills in the named types of speech activity;
— language knowledge and skills;
— sociocultural knowledge and skills;
— educational-cognitive and compensatory skills (general educational skills and special/subject skills).
Content
Types of speech activity as components of learning content
Dialogic speech
Dialogues of a different nature: etiquette, dialogue-questioning, dialogue & motivation, dialogue - exchange of opinions; combination of different types of dialogue. Polylogue. Free conversation, discussion, discussion.
monologue speech
The main communicative types of speech: description, message, story, reasoning (including characterization). Reading, listening, seeing. Referencing. Annotation.
Listening comprehension (listening)
Understanding with varying degrees of depth and accuracy of the interlocutor's statements, as well as the content of authentic audio and video texts of various genres and styles.
Reading
The main types of reading: introductory (with an understanding of the main content of what was read), studying (with a relatively complete understanding of the content of what was read), viewing / search (with a selective understanding of the content of what was read). Texts of different genres and styles: journalistic, popular science, artistic, pragmatic.
Written speech
Writing personal letters; filling out questionnaires, forms. Writing autobiographies / resumes. Drawing up a plan, theses of an oral / written message. Reading summary, summarizing, annotation.
Language knowledge and skills
Graphics and spelling
Letters of the alphabet of the language being studied, basic letter combinations. Reading and spelling rules.
Phonetic side of speech
Adequate pronunciation and aural discrimination of all sounds and sound combinations of the language being studied. Compliance with stress in words and phrases, rhythmic & intonational features of various types of sentences.
The lexical side of speech
Recognition and use of lexical units in speech within the framework of a selected topic: words, phrases, replicas & clichés of speech etiquette. The main ways of word formation. The ambiguity of a word. Synonyms, antonyms. Lexical compatibility.
The grammatical side of speech
Recognition and use in speech of the main morphological forms and syntactic constructions of the studied language. Knowledge of the main differences between the systems of foreign and native languages.
Sociocultural aspect
National and cultural features of speech / non-speech behavior in their own country and in the countries of the language being studied in various situations of formal and informal interpersonal and intercultural communication. Common background vocabulary and realities of the country of the language being studied.
Compensatory skills
Contextual guessing, ignoring lexical and linguistic difficulties. Questioning. Dictionary substitutions. Facial expressions, gestures.
Educational and cognitive skills
General educational skills: use of reference literature. Skills of working with information: fixing the content, searching and highlighting the necessary information, generalization. Special learning skills: use of bilingual dictionaries and other reference materials, including multimedia, interpretation of language tools, compiling associograms to consolidate vocabulary, selective translation, etc.
Literature
Explanatory note
The course of literature in a general education school, along with other academic subjects, contributes to the solution of a complex of educational tasks: the development of a harmonious personality, the education of a citizen, a patriot of his Fatherland.
The main goal of studying literature at school is the formation of skills:
· read;
comment, analyze and interpret literary text;
create your own text.
Reading, commentary, analysis and interpretation are integral parts of any sign activity. The development of these skills, mastery of possible algorithms for comprehending the meanings inherent in a literary text (or any other speech statement), and then creating your own text, presenting your own assessments and judgments about what you have read are necessary for students for subsequent successful self-realization in any field of activity.
Content
Literature as the art of the verbal image
Literature and mythology. Mythological plots and images in literature.
Literature and folklore. Folk tale and author's tale. Folk song and author's song. Epics. Small folklore genres (mystery, proverb, saying). Folklore themes and images in the works of Russian literature.
Artistic image. The image of man in literature. Character. Literary hero. Heroic character in literature. Main and secondary characters. Lyric hero. Images of time and space, natural images, images of objects. "Eternal" images in literature. The image of the motherland in Russian literature.
Art world
Artistic invention. Plausibility and fantasy in literature.
The plot and composition of the work. Conflict. Internal conflict. Episode. Scenery. Portrait. Dialogue and monologue. Inner monologue. Diaries, letters and dreams of heroes. Lyrical digressions. Epilogue. Lyric story.
Author's position and ways of its expression. The title of the work. Epigraph. "Talking" surnames. Final piece.
The theme of the work. "Eternal" themes in Russian literature. Social, philosophical and moral problems literary works. The ideological and emotional content of the work. The sublime and the base, the beautiful and the ugly, the tragic and the comic in literature.
Humor. Satire.
Artistic speech
Poetry and prose as forms of artistic speech. Figurative & expressive means (epithet, metaphor, personification, comparison, hyperbole, antithesis, allegory). Symbol. Grotesque. Artistic detail. Systems of versification. Rhythm, rhyme. Stanza.
Literary genera and genres
Epos. Lyrics. Drama.
Epic genres (story, essay, tale, story, novel, novel in verse, epic novel).
Lyrical genres (poem, ode, elegy, epistle, prose poem).
Lyric-epic genres (fable, ballad, poem).
Dramatic genres (drama, tragedy, comedy).
literary process
Traditions and innovation in literature. Epochs in the history of world literature (Antiquity, the Middle Ages, the Renaissance, literature of the 17th, 18th, 19th and 20th centuries). Literary trends (classicism, sentimentalism, romanticism, realism, modernism). Writer and literary movement.
Old Russian literature, its main genres: word, teaching, life, story. The theme of the Russian land. The ideal of man in literature Ancient Rus'. The instructive nature of the works of ancient Russian literature.
Russian literature XVIII V. Classicism and its connection with the ideas of the Russian Enlightenment. Sentimentalism and its appeal to the image of the inner world of an ordinary person.
Russian literature of the 19th century. Romanticism in Russian Literature. romantic hero. The formation of realism in Russian literature of the XIX century. Image of historical events, the life of the Russian nobility and pictures of folk life. Moral searches of the heroes of Russian literature. The ideal female image. Affirmation of enduring life values (faith, love, family, friendship). Christian motives and images in the works of Russian literature. Psychologism of Russian prose. The main themes and images of Russian poetry of the XIX century. (man and nature, homeland, love, the purpose of poetry). Social and moral problems of Russian dramaturgy of the 19th century.
Russian literature of the XX century. Modernism in Russian Literature. Modernist currents (symbolism, futurism, acmeism). Search for new forms of expression. Word creation. The development of realism in Russian literature of the XX century. Image of the tragic events of national history, the fate of Russian people in the age of grandiose upheavals, revolutions and wars. Appeal to life values traditional in Russian literature. Images of the motherland, home, family. The main themes and images of Russian poetry of the XX century. (man and nature, homeland, love, war, purpose of poetry). Social, philosophical and moral problems of Russian drama in the XX century. Modern literary process. Postmodernism. Traditions and innovation in modern Russian literature.
Geography
Explanatory note
Studying geography at school makes it possible to form a comprehensive, systemic and socially oriented idea of the Earth as a planet of people, which is one of the foundations of practical everyday life. In addition, geography is the only science that introduces students to the territorial (regional) approach as a special method of scientific knowledge and an important tool for influencing natural and socio-economic processes.
The main goals of studying geography at school:
knowledge on specific examples of the diversity of modern geographic space at its different levels (from local to global), which allows you to form a geographical picture of the world;
· knowledge of the nature, essence and dynamics of the main natural, environmental, socio-economic, social, geopolitical and other processes occurring in the geographic space of Russia and the world;
understanding of the main features of the interaction between nature and society at the present stage of its development, the importance of protection environment, rational nature management and implementation of the sustainable development strategy on the scale of Russia and the world;
understanding of the patterns of population distribution and the territorial organization of the economy in connection with natural, socio-economic and environmental factors, the dependence of problems of adaptation and human health on geographical living conditions;
· deep and comprehensive study of the geography of Russia, including its geopolitical position, nature, population, economy, regions, features of nature management in their interdependence.
Content
Methods of scientific geographical knowledge
System of geographical sciences. The history of the study of the Earth and the development of geography. Outstanding geographical discoveries. Famous travelers and explorers.
Globe, geographical map and terrain plan: differences in content and scale, methods of cartographic representation. Geographical coordinates. Aerial and space photographs. Location orientation. Geoinformation systems.
Geographical methods of studying the environment. Observation, description, measurement, experiment, modeling.
Earth and Universe
The earth is part solar system. The shape and size of the earth. Causes of the change of day and night, seasons. Belts of illumination. Time Zones.
Lithosphere
Internal structure Earth and lithosphere. Minerals, rocks, minerals. Geological history of the Earth. The dependence of the relief on the structure of the earth's crust. Internal and external processes that change the surface of the Earth. Adverse and dangerous phenomena in the lithosphere, measures to prevent and combat them. Man and the lithosphere.
Atmosphere
The composition and structure of the atmosphere. Radiation balance of the Earth. Atmospheric pressure, winds, precipitation. meteorological instruments. Air masses, weather and climate. Distribution of heat and moisture on the Earth's surface. climate factors, climatic zones. Unfavorable and dangerous climatic phenomena. Weather forecast. Man and climate.
Hydrosphere
Composition and structure of the hydrosphere. The water cycle in nature. World Ocean. Land waters. Adverse and dangerous phenomena in the hydrosphere, measures to prevent and combat them. The World Ocean and its role in the formation of the Earth's climates. Man and the hydrosphere.
Biosphere
Definition and boundaries of the biosphere. The emergence of life. The biological cycle of matter. Latitudinal and altitudinal zonality of vegetation, soil cover and wildlife, economic activity of people. Man and the biosphere.
Soil cover (pedosphere). Soil as a natural-historical formation. The structure and fertility of the soil. The main factors of soil formation, the main zonal soil types. Man and soil cover.
Geographical envelope, geographic environment
and territorial complexes
Structure, basic properties and patterns geographical envelope. Geographical zonality and sector nature of the continents. Territorial complexes: natural, natural-anthropogenic, anthropogenic. Composition, structure and properties natural complexes land and ocean. Man and the geographical environment: mutual influence and interdependence.
Nature and human society
The role of the geographical environment in human life and the development of society. Human adaptation to the environment.
Natural conditions and natural resources. Types of natural resources, their classification. Rational and irrational nature management. Mutual influence of economic activity of man and nature. Geoecology. Landscape planning. The problem of preserving landscape and cultural diversity on Earth. specially protected natural areas and World Natural and Cultural Heritage Sites. Strategy for sustainable development. Noosphere. Geographic expertise and monitoring.
Population
Dynamics of the population of the Earth, individual regions and countries. Placement of the population. Geography of races, peoples and religions. Population migrations. Cities and countryside. Urbanization. Conditions and way of life of people in different types of settlements. Geography of the labor market and employment. Geography of the quality of life of the population.
Geography of the world economy
Geographical model of the global economy, its sectoral and territorial structure. Main industries and regions. The interdependence of the features of nature, the distribution of the population and the economy. Geographic consequences of globalization.
Regions and countries of the world
political map world, stages of formation. Typologies modern states. Geopolitics. Comprehensive geographical characteristics and differences between the largest regions and countries of the world, including their homeland. Russia in the world.
Global problems humanity
The essence of global problems, their relationship and geographical aspects.
Story
Explanatory note
The need to study history in school is determined by its cognitive and ideological properties. The main task of school history education is the formation of historical thinking among students as the basis for the formation of a value-oriented personality's civic identity.
The main goals of studying history at school:
the formation of younger generation historical landmarks of self-identification in the modern world, civic identity of the individual;
· acquisition by students of knowledge about the main stages of development of human society from antiquity to the present day in the social, economic, political, spiritual and moral spheres; facilitating the development in an accessible form for students on the basis of a generalization of the factual material of a problematic, dialectical understanding of history; assimilation of an integrative system of knowledge about the history of mankind with special attention to the place and role of Russia in the world-historical process;
education of students in the spirit of respect for the history of their Fatherland as a single and indivisible multinational state built on the basis of equality of all the peoples of Russia, in the spirit of patriotism and internationalism, in mutual understanding and respect between peoples, rejection of chauvinism and nationalism in any of their forms, militarism and propaganda wars; the development of students' desire to contribute to solving the global problems of our time;
development of students' abilities on the basis of historical analysis and problematic approach to comprehend processes, events and phenomena in their dynamics, interconnection and interdependence, guided by the principles of scientific objectivity and historicism;
formation of a public system of values among students on the basis of understanding the regularity and progressiveness of social development and awareness of the priority of public interest over the personal and the uniqueness of each individual, fully revealed only in society and through society;
· development of a modern understanding of history in the context of humanitarian knowledge and public life;
· development of skills of historical analysis and synthesis, formation of understanding of mutual influence of historical events and processes.
Content
General history
The subject of history. Knowledge about the past. Sources and Historians.
Human Origins. Primitive society.
Ancient world
Concept and chronology.
Ancient Civilizations of the East: Mesopotamia, Ancient
Egypt, India, China. Social structure, economy. Religions, culture.
Antiquity. Ancient Greece. Hellenism. Ancient Rome. Main stages historical development, forms of political and social structure. Culture.
Ancient paganism. The rise and spread of Christianity.
Ancient heritage and its significance for the modern world.
Middle Ages
Concept and chronology.
Becoming " Christendom". Byzantium.
Western Middle Ages: political and social structure, economic system, religion and church, mentality and culture. Features of the development of various regions of Europe in the Middle Ages.
Eastern Middle Ages. The rise and spread of Islam. Arab Caliphate. Mongol conquests in the countries of the East. India, China, Japan in the Middle Ages.
Mesoamerica.
International relationships. Interactions of West and East in the Middle Ages: religious, diplomatic, cultural, military, trade.
Medieval heritage and its significance for the present.
new time
Concept and chronology.
Early New Age. The transition from the medieval economic system to the market. "Modernization". initial accumulation of capital.
Great geographical discoveries.
The development of nation states. Absolutism in Europe. International relations of the early modern period.
Renaissance. Reformation and Counter-Reformation.
Education.
English bourgeois revolution. The Great French Revolution and its aftermath. US education.
New system international relations. Reunification of Italy and Germany. Civil War in USA.
Industrial revolution. Countries and nations on the path of modernization. industrial society. Conservative, liberal, socialist responses to social challenges. The Rise of a Liberal Democracy.
colonial empires. sovereign states East and South America. Ottoman Empire.
The science. Culture. Gen.
Modern history
The world at the turn of the XIX-XX centuries. First World War and its consequences. October Revolution in Russia and the world.
totalitarian and democratic regimes. Fascism. World economic crisis and its consequences. State in the life of society. International relations in the interwar period.
World War II and its results. "Bipolar" world. Bipolar system of international relations.
European countries and North America after World War II. "Welfare State".
Oriental countries after World War II. The collapse of colonial empires.
Scientific and technical progress. The transition from an industrial society to a post-industrial one.
The collapse of the world socialist system. New system of international relations. local conflicts.
"Asian Rush". The countries of the East and South America on the path of "catching up development".
Globalization. Global problems of the present.
Science, culture, religion, life.
The world at the beginning of the XXI century.
Russian history
The subject of national history
History of Russia as an integral part of the world-historical process. Factors of originality of Russian history. Natural factor in the history of North-Eastern Eurasia. Sources on Russian history. Historical space and symbols of Russian history.
The oldest societies and states on the territory of Russia
The emergence and resettlement of man on the territory of Russia. The first cultures and societies. Sarmatians. Scythians. The states of the Volga region, the Caucasus and the Northern Black Sea region. Nomadic and sedentary societies of the era of migration of peoples. Huns and nomadic empires. Finno-Ugrians, Turks, Balts, Germans and Slavs in ethno-cultural interaction at the turn of the 1st millennium.
Ancient Rus'
Ethnogenesis, early history, material and spiritual culture of the Slavs.
Socio-economic and political system of Ancient Rus' in the context world history. Peculiarities ancient Russian statehood. political fragmentation. Ancient Rus' and its neighbors on international routes between East and West.
Christianity and paganism. Culture of Ancient Rus': unity and regional features. The formation of the ancient Russian people.
Medieval Rus'
Features of the feudal system of medieval Rus'. The structure of Russian medieval society. Crisis of the thirteenth century
Rus' in the system international relations and relations in the Middle Ages. Russian lands and the Golden Horde. Rus' and the West.
North-Eastern Rus': centers of consolidation; unification of lands around Moscow. Russian lands within the Grand Duchy of Lithuania.
Political centralization and the formation of autocracy.
Muscovy in the 16th century: territory, socio-economic and political development, main processes in spiritual life.
Religion and Church in Medieval Rus'.
Time of Troubles: Causes and Consequences.
Russia in Modern Times
The main historical sources, chronology and essence of the new stage of Russian history.
Economy, society and power of Russia in the late 17th - early 18th centuries.
Background and significance of the reforms of Peter I. The phenomenon of palace coups.
Changes in the economy, social and political system, culture in the XVIII century. Secularization.
Popular movements.
Russia in European and world politics. The transformation of Russia into a great European power. Patriotic War 1812
Reforms and society in Russia XIX V. Start industrial modernization Russia: main stages and features.
The evolution of Russian power in the XIX century.
Territory formation Russian Empire. Peoples, countries and features of national policy.
Official ideology and social movements in the 19th century. traditional religions.
Russian culture, science, education in the XIX century.
Recent history of Russia
Sources for recent history. Russia at the beginning of the 20th century: economics, politics, ideology, culture. Russia's role in
world economy and politics.
Reforms in Russia at the beginning of the 20th century: background and significance.
The nationwide crisis of 1914-1920: causes and consequences. The Great Russian Revolution and its influence on the Russian and world history 20th century
Civil war in Russia. Education of the USSR.
The phenomenon of Soviet society. Soviet Union as a type of society and state: structure of society, management system, law, education system, science, ideology and social psychology, traditional religions, a national question.
Soviet model of modernization: specificity, result, price.
The decisive role of the USSR in achieving victory in World War II.
The Soviet Union as an industrial society: resources, industry, agriculture, scientific and technological progress and the military-industrial complex.
Causes and consequences of the crisis and collapse of the Soviet system.
The Russian Federation at the beginning of the 21st century: the revival and development of statehood, the economy, science and culture, the spiritual values of Russian society. The Russian Federation in the global processes of modernity.
Knowledge about the past of our country in modern social and political processes.
Social science
Explanatory note
Social science meaningfully integrates the achievements of various sciences (sociology, philosophy, psychology, economics, cultural studies, political science, jurisprudence, etc.) in order to prepare the student for life in society.
In a broad sense, social science includes school basic and optional courses, a system of extra-curricular and club work related to students getting ideas about the norms and rules of life in society, about social relations and their laws, about the processes of social development, the direction of change, their place and own country in the world around, etc.
The main goals of studying social science at school:
socialization of a teenager, his familiarization with the values of democracy, the rule of law, civil society, the formation of a civic identity of the individual;
the development by students of different social roles, norms and rules of life in society;
Active involvement of students in public life and implementation of social projects.
The content side of social science is based on various aspects of human interaction. The levels of this interaction presuppose a certain social experience, systematization of knowledge and understanding of social phenomena. The legal component is not singled out as a separate area, but becomes a framework for a person to realize his needs when interacting with other people and social institutions.
Content
Man and his individuality
Self-determination. value orientations. Human nature. Personality and spiritual development. Worldview. Freedom and responsibility (moral, social, economic, legal, civil). Man's duties. Healthy lifestyle. Safety. Good and evil. Laws and rules of morality. Moral choice and moral standards. Self-esteem. interests and needs. Guidelines for success in life.
Humanism. Ways and forms of socialization. social norms. Leadership. authoritarian personality. Human self-determination. Respect for personal and privacy person. Ways of knowing the world and society. Activity motivation. Education and self-education. People with disabilities and special needs.
The capacity and legal capacity of a person. Offense. Subject of law. Guilt. Legal liability. Crime and Punishment. Legal responsibility of minors. Trial. Human rights and freedoms. Mechanisms for the protection of human rights. Presumption of innocence.
Man in a family relationship
Family as a cultural and historical phenomenon. Family functions. Historical family types. The role of the family in personality development. Family relationships and roles in the family. Family history, traditions and customs. Family values. Care and education of children in the family. Communication in the family. Family conflicts: causes and solutions.
Family relations. Rights and obligations of spouses, parents and children. Property rights in the family. Family budget. The procedure, conditions for the conclusion and dissolution of marriage. Marriage age. Nullity of marriage. Marriage contract. Protection of the rights and interests of children left without parental care. Family policy in the Russian Federation. Family Code of the Russian Federation. State support for a young family. Protection of motherhood and childhood in the Russian Federation. Development trends family relations during the period of globalization.
Man in social interaction
Public relations. Functions and subsystems of society. Traditional (agrarian), industrial and post-industrial (information) societies. Social progress and regress. Hierarchy in society. Public consciousness and values. Respect for social diversity. Civil society. Civil law disputes. Conflicts and solutions. Extremism. Migrants and social tensions.
Social communities and groups. Middle class. Communication. Communication styles. Tolerance. social role. Status. social mobility. Information and methods of its dissemination. Mass media. Manipulation of consciousness and ways of confrontation. Social justice and equality.
Culture: concept, diversity, forms. Cultural differences. Civilization. Language policy. The role of religion in cultural development. Functions (tasks) of religion. religious groups. Religious norms. Confession. world religions. ethnic group. Ethnic factors in state development. Discrimination. nationalism and patriotism. Chauvinism.
Man in economic relations
Economic development. Types of economic systems. Entrepreneurship. Forms of ownership. Ownership and its protection. Market relations. The law of supply and demand. Production, exchange, distribution and consumption. factors of production. Competition and monopoly. Corporations in the modern world economy. Globalization of the economy. International division of labor. Extensive and intensive economic development. Innovative economy
mic development. economic success.
Market types. Money and their functions. Inflation. currency system. Banks. Credit. Gross domestic product. Budgetary, monetary and tax policy of the state. Economic resources.
The role of human potential in economic development. Consumer rights in the economic field. employment and unemployment. Living wage. Wage. Rights, duties and responsibilities of the employee and the employer. Features of the situation of minors in labor relations. Trade unions. Professionalism. Social responsibility of business.
Man in political life
Power relations. Policy. Public administration. State forms. State functions. Politic system. Political regime. Fundamentals of the constitutional structure of the Russian Federation. Democracy and non-democratic regimes. Legitimacy. The rule of law. Legislative procedure. Separation of powers. Parliamentarism. political culture. Local government. Foreign policy. Patriotism. Elections and electoral systems. international political organizations.
Relations between states: conflicts and cooperation. Causes and consequences of wars. Sovereignty. National security. Federalism and federalism. Separatism. Terrorism. Pacifism.
political participation. Citizenship in the Russian Federation. Citizenship. Legal consciousness. political culture. Law enforcement agencies. Sources of law. Law system. Branches of law. System Russian legislation. Litigation. Corruption.
Man in the global world
Geopolitics. The process of globalization, its ways and directions. Centers of power in the global world. Global problems of the present. The relationship of peoples in the modern global world. Leadership in the global world. The impact of globalization on culture. Global contradictions in the modern world. Ecological situation in the modern global world. Ecological responsibility and ecological culture. The global nature of the threat of terrorism. A virtual reality. Diversity and globalization. Internet in the political and economic spheres of life.
Mathematics
Explanatory note
School mathematical education contributes to the mastery of a universal mathematical language, universal for natural and scientific subjects, the knowledge necessary for existence in the modern world.
School mathematical education “puts the mind in order”, develops imagination and intuition, forms the skills of logical and algorithmic thinking.
The main goals of school mathematical education:
· development by students of the system of mathematical knowledge necessary for the study of related school disciplines and practical activities;
Formation of ideas about mathematics as a form of description and method of cognition of reality;
Acquisition of logical and algorithmic thinking skills.
Mathematical education at school is built taking into account the principles of continuity (the study of mathematics throughout all the years of schooling), continuity (taking into account the positive experience gained in domestic and foreign mathematical education), variability (the possibility of implementing the same content based on various scientific and methodological approaches ), differentiation (the opportunity for students to receive mathematical training at different levels in accordance with their individual characteristics).
Content
Arithmetic
Integers. Decimal number system. Arithmetic operations on natural numbers. Verbal counting. Estimating and evaluating the results of calculations. Powers and roots of a number.
Prime and composite numbers. Decomposition of a natural number into prime factors. Division with remainder. Whole numbers.
Ordinary and decimal fractions, operations on them. Interest. Proportions.
Properties of numerical equalities and inequalities.
Solving text problems in an arithmetic way.
Measurement of quantities. Metric units. Section measurement.
Algebra
Polynomials and actions on them. Square trinomial.
Abbreviated multiplication formulas. Factoring a polynomial. Algebraic fractions and operations on them.
The numeric value of a literal expression. Identity transformations. Valid variable values.
Equations, inequalities and their systems. Solution of linear and quadratic equations. Rational roots of polynomials with integer coefficients. Equivalence of equations, inequalities and their systems.
Drawing up equations, inequalities and their systems according to the conditions of the problems. Solving text problems by the algebraic method. Interpretation of the result, selection of solutions.
Extension of the concept of number: natural, integer, rational and irrational numbers. Complex numbers and their geometric interpretation. Fundamental theorem of algebra (without proof).
Numeric sequences. Arithmetic and geometric progressions. Compound interest. The sum of an infinitely decreasing geometric progression. The concept of the method of mathematical induction.
Mathematical analysis
Real numbers. Endless decimals. Rational and irrational numbers. Periodic and non-periodic decimal fractions. Coordinates. The representation of numbers by points of the coordinate line. The absolute value of a number. Cartesian coordinate system on the plane.
Function and ways to set it. Reading and plotting functions. The main properties of the function: monotonicity, intervals of increase and decrease, maxima and minima, boundedness of functions, even and odd, periodicity.
Elementary functions: linear, quadratic, polynomial, fractional linear, exponential, exponential, logarithmic. Trigonometric functions, formulas for reduction, addition, double angle. Converting expressions containing power, trigonometric, logarithmic and exponential functions. Solution of the corresponding equations and inequalities.
Graphic interpretation of equations, inequalities with two unknowns and their systems.
Composition of functions. Inverse function.
Transformation of graphs of functions.
Continuity. Intervals of constant sign of a continuous function. interval method.
The concept of the derivative of a function at a point. Physical and geometric meaning of the derivative. The use of the derivative in the study of functions, plotting graphs. Using the properties of functions in solving textual, physical and geometric problems. Solving extreme problems.
The concept of a definite integral as the area of a curvilinear trapezoid. Primitive. Newton-Leibniz formula. Applications of a definite integral.
Geometry
Geometric figures on the plane and in space. Segment, line, angle, triangles, quadrangles, polygons, circle, polyhedra, ball and sphere, round bodies and surfaces; their main properties. Mutual arrangement of figures.
Parallel projection, the image of spatial figures.
Right triangle. Pythagorean theorem. Sine, cosine, tangent of an angle. Relations between sides and angles in a triangle.
Movement. Symmetry of figures. Likeness of figures.
Geometric quantities and measurements. Cut length. Degree and radian measure of an angle. Circumference, number π. The concept of area and volume. Basic formulas for calculating areas and volumes.
Coordinates and vectors.
Ideas about the axiomatic method and Lobachevsky's geometry.
Solving problems for construction, calculation, proof. Application in solving geometric problems of considerations of symmetry and similarity, methods of geometric places, projections and sections, algebraic methods, coordinate, vector methods.
Applications of geometry.
Probability and statistics
Representation of data, their numerical characteristics. Tables and diagrams. Random selection, selective research. Interpretation of statistical data and their characteristics. Random experiments and random events. frequency and probability. Calculation of probabilities. Enumeration of variants and elements of combinatorics. Bernoulli trials. Random variables and their characteristics. The law of large numbers.
Mathematical Information Theory and Computer Science Models
Discrete (including binary) representation of information.
Units for measuring the amount of information. Information compression.
Encoding and decoding.
Transformation of information according to formal rules. Algorithms. Ways of writing algorithms; block&diagrams. Boolean values, operations, expressions. Algorithmic constructions (names, branching, cycles). Splitting the task into subtasks, auxiliary algorithms. Types of processed objects. Examples of algorithms. Winning strategy in the game.
Computable functions, formalization of the concept of a computable function, completeness of formalization. The complexity of the calculation and the complexity of the information object. Non-existence of algorithms, enumeration problem.
Physics
Explanatory note
A school course in physics is a backbone for natural subjects, since physical laws underlie the content of courses in chemistry, biology, geography and astronomy.
The main goals of studying physics at school:
mastering the methods of scientific knowledge of the laws of nature and the formation on this basis of ideas about the physical picture of the world;
mastering the skills to conduct observations, plan and carry out experiments, process measurement results, put forward hypotheses and build models, set the limits of their applicability;
· application of acquired knowledge to explain natural phenomena and processes, principles of operation of technical devices, solving practical problems;
· the formation of ideas about the cognizability of the laws of nature, the need for a reasonable use of scientific achievements for the further development of human society.
Content
Physics is the science of nature. Observation and description of physical phenomena. Measurement of physical quantities. International system of units. Experiment and theory in the process of cognition of nature. scientific hypotheses. Physical laws. Physical picture of the world.
Mechanics
mechanical movement. Relativity of mechanical motion. Path. Speed. Acceleration. Inertia. Newton's first law. Phone interaction. Weight. Force. Newton's second law. Newton's third law. Pulse. Law of conservation of momentum. Jet propulsion. Elastic force. Friction force. Gravity. The law of universal gravitation. Kinetic energy. Job. Potential energy. Power. The law of conservation of mechanical energy. Equilibrium conditions for a rigid body. simple mechanisms. Efficiency.
Pressure. Atmosphere pressure. Pascal's law. Law of Archimedes.
Mechanical vibrations. Resonance. mechanical waves. Sound.
Molecular physics
The structure of matter. Thermal motion and interaction of matter particles.
Thermal balance. Temperature. The equation of state for an ideal gas.
The structure of liquids and solids. Evaporation and condensation. Boiling. Air humidity. melting and crystallization.
Internal energy. work and heat transfer. Quantity of heat.
First law of thermodynamics. The second law of thermodynamics. Energy conversions in heat engines. heat engine efficiency. Ecological problems of thermal power engineering.
Electrodynamics
Electric charge. The law of conservation of electric charge. Coulomb's law. Electric field. Electric field strength. Voltage. Potential difference. Capacitor. Electric field energy. Constant electric current. Current strength. DC sources. Electromotive force. Electrical resistance. Ohm's law. Work and power of electric current. Joule-Lenz law. Conductors and dielectrics. Electric current in conductors, electrolytes, semiconductors, gases and vacuum. Semiconductor devices.
The magnetic field of the current. Magnetic field induction. The action of a magnetic field on a current-carrying conductor. Lorentz force. Self-induction. Inductance. The energy of the magnetic field. Magnetic properties of matter. Electric motor. Law of electromagnetic induction. Electric generator.
Electromagnetic vibrations. Alternating current. Transformer.
Electromagnetic waves. Properties of electromagnetic waves. Principles of radio communication and television. The speed of light. Interference, diffraction, dispersion of light. Reflection and refraction of light. Lens. Optical devices.
Postulates of the special theory of relativity. Full energy. Peace energy. relativistic momentum. Mass defect and binding energy.
The quantum physics
photoelectric effect. Laws of the photoelectric effect. Photon.
The structure of the atom. Bohr's quantum postulates. Ruled
spectra.
Atomic nucleus. Nuclear forces. Binding energy of atomic nuclei. Radioactivity. Law of radioactive decay. Nuclear reactions. Nuclear energy. Effect of ionizing radioactive radiation on living organisms.
Elementary particles. Fundamental interactions.
The structure of the universe
Visible movements of heavenly bodies. Geocentric and heliocentric systems of the world. The physical nature of the bodies of the solar system. Physical nature of the Sun and stars. Structure and evolution of the Universe.
Chemistry
Explanatory note
The school chemistry course includes the amount of chemical knowledge necessary for the formation of a “chemical picture of the world” in the minds of schoolchildren. Chemical knowledge, along with physical knowledge, is at the center of natural science and fills many fundamental ideas about the world with concrete content. In addition, a certain amount of chemical knowledge is necessary both for everyday life and for activities in all areas of science, the national economy, including those not directly related to chemistry. Chemical education is also necessary to create in the student a clear understanding of the role of chemistry in
solution of environmental, raw materials, energy, food, medical problems of mankind.
The main goals of studying chemistry at school:
· formation of ideas about the chemical component of the natural & scientific picture of the world, the most important chemical concepts, laws and theories;
· mastering the methods of scientific knowledge for explaining chemical phenomena and properties of substances, assessing the role of chemistry in the development of modern technologies and obtaining new materials;
· fostering confidence in the positive role of chemistry in the life of modern society, the need for a competent attitude to one's health and the environment;
· application of the acquired knowledge for the safe use of substances and materials in everyday life, agriculture and production, solving practical problems in everyday life, preventing phenomena that are harmful to human health and the environment.
Content
Chemistry as part of natural science. Chemistry is the science of substances, their structure, properties and transformations. Observation, description, measurement, experiment. Chemical analysis and synthesis. The language of chemistry. Signs of chemical elements, chemical formulas. Carrying out calculations based on formulas and equations of chemical reactions.
Theoretical Foundations of Chemistry
Periodic law of D. I. Mendeleev. Atoms, nuclei, protons, neutrons, electrons. Chemical element. periods and groups. Nuclides, radionuclides. Half life. "tagged" atoms. The concept of the structure of electron shells. valence electrons. The degree of oxidation. How to use the periodic table.
Molecules. Electronic nature of the chemical bond. Electronegativity. Ions and ionic bond. The degree of oxidation and valence of chemical elements. Polar and non-polar covalent bonds. Spatial structure of molecules. Metal connection. Hydrogen bond.
Substances of molecular and non-molecular structure. The conditionality of the properties of substances by their structure. Simple and complex substances. Ideas about the structure of gaseous, liquid and solid substances. Reasons for the diversity of substances: isomerism, homology, allotropy, isotopy. Pure substances, mixtures, solutions. Dissolution as a physical and chemical process. Hydration of ions. True and colloidal solutions. Solutions of gases, liquids and solids. Methods for expressing the concentration of solutions.
Physical and chemical phenomena. A chemical reaction is the process of rearranging atoms in molecules. Preservation of atoms in chemical reactions. Absolute and relative masses of atoms and molecules. A mole is a measure of the amount of a substance. Avogadro's law and the volume of a mole of a gas. Avogadro's number. Signs and conditions for the occurrence of chemical reactions. Classification of chemical reactions in inorganic and organic chemistry.
