Introduction

1. Conceptual features of the L.V. system Zankova

1.1 Stages of formation of a developmental education system

L.V. Zankova pp. 4-10

1.2 Brief description of the training system L.V. Zankova pp. 11-13

1.3 Construction and course of a lesson according to the teaching system of L.V. Zankova pp. 14-15

2. Conceptual provisions of the L.V. system. Zankov from the point of view of modern pedagogy pp. 16-25

Conclusion

Bibliography

Introduction

In recent years, the attention of teachers has increasingly been attracted by the ideas of developmental education, with which they associate the possibility of changes in school. Developmental education is aimed at preparing students for independent “adult” life.

The main goal of a modern school is to ensure that schoolchildren acquire a certain range of skills, knowledge and abilities that they will need in the professional, social, and family spheres of life. The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Disterweg, K.D. Ushinsky and others. The scientific basis for this theory is given in the works of L.S. Vygotsky. It received its further development in the experimental works of L.V. Zankova, D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. In their concepts, training and development appear as a system of dialectically interconnected aspects of one process. Education is recognized as the leading driving force of a child’s mental development, the formation of the entire set of personality qualities: knowledge, skills, abilities; ways of mental action; self-governing mechanisms of personality;

the sphere of aesthetic and moral qualities of the individual; effective-practical sphere of personality.

Currently, within the framework of the concept of developmental education, a number of technologies have been developed that differ in target orientations, features of content and methodology. Technology L.V. Zankova is aimed at the general, holistic development of the individual.

In this work we will consider the developmental technology of teaching L.V. Zankova.

L.V. system Zankova represents the unity of didactics, methodology and practice.

This topic is relevant at present, because... developmental education system L.V. Zankova is a very successful training system. Today, when primary education is considered as the basis for the formation of a child’s educational activity, educational and cognitive motives that contribute to the development of skills to accept, analyze, preserve, and implement educational

goals, skills to plan, control and evaluate educational activities and their results, developmental teaching strategies in primary school are becoming increasingly important in the general education system.

The purpose of this work is to study the features of the training system of L.V. Zankova.

1) follow the history of the formation of the L.V. system. Zankova;

2) consider the structure and course of the lesson according to L.V.’s teaching system. Zankova;

3) analyze the conceptual provisions of the L.V. system. Zankov from the point of view of modern pedagogy;

The method of study is abstract-analytical.

Chapter 1. Conceptual features of the L.V. system. Zankova

Stages of formation of the developmental education system L.V.

Zankova

Leonid Vladimirovich Zankov was born on April 23, 1901 in Warsaw, in the family of a Russian officer. In 1916 he graduated from high school in Moscow. In the first post-revolutionary years, a recent high school student began teaching at a rural school in the village of Turdey, Tula region. In 1919, L.V. Zankov goes to work as a teacher, and then becomes the head of a children's agricultural colony in the Tambov province. Let us remember that at this time he was 18 years old.

From 1920 to 1922, the young teacher headed the Ostrovnya colony in the Moscow region, and from here in 1922 he was sent to study at Moscow State University in the socio-pedagogical department of the Faculty of Social Sciences. Here Zankov meets with the outstanding

psychologist Lev Semenovich Vygotsky. Together with his wife, Zankov takes part in conducting experimental psychological research on memory problems.

After graduating from the university L.V. Zankov was retained in graduate school at the Institute of Psychology at the 1st Moscow State University, where, under the leadership of L.S. Vygotsky began researching the psyche and learning characteristics of abnormal children, without interrupting research on general problems of the psychology of memory.

In 1929, the leadership of scientific and pedagