The Method of Using Practical Work in Mathematics Lessons

2018 ◽  
Vol 6 (4) ◽  
pp. 17-26
Author(s):  
Марина Васильева ◽  
Marina Vasileva ◽  
Елена Мардахаева ◽  
Elena Mardakhaeva
Keyword(s):  
General Education ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Practical Work ◽  
Federal State ◽  
Main Stage ◽  
Mathematical Education ◽  
Educational Standard ◽  
State Educational ◽  
Dynamic Mathematics

The article deals with the implementation of the requirements of the Federal state educational standard of basic general education in the design of modern mathematics lesson. The construction of the modern lesson of mathematics is based on the basic key ideas of the concept of development of Russian mathematical education. As an example of the organization of cognitive activity at a lesson of mathematics practical work, including, with application of information technologies is considered. Several examples of practical work at diff erent stages of the lesson of mathematics in different classes at the main stage of general education are revealed. Use of programs of dynamic mathematics and elements of interactive interaction of the teacher and disciples allows to realize developing potential of the General education, to provide achievement to trained with various educational needs of necessary result that is the priority direction of modern education.

scholarly journals Computer technology in the didactic games in science lessons in junior high

2019 ◽  
Vol 16 (1) ◽  
pp. 73-80
Author(s):  
Svetlana Valerevna Morozova
Keyword(s):  
Information Technology ◽  
General Education ◽  
Computer Science ◽  
Cognitive Abilities ◽  
Information Technologies ◽  
Federal State ◽  
Educational Standard ◽  
State Educational ◽  
Methodological Aspects

Problem and goal. In terms of informatization of school education, the use of information technology in teaching students any discipline, obviously, should be correct, justified. The article discusses the methodological aspects of the use of information technology in didactic games in computer science lessons in the lower grades. Methodology. The Federal state educational standard of primary general education is studied, the scientific and methodical literature in the field of informatics and a technique of training of informatics is analysed, the analysis of educational and methodical providing applicable at lessons of informatics is made, own experience of teaching in younger classes is generalized. Results. It is revealed that the use of various information technologies in teaching younger students improves the quality of their education. Reasonably appropriate use of information technology in the didactic games on the lessons of informatics in primary school. Conclusion. Introduction of didactic games allows to achieve efficiency of training, at the expense of giving to process of assimilation of knowledge of emotionally positive coloring. The use of information technology in didactic games in computer science lessons becomes a pronounced positive character to increase motivation, cognitive abilities, and, consequently, the quality of education of younger students. The inclusion of the developed system of exercises and tasks in the content of computer science training allows younger students to develop attention, thinking, imagination, to increase the volume of the acquired educational material.

Ways of Overcoming Difficulties in the Formation of Metasubject Achievements of Primary Schoolchildren on the Basis of the Study of Historical Material

2021 ◽  
pp. 9-13
Author(s):  
N. Vorozheykina
Keyword(s):  
General Education ◽  
Visual Information ◽  
Cognitive Activity ◽  
Federal State ◽  
Historical Material ◽  
Educational Standard ◽  
Primary Schoolchildren ◽  
The World ◽  
The Subject ◽  
State Educational

The article describes the difficulties in the formation of a number of universal educational actions in younger schoolchildren, such as semantic reading, analysis of visual (pictorial) information when mastering the historical material of the course "The World Around". The informational function of a textbook on the subject "The World Around" is considered as the main means of teaching, contributing to the formation of systematized historical ideas among junior schoolchildren. The possibilities of improving the cognitive activity of students in the process of working with textual and visual information of historical content presented in the textbook are revealed, which has a direct impact on the successful acquisition of metasubject skills by primary schoolchildren, stated in the requirements of the Federal State Educational Standard of Primary General Education for learning outcomes.

scholarly journals CONCEPTUAL GUIDELINES OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL

2021 ◽  
pp. 172-185
Author(s):  
Александр Александрович Никитин ◽  
Ольга Александровна Никитина
Keyword(s):  
General Education ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Multivariate Tests ◽  
Global Trends ◽  
Educational Standard ◽  
Education School ◽  
Teaching Of Mathematics ◽  
State Educational

Преподавание математики, начиная с начальной школы, должно отражать общемировые тенденции развития математической и педагогической научной мысли и представлять собой проекцию математической науки на школьное обучение. Авторы разрабатывают направления обучения математике в 1-м классе на основании Федерального государственного образовательного стандарта с учетом разбиений на элементы знаний. На основании этого описывается структура и формирование содержания разрабатываемого учебника по главам. Теоретическая часть должна позволять учащимся получать ответы на контрольные вопросы, помогать решать одновариантные и многовариантные тесты, задачи и упражнения. Определяемые авторами концептуальные направления обучения математике в 1-м классе обеспечивают формирование фундамента вертикали математического образования в 11-х классах общеобразовательной школы. The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thoughts. The authors develop guidelines of studying mathematics in the 1st grade on the basis of the Federal State Educational Standard, taking into account the partitions into knowledge elements. Thus, the structure and the formation of the being developed textbook content by chapters are described. The theoretical part should allow to students to get answers to control questions, univariate and multivariate tests, problems and exercises. Each chapter of the being developed textbook is divided into paragraphs, each paragraph is divided into items. One item of theoretical material contains either one new idea to study, or a set of interrelated concepts that define one new idea to study. According to this it is possible to form the mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. There can be defined such main directions as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept. The conceptual directions of teaching mathematics in the 1st grade determined by the authors provide the foundation for the vertical of mathematical education in the 1–11th grades of general education schools.

scholarly journals THE CONCEPT OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL

2021 ◽  
pp. 88-100
Author(s):  
Aleksandr Aleksandrovich Nikitin ◽  
Olga Aleksandrovna Nikitina
Keyword(s):  
General Education ◽  
Federal State ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Multivariate Tests ◽  
Global Trends ◽  
Educational Standard ◽  
Screening Questions ◽  
Teaching Of Mathematics ◽  
State Educational

The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thought. The authors develop guidelines for studying mathematics in the 1st grade based on the Federal State Educational Standard. Thus, the structure and the form of the textbook content are described by chapter. The theoretical part should allow students to complete screening questions, univariate and multivariate tests, problems, and exercises. Each chapter of the developed textbook is divided into paragraphs, and each paragraph is divided into items. One item of theoretical material contains either a new idea to study or a set of interrelated concepts that define a new idea. According to this, it is possible to form mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules, and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. It is possible to define main themes such as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept can. The authors’ conceptual directions of teaching mathematics in the 1st grade provide the foundation for mathematical education in general education schools for all the years of study.

scholarly journals ESSENCE AND CONTENT OF META-SUBJECT APPROACH IN PEDAGOGICAL SCIENCE AND FEDERAL STATE EDUCATIONAL STANDARDS

2020 ◽  
pp. 41-50
Author(s):  
Гульнара Даминжановна Гуторова
Keyword(s):  
General Education ◽  
Cognitive Activity ◽  
Subject Area ◽  
Federal State ◽  
Subject Knowledge ◽  
Educational Standard ◽  
Scientific Schools ◽  
Subject Areas ◽  
Definition Of ◽  
State Educational

Раскрывается сущность и содержание метапредметного подхода, направленного на обеспечение восхождения предметной познавательной деятельности обучающихся на надпредметный уровень. Метапредметное содержание общего образования является совокупностью надпредметных дидактических единиц («метапредметов», «первосмыслов»), а также методов осуществления метапредметной познавательной деятельности. Метапредметные результаты состоят из метапредметных знаний, метапредметных компетенций и универсальных учебных действий. Метапредметные знания являются знаниями более высокой степени абстракции в сравнении с предметными знаниями, относящимися к одной предметной области, такие знания могут быть получены только на основе сочетания знаний из нескольких предметных областей. Дано собственное определение понятия «метапредметные компетенции» – представляющие собой интегративные способности обучающегося приобретать метапредметные знания с помощью соотнесения знаний из нескольких предметных областей, а также на основе сочетания способов ведения метапредметной познавательной деятельности из нескольких сфер (познавательная, регулятивная, коммуникативная) формировать универсальные учебные действия. The meta-subject approach was introduced into the system of primary general education in 2010. However, until now there is no officially accepted definition of the term “metasubject content”. The purpose of this study was to reveal the essence and content of the metasubject approach, aimed at ensuring the raise of the subjective cognitive activity of students to the over-subject level. For this aim the author of the article studied the positions of leading scientific schools on the meta-subject content of general education, meta-subject competences and the meta-subject approach as a whole, made a content analysis of the key concepts, correlated the positions of representatives of leading scientific schools on a meta-subject approach with the requirements of the Federal State Educational Standard, and formulated own position on system-forming concepts. The meta-subject content of general education is a totality of over-subject didactic units (“meta-subjects”, “primary meanings”), as well as methods of conducting meta-subject cognitive activity. Meta-subject results consist of metasubject knowledge, universal learning activities and meta-subject competencies. Meta-subject knowledge refers to knowledge of a higher level of abstraction compared to subject knowledge related to one subject area. Meta-subject knowledge can be obtained only through a combination of knowledge from several subject areas. The author formulated his own definition of meta-subject competencies: meta-subject competencies are the learner’s integrative abilities to learn meta-subject knowledge based on correlation of knowledge from several subject areas, as well as to form universal educational actions based on a combination of different methods of conducting meta-subject cognitive activity from several areas (cognitive, regulatory, communicative).

scholarly journals The problem of preparing a teacher for the implementation of the continuity of education of students in primary and secondary schools

2020 ◽  
Vol 87 ◽  
pp. 00022
Author(s):  
A.K. Mendygalieva ◽  
N.V. Litvinenko ◽  
N.T. Nikolaeva
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Professional Competence ◽  
Federal State ◽  
Mathematical Education ◽  
Educational Standard ◽  
Global Innovation ◽  
The Individual ◽  
State Educational ◽  
Education Of Students

Russia’s integration into the global innovation sphere, characterized by the emergence of an information society, the transition to an economy based on knowledge, the value of human capital, has determined a new vector for the development of general education. It is faced with the strategic task of updating the content, teaching methods and achieving on this basis a new quality of education in the context of maintaining its fundamental nature and at the same time meeting the modern and innovative needs of society, the state and the individual. The solution to this problem is facilitated by the comprehension and implementation of new approaches to the continuity between primary and secondary schools, which ensure the recognition of their complementary, partner coexistence in the context of strategic lines of interconnection, coordination and complementarity of goals, updated content, organization and technologies of advanced education for the optimal formation of personal, meta-subject and subject results of students in the implementation of Federal State Educational Standard of Primary General Education and Federal State Educational Standard of Basic General Education. The article proposes one of the ways to solve this problem - to increase the professional competence of teachers of primary general education and teachers of mathematics of basic school in the field of implementing the continuity of mathematical education. The solution to the stated problem is impossible without special training of teachers of primary and secondary schools, which ensures the formation of readiness to implement the continuity of mathematical education of students in primary and secondary schools in the unity of motivational, technological and reflective components.

scholarly journals MODERN SCHOOL GEOGRAPHY TEXTBOOKS: PROS, CONS AND WAYS OF MODERNIZATION

2020 ◽  
pp. 30-40
Author(s):  
Татьяна Владимировна Ершова ◽  
Елена Юрьевна Петрова
Keyword(s):  
General Education ◽  
Cognitive Activity ◽  
Educational Process ◽  
Geographical Information ◽  
Federal State ◽  
Geographical Education ◽  
Modern School ◽  
Educational Standard ◽  
Digital Format ◽  
State Educational

Приводится критический анализ школьных учебников по географии на соответствие предъявляемым Федеральным государственным образовательным стандартом основного общего образования методическим, психологическим, эстетическим, гигиеническим требованиям. Выявлено, что наряду с положительными моментами имеются и отрицательные. Рассмотрен национальный проект «Цифровая школа», в соответствии с его требованиями описаны способы использования в образовательном процессе учебника географии совместно с другими средствами обучения, в том числе и цифровыми. Доказывается, что учебник географии играет важную роль в формировании географического мировоззрения школьников, способствует достижению личностных, метапредметных и предметных результатов обучения. На основе анализа состояния школьного российского географического образования выявлены пути модернизации учебников географии. A critical analysis of modern school textbooks on geography is given in the article. The analysis is related to the compliance of the Federal state educational standard of basic General education with the following requirements: methodological, psychological, aesthetic and hygienic. The presented positive aspects of geography textbooks were identified: wellbuilt methodological apparatus; colorful design, the presence of maps, schemes, diagrams, drawings; a system of questions and tasks aimed at organizing independent cognitive activity of pupils through the use of research methods; integration of physical-geographical and economic-geographical branches of geography. The authors of the article revealed the given below negative points in geography textbooks: simplification of scientific geographical information; insufficient description of physical-geographical processes in solving practical problems; lack of connection between the simplified theory of initial courses of geography and practical tasks that are given in Russian exams (the Basic State Exam and the Unified State Exam) in geography; incomplete reflection of the local history approach. Specific examples from existing geography textbooks were provided to confirm the established disadvantages. The national project «Digital school» was reviewed. This project suggests using geography textbooks in the educational process together with other teaching tools, including digital ones. Thus, the geography textbook plays an essential role in shaping the geographical outlook of pupils. In addition, textbooks contribute to the achievement of personal, metasubject and subject learning outcomes. Ways to modernize geography textbooks were defined based on the analysis of the state of Russian school geographical education, namely, the converting textbooks to digital format using interactive applications, videos, demonstrations of experiments and observations, electronic maps and electronic test tasks.

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

Scientific and Methodological Approaches to Creating a System of Pedagogical Diagnostics of the Level of Training and Development of Primary School Graduates

2021 ◽  
pp. 10-14
Author(s):  
Marina Kuznetsova ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Training And Development ◽  
Federal State ◽  
Educational Standard ◽  
Initial Stage ◽  
Development Goals ◽  
Methodological Approaches ◽  
Level Of Training ◽  
The Individual ◽  
State Educational

The article discusses the problem of obtaining reliable information about the level of educational achievements of junior schoolchildren during their transition to the next stage of school education. The implementation of the development goals of students at the initial stage of schooling, set by the Federal State Educational Standard of Primary General Education, requires pedagogical diagnostics, which makes it possible to establish the cause of the difficulties that children have in the course of studying various subjects. This ensures the timely intervention of the teacher in the learning process to provide each younger student with pedagogical assistance and support, which makes it possible to eliminate the individual difficulties that arise in him.

Functional Literacy of a Primary Schoolchildren: Ways to Overcome Difficulties in Its Formation

2021 ◽  
pp. 3-6
Author(s):  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Learning Outcome ◽  
Educational Activity ◽  
Federal State ◽  
Functional Literacy ◽  
Educational Standard ◽  
Research Activities ◽  
Primary Schoolchildren ◽  
Student Subject ◽  
State Educational

The article discusses the problem of the formation of functional literacy of primary schoolchildren as the main learning outcome that meets the requirements of the Federal State Educational Standard of Primary General Education. The article reveals the characteristics of the concept of “functional literacy”, which includes two groups of achievements of a younger student - subject and metasubject. The reader gets acquainted with the widespread pedagogical “mistakes” of the teacher, as well as the difficulties that children face in the learning process. The main types of educational activity are determined, which to the greatest extent contribute to the formation of functional literacy of primary schoolchildren, which primarily include search and research activities.

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