Solutions. Solubility. Solutions of gases, liquids and solids. Saturated and unsaturated solutions. The concentration of the solution and its calculation. Thermal phenomena during dissolution. True and colloidal solutions.
Electrolytes and non-electrolytes. Cations and anions. Strong and weak electrolytes. Dissociation of salts, acids and bases. Acidity of solutions, the concept of pH. Conditions for the irreversibility of reactions in solutions. The concept of analytical qualitative reactions.
Chemistry and electric current. Electrolysis. cathode and anode. Obtaining alkali metals and aluminum. Redox reactions as a source of electric current. Galvanic cells and batteries. The concept of a fuel cell. Chemical and electrochemical corrosion of metals. Corrosion protection methods. Anti-corrosion coatings.
Thermal effects of chemical reactions. The law of conservation of energy in chemistry. Bonding energy and heat of formation of compounds. Standard state. Exo- and endothermic reactions. Heats of combustion and dissolution. Hess' law. Fuel and its types.
The rate of reactions, its dependence on various factors. Activation energy. Catalysis.
reversibility of reactions. Chemical equilibrium and methods of its displacement.
Fundamentals of inorganic chemistry
Metals and non-metals, their position in the periodic system. The structure of atoms of non-metals. Physical and chemical properties. Hydrogen and oxygen compounds of elements of subgroups of halogens, oxygen, nitrogen, carbon.
General characteristics of metals of the main and secondary subgroups. Physical properties of metals. Alkali and alkaline & earth metals, aluminum, iron, copper, zinc and their compounds. Restorative properties of metals. Electrochemical series of voltages of metals. Ferrous and non-ferrous metals, methods of their production. Alloys. Corrosion of metals and methods of protection against corrosion.
Main classes of inorganic compounds and reactions between them. Oxides. Hydrogen. Hydrides. Hydroxides. Acids, bases, alkalis, salts. Amphoteric. Neutralization reaction. Acid-base indicators. Communication between the main classes of inorganic substances.
Fundamentals of organic chemistry
The electronic structure of the carbon atom is the reason for the uniqueness of its compounds. The ability of carbon atoms to form chains. Homology and isomerism are the reasons for the diversity of organic compounds. Simple and multiple bonds. Limit, unsaturated and aromatic hydrocarbons. Methane, ethylene, acetylene, benzene are the founders of the homologous series. Natural sources of hydrocarbons: oil and natural gas.
Functional organic compounds: alcohols, phenols, aldehydes, ketones, carboxylic acids, esters, amines, amino acids. The concept of heterocycles. Nitrogen bases. Genetic relationship between classes of organic compounds.
Chemistry and life
high molecular weight compounds. monomers and polymers. polymerization and polycondensation. Rubbers, plastics, chemical fibers. Macromolecular compounds are the basis of biopolymers and modern materials.
Squirrels. Nucleic acids (DNA and RNA). Fats. Carbohydrates. Chemistry and health. Balanced diet. Calorie content of food. Vitamins. medicinal substances. Harm caused by drugs.
Chemistry in agriculture. Cycle of nitrogen and phosphorus in nature. Mineral and organic fertilizers (nitrogen, phosphorus, potash). Plant protection products.
Household surface-active compounds. Washing and cleaning agents. organic solvents. household aerosols. Safety rules when working with household chemicals.
General principles of chemical production. Basic products (fertilizers, ethylene, styrene, butadiene, acetic acid). The concept of petrochemistry.
Biology
Explanatory note
Biology occupies a special place among the natural sciences. Many biological processes cannot be understood without reference to chemical and physical laws. Thus, it is on the example of biology that schoolchildren can most fully get to know how a unified scientific picture of the world is formed, how to most effectively apply knowledge that is initially “lying on different shelves” in the head to solve real problems. The study of biological objects makes it possible to analyze the processes of interaction in complex multilevel systems - plant and animal organisms, ecosystems, etc., to understand the mechanisms of regulation, the stability of systems to external influences. biological problems are also optimal for getting acquainted with the ideas of development - from the formation of individual organisms to the development of life on Earth as a whole.
Studying a biology course at school provides personal, social, general cultural, intellectual and communication development personality.
The main goals of studying biology at school:
· Formation of a scientific worldview based on knowledge of wildlife and its inherent patterns, biological systems;
mastery of knowledge about the structure, life activity, diversity and environment-forming role of living organisms;
mastering the methods of cognition of wildlife and the ability to use them in practical activities;
· fostering a value attitude towards wildlife, one's own health and the health of others, a culture of behavior in the environment, i.e. hygienic, genetic and environmental literacy;
Mastering the ability to comply with hygienic norms and rules healthy lifestyle life, assess the consequences of their activities in relation to the environment, the health of other people and their own body.
Content
System organic world
The kingdoms of wildlife
Viruses are non-cellular forms.
bacteria. Variety of bacteria. Bacteria are pathogens. The role of bacteria in natural communities(ecosystems).
Mushrooms. The diversity of fungi, their role in natural communities and human life. Lichens are symbiotic organisms, their ecological role.
Plants. Plant cells and tissues. Life processes. Growth, development and reproduction. Variety of plants, principles of their classification. The importance of plants in nature and human life. Major plant communities. The complication of plants in the process of evolution.
Animals. The structure of animals. Life processes and their regulation in animals. Reproduction, growth and development. Behavior. Diversity (types, classes of chordates) of animals, their role in nature and human life, complication in the process of evolution. Adaptations to various habitats.
Human anatomy and physiology
The human body is an integral system. Cells, tissues, organs and organ systems.
Nervous system and sense organs. Nervous regulation of body functions. Conditioned and unconditioned reflexes. Organs of sight, hearing, smell, taste, balance.
Endocrine system: structure and functions. Hormones, mechanisms of their action on cells. Violations of the functioning of the endocrine system.
Musculoskeletal system: structure and functions. Human movements, motion control. Injury prevention. First aid techniques for injuries of the musculoskeletal system.
Circulation. The internal environment of the body, the value of its constancy. circulatory and lymphatic system. Blood. Blood groups. Blood transfusion. Immunity. Antibodies. allergic reactions. Structure and function of the heart. Pathologies of the circulatory system. First aid for bleeding.
Breath. The structure of the respiratory system, the mechanism of gas exchange. Breathing regulation. Respiratory hygiene. First aid techniques for carbon monoxide poisoning, rescuing a drowning person.
Digestion. Digestive system. Nutrition. Nutrient requirements. Vitamins. Work disruptions digestive system and their prevention.
Selection. The structure and functions of the excretory system.
Metabolism and energy conversion.
Integuments of the body: structure and functions. Skin, hair, nail care. First aid for injuries, burns, frostbite and their prevention.
Sexual system. Fertilization, intrauterine development, childbirth. Urogenital infections, measures for their prevention.
Cytology and biochemistry
Cell theory. Structure, function and diversity of cells. Eukaryotes and prokaryotes. Chemical composition cells.
Metabolism and energy conversion in the cell. Energy and plastic metabolism. Photosynthesis. Biosynthesis of proteins. Gene, genetic code.
Cell life cycle: interphase and mitosis. Somatic and sex cells. Meiosis. Life cycles in different groups of organisms. Individual development organisms.
Genetics
Heredity and variability. Genetic terminology and symbolism. Genes and traits. Laws of heredity G. Mendel. Linked inheritance. T. Morgan's law. Sex determination. Sex-linked inheritance. Interaction of genes. Chromosomal theory of heredity. genetic maps.
modification variability. reaction rate. Hereditary variability, its types. Mutations, mutagens. Measures for the prevention of human hereditary diseases and protection of the environment from pollution by mutagens.
Evolution
Ch. Darwin's theory of evolution. JB Lamarck's doctrine of evolution. Driving forces and results of evolution. Synthetic theory of evolution. Population genetics. Microevolution and macroevolution. Ways and directions of evolution.
Signs of living organisms. Hypotheses of the origin of life on Earth. The main stages of the evolution of the organic world on Earth. Hypotheses of the origin of man. Human evolution. The origin of human races, their unity.
Ecology
environmental factors. ecological niche. Ecosystems. Stability and dynamics of ecosystems. Cycle of matter and energy transformation in ecosystems. Ecological pyramid rules. Consequences of the impact of human activities on ecosystems. The teachings of V.I. Vernadsky about the biosphere. Evolution of the biosphere. Global anthropogenic changes in the biosphere. The problem of sustainable development of the biosphere.
Universal learning activities
Explanatory note
The changes taking place in modern society require the accelerated improvement of the educational space, the definition of education goals that take into account state, social and personal needs and interests. In this regard, the priority direction is to ensure the development potential of new educational standards. Personal development in the education system is ensured primarily through the formation of universal educational activities (UUD), which act as an invariant basis of the educational and upbringing process. Mastering universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create an opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. the ability to learn. This possibility is ensured by the fact that universal learning activities are generalized methods of action that open up a broad orientation of students in various subject areas.
In a broad sense, the term "universal learning activities" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (actually psychological) meaning, the term "universal learning actions" can be defined as a set of student's ways of action (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.
Functions of universal learning activities include:
- ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
– creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuing education, the need for which is due to the multicultural society and high professional mobility;
— ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.
Universal learning activities should be the basis for choosing and structuring the content of education, techniques, methods, forms of education, as well as building a holistic educational process.
Mastering universal learning activities by students takes place in the context of different academic subjects and ultimately leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, i.e. the ability to learn.
This ability is ensured by the fact that universal learning actions are generalized methods of action that open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn involves the full development of all components of educational activity, which include: 1) learning motives, 2) learning goal, 3) learning task, 4) learning activities and operations (orientation, transformation of material, control and evaluation).
An important place in the teaching of school disciplines should also be occupied by the so-called meta-subject learning activities. “Meta-subject” (i.e., “over-subject” or “metacognitive”) actions are understood as the mental actions of students aimed at analyzing and managing their cognitive activity, whether it is determining a strategy for solving a mathematical problem, memorizing factual material on history, or planning a joint (with other students) laboratory experiment in physics or chemistry.
Types of universal learning activities
As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also the actions of self-regulation); 3) cognitive; 4) communicative. It is assumed that a clear allocation of these types of educational activities will allow them to be given priority in the study of specific academic subjects. Let's present the named UUD blocks in a little more detail.
To the block personal universal learning activities include life, personal, professional self-determination; actions of meaning formation and moral and ethical assessment, implemented on the basis of the value-semantic orientation of students (readiness for life and personal self-determination, knowledge of moral norms, the ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles), as well as orientation in social roles and interpersonal relationships.
Self-determination - a person's determination of his place in society and life in general, the choice of value orientations, the definition of his "way of life" and place in society. In the process of self-determination, a person solves two problems: the construction of individual life meanings and the construction of life plans in a time perspective (life design). With regard to learning activities, two types of actions necessary in student-centered learning should be highlighted. This is, firstly, the action of meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result - the product of learning that stimulates activity, and that for which it is carried out. The student must ask himself: what meaning and meaning does the teaching have for me? - and be able to answer it. Secondly, it is the action of the moral and ethical evaluation of the content being assimilated based on social and personal values.
To the block regulatory actions include actions that ensure that students organize their learning activities: goal-setting as setting a learning task based on the correlation of what is already known and learned by the student, and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product; assessment - the selection and awareness by the student of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize forces and energy, to volitional effort (to make a choice in a situation of motivational conflict), to overcome obstacles.
In the block of universal actions cognitive orientation, it is advisable to distinguish between general educational, including sign-symbolic and logical *, actions of setting and solving problems. General educational activities include: independent selection and formulation of a cognitive goal;
* Special-subject actions are determined by the content of a particular academic discipline.
Search and selection of necessary information; application of information retrieval methods, including using computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that define this subject area); the ability to structure knowledge; the ability to consciously and voluntarily build a speech statement in oral and written form; selection of the most effective ways of solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media; the ability to adequately, in detail, concisely, selectively convey the content of the text, compose texts of various genres, observing the norms of text construction (correspondence to the topic, genre, style of speech, etc.).
Along with general educational ones, universal logical actions are also distinguished: analysis of objects in order to highlight features (essential, non-essential); synthesis as a compilation of a whole from parts, including independent completion, replenishment of missing components; choice of grounds and criteria for comparison, seriation, classification of objects; summing up under concepts, deducing consequences; establishing cause & effect relationships, building a logical chain of reasoning, proof; hypotheses and their justification.
Problem posing and solving activities include formulating a problem and independently creating ways to solve problems of a creative and exploratory nature.
Communicative actions provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, the ability to integrate into a peer group and build productive interaction with peers and adults. Accordingly, the composition of communicative actions includes: planning educational cooperation with the teacher and peers - determining the goal, functions of participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; permission
conflicts - identification, identification of the problem, search for an assessment of alternative ways to resolve the conflict, decision-making and its implementation; partner behavior management - control, correction, evaluation of partner actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
The development of a system of universal educational activities as part of personal, regulatory, cognitive and communicative activities is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activities and thereby determines the zone of proximal development of universal learning activities.
CONTENT
FUNDAMENTAL CORE CONCEPT
CONTENT OF GENERAL EDUCATION
. . . ................ . . 3
THE FUNDAMENTAL CORE OF CONTENT
GENERAL EDUCATION
. . . . . . . . . . . . . . . . . . . . . . . . 8
Russian language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Foreign languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . .eleven
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Geography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Social science.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . thirty
Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Universal learning activities . . . . . . . . . . . . . . . . . . 38
Explanatory note. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 38
Types of universal learning activities. . . . . . . . . . . . . . . 39
Educational edition
Series "Standards of the second generation"
The fundamental core of content
general education
Head edited by L. I. Lnyanaya
Editor L. N. Kolycheva
Art editor A. G. Ivanov
Layout and external design by O. V. Popovich, I. V. Kalinina
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and technical editing by E. M. Trubitsyna
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Open Joint Stock Company Publishing House Prosveshchenie. 127521,
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OAO "Tver Order of the Red Banner of Labor Polygraph Plant"
children's literature. 50th Anniversary of the USSR. 170040, Tver, avenue
50 years of October, 46.
slide 1
AIC and PPRO Ponomareva Elena Anatolyevna Ph.D., Associate Professor Moscow 2010 The fundamental core of the content of general education. / Ed. Kozlova V.V., Kondakova A.M. - M.: Enlightenment, 2009. - 59p.- (Standards of the second generation)slide 2
The need to define the fundamental core of the content of general education stems from new social demands that reflect the transformation of Russia from an industrial into a post-industrial (information) society based on knowledge and high innovative potential. New social demands determine the new goals of education and the strategy for its development. The fundamental core of the content of general education concretizes the goals as the results of the general cultural, personal and cognitive development of students.
