Collective Classes in a Group of Different Ages Based on the Integration of the Content of Different Academic Subjects

The article proposes to consider the initial stage of the transition to such a form of training organization as collective classes in different-age groups of younger schoolchildren according to the methodology developed by the talented teacher A.G. Rivin. They are held at the Moscow secondary school named after Ivan Yarygin of the Krasnoyarsk region on the integrated content of academic subjects “Literary Reading”, “Fine Arts”, “Technology”. The specificity of the texts compiled by teachers for use in the process of paragraph-by-paragraph elaboration of the text using the technology of A.G. Rivina. Particular attention is paid to the issues of including first-graders (some of whom do not yet know how to read and write) in classes where younger schoolchildren of an older age participate. In this regard, multilevel algorithms of educational interaction are described. It highlights the difficulties that may arise with this form of training, as well as ways to overcome them.

Developing Essay Writing Skills in Elementary School

The article reveals approaches to solving the urgent problem of modern education - the formation of communicative activity in junior schoolchildren. The most important role in this is assigned to a well-developed speech, the formation of which is successfully taking place in the process of teaching primary schoolchildren to write essays. The article presents interesting pedagogical techniques that contribute to the formation of the skills of productive statements in writing in younger schoolchildren: to draw up an essay plan, develop a creative idea, adhering to the logic of the narrative, and also improve the expressive, grammatical and stylistic aspects of speech.

Problems Arising in the Course of Teaching Younger Schoolchildren with Different Levels of Academic Achievement, and Ways to Solve Them

The article presents the results of a study carried out in the laboratory of primary general education of the Institute of Education Development Strategy of the Russian Academy of Education, to determine the reasons for the difficulties that appear in younger schoolchildren in the process of mastering the content of elementary school subjects. Typical general didactic problems arising in the professional activity of a teacher and provoking mistakes and difficulties of the student are discussed. The groups of primary school students with different levels of success in educational activities are characterized, recommendations are given to the teacher on the organization of individually differentiated work, taking into account the level of success of each student.

World-Around-Us Lesson in the Third Grade: “Diversity of the Animal World (Fauna)”

The article offers for consideration a variant of a lesson on the subject “The World-Around-Us”, which is held in the third grade based on the use of the educational and methodological set “Primary School of the XXI century”. The purpose of the lesson, which is part of the “Kingdoms of Nature” section, is to provide students with new knowledge about the diversity of the animal world. The high working capacity of junior schoolchildren during the entire period of the lesson is ensured by the use of various types of tasks that require constant mental activity, reasonable alternation of material of varying degrees of complexity, and the inclusion of elements of art pedagogy in the educational process. The use of art-pedagogical techniques allows the third graders to be informed as effectively as possible about the real results of their studies. Figuratively speaking, junior schoolchildren “put new knowledge in a portfolio and take it with them”, that is, they discover the expansion of their knowledge on the topic under study as a visual result of their activities in the lesson.

Cognitive Universal Educational Actions of Primary Schoolchildren: Characteristics, Methods and Techniques of Formation

The article discusses the actual problem of the formation of cognitive universal educational actions in younger schoolchildren in the context of the implementation of the changing requirements of the Federal State Educational Standard of Primary General Education. The approaches to the definition of concepts, groups and main characteristics of cognitive universal educational actions that students must master at the first stage of school education are analyzed. The effective methods and techniques for the formation of this type of educational actions in younger schoolchildren are presented.

Formation of Educational Independence of Primary Schoolchildren by Means of Project Tasks

The article reveals the essence of the concept of “educational independence”, which became a subject of study back in the 19th century. and remains one of the most pressing problems of modern education. The main criteria for its formation have been determined. Approaches to the formation of educational independence in younger students are considered. The idea is substantiated that the project task is an effective means of developing the educational independence of students. Specific examples of assignments for solving design problems with the aim of developing educational independence of primary schoolchildren are given.

Sociocultural Functional Literacy As a Planned Learning Outcome of a Primary Schoolchild

The article highlights the problem of the formation of socio-cultural literacy in a junior schoolchild, which is considered as the planned result of his education in primary school. The characteristic of the concept of “socio-cultural literacy” is given, the difficulties of the formation of its individual components are discussed: civic identity; legal and financial culture; tolerance, etc. The examples of methods and techniques aimed at the development of socio-cultural literacy are given, the expediency of using different forms of organization of education is revealed, which contributes to the formation of the ability of primary schoolchildren to constructively build relationships in children’s society and successfully interact.

Methodological and Scientific-Methodological Foundations of Diagnostics of the Psychological and Pedagogical Potential of a Teacher

The most important theoretical and methodological issues related to the identification, assessment, formation and development of the teacher’s psychological and pedagogical potential include adequate methods of his psychodiagnostics. Until now, almost all diagnostic methods used in psychology, including pedagogical, were focused mainly on assessing the current professional level of a specialist’s development, and his potential psychological and pedagogical capabilities, which were not manifested or were not clearly manifested in practical activity, was considered rather within the framework of theory. The article offers for discussion a number of tasks that require methodological and methodological solutions, and are aimed at studying the psychological and pedagogical potential of the teacher.

Sociocultural Functional Literacy As a Planned Learning Outcome of a Primary Schoolchild

The article highlights the problem of the formation of socio-cultural literacy in a junior schoolchild, which is considered as the planned result of his education in primary school. The characteristic of the concept of “socio-cultural literacy” is given, the difficulties of the formation of its individual components are discussed: civic identity; legal and financial culture; tolerance, etc. The examples of methods and techniques aimed at the development of socio-cultural literacy are given, the expediency of using different forms of organization of education is revealed, which contributes to the formation of the ability of primary schoolchildren to constructively build relationships in children’s society and successfully interact.

Professional Training of Future Primary School Teachers for the Organization of Exhibition Activities

The article describes the technology of professional training of future primary school teachers for the organization of exhibition expositions of creative works of younger schoolchildren. The conclusion is made about the importance of involving primary school students in exhibition activities. The characteristics of the types of exhibitions, which are most expedient to use in school practice, are given, since in different situations of the educational process they allow solving the problems of the educational plan: to consider the work of other children and get new impressions; show your work and listen to feedback about them; talk about your own idea and talk about the work of other children. The substantiation of the exhibition is given as a condition for the development of a culture of perception, aesthetic taste, the ability to empathize and enjoy the success of classmates in younger schoolchildren, to increase their own self-esteem and the desire for creative search.