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- the basic normative document is an important part of the new concept of general education standards - WHAT IS IT?
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Main purpose Basic document for the Fundamental core of the content of general education creating curricula writing programs creating teaching materials and manuals The fundamental core of the content of general education definition of 1) a system of basic national values 2) a system of basic concepts 3) a system of key tasks
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The fundamental core of the content of general education Normalizes the content Curriculum The organization of EA in subjects determines the elements of culture determines the elements of scientific knowledge determines the elements of functional literacy personal development.
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- an important component of the new concept of general education standards, the essence of which is the need to separate two problems: 1) the problem of generalized requirements for the results of education and 2) the problem of the specific content of general education. The first problem is socio-political. It is associated with the identification and fixation of generalized modern demands and expectations in the field of education and requirements for it from the point of view of the individual, family, society and the state. The second problem is of a scientific and methodological nature and, accordingly, should be solved by the scientific and pedagogical professional communities.
Slide 7
allows you to implement the most important requirements of society for the educational system: maintaining the unity of the educational space, the continuity of the steps of the educational system; ensuring equality and accessibility of education with various starting opportunities; achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and community of all citizens and peoples of Russia; the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the surrounding world.
Slide 8
methodological theoretical The methodological basis of the fundamental core of the content of general education is the principles of fundamentality and consistency, traditional for the national school. Theoretical basis - ideas previously formulated in Russian pedagogy
Slide 9
(methodological basis) The key difference - the essence of the ideology of the new educational standard lies in the fact that it constitutes the transition from the minimization approach to the design of the educational space based on the principle of the fundamental nature of education, which is fixed by the term "The fundamental core of the content of general education". In all previous developments of education standards, the mandatory minimum content of education was used as the initial methodological basis for determining the scope of the content of education. As a result, the concepts of "standard of education" and "mandatory minimum" were perceived by most teachers as synonyms.
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(methodological basis) Such a transition fundamentally changes not only the organization, but also the essence of the educational process. The implementation of this principle - the fundamental nature of education - will require a decisive release from outdated, secondary, pedagogically unjustified material. Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
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(theoretical background- ideas previously formulated in Russian pedagogy) Theoretical basis of the "core" and "shells" of school courses (A. I. Markushevich); highlighting the "amount of knowledge" in the subject (A. N. Kolmogorov); cultural approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky); system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. . Rubtsov).
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culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky) Main idea: the source of the formation of the content of general education is culture, i.e. the most significant forms of socio-cultural experience. The formation of the content of general education is carried out in several stages Stage Content of the stage First - pre-subject formation of general theoretical ideas about the composition and structure of the content of education Second - subject determination of the composition of educational subjects, their specific content and distribution by levels of education Third - creation of educational materials Fourth - organization of the learning process. Fifth appropriation by students of new content
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the theoretical basis is the system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov, A. G. Asmolov, V. V. Rubtsova) The main idea: the development of the individual in the education system is ensured primarily by the formation of universal educational activities (UUD), which act as the basis of the educational and upbringing process. The concept of universal learning activities also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement by students of the ability to effectively use the acquired knowledge and skills in practice. Following this theory when forming the content of general education involves, in particular, an analysis of the types of leading activities (playing, learning, communication), the identification of universal educational activities that generate competencies, knowledge, skills and abilities.
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brevity of fixing the generalized contours of the scientific content of education; rejection of details, purely methodical nature and specific methodological solutions; The fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content for specific subjects and levels of education; a description in a concise form of the areas of knowledge presented in the modern school, but not specific subjects. 1. The development of the Fundamental Core was carried out taking into account the framework restrictions:
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2. The short format of the Fundamental Core opens up the possibility of creating a zone of consensus to form a holistic view of the content of school education and, on its basis, begin to solve the problem of interdisciplinary connections, coordinating scientific knowledge of various areas at the stage of preliminary development. 3. The criteria for selecting and including material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. 3.1. The non-inclusion criteria are essential, i.e. the Fundamental Core should not include archaic, insignificant and overly detailed material; 3.2. In this case, it should no longer include concepts and ideas, the meaning of which cannot be sufficiently popularly and fully disclosed to the student.
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development of concepts of subject areas; planning learning outcomes at the exit from the levels of education (primary, basic and secondary (full) schools); development of a basic training (educational) plan; development of exemplary programs in subjects; development educational and methodical complexes new generation. 4. Creation of the Fundamental Core - the initial stage of development of a new content of general education. 5. The following stages assume: 6. It is important to have a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work on testing and introducing new content.
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BASIC ELEMENTS OF SCIENTIFIC KNOWLEDGE IN SECONDARY SCHOOL Russian language Explanatory note In the system of school education, the Russian language is not only a subject of study, but also a teaching tool that determines success in mastering all school subjects and the quality of education in general. The main goals of studying the Russian language at school: the formation of ideas about the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia; the formation of knowledge about the structure of the language system and the patterns of its functioning at the present stage; enrichment of students' vocabulary, mastery of the culture of oral and written speech, types of speech activity, rules and methods of using the language in different communication conditions; mastering the most important general subject skills and universal methods of activity (retrieving information from linguistic dictionaries of various types and other sources, including the media and the Internet; information processing of the text).
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MAIN ELEMENTS OF SCIENTIFIC KNOWLEDGE IN THE SECONDARY SCHOOL Russian language Explanatory note These goals are implemented on the basis of personality-oriented and activity-based approaches to teaching and education in the process of developing the mental and speech activity of the student, the formation of linguistic, linguistic, communicative and cultural competencies. In accordance with the objectives of the course, the fundamental core of the content of general education in the Russian language consists of two interrelated components: sections "Speech" and "Language". The section "Speech" provides for the mastery of the concepts of speech activity and speech communication, the formation of skills to create texts of various functional and communicative orientations. The section "Language" provides for the development of the basics of linguistics, the system of its key concepts, phenomena and facts.
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The methodological basis of the Fundamental core of the content of general education is the principles of fundamentality and consistency, traditional for the national school. (methodological basis) a) supporters of the preservation of the historically established Russian education system, focused on the fundamental nature of knowledge (i.e., a high scientific level of the content of general education); In this context, the difference in views is fundamental: b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the fundamentals of science compared to the level of the Russian school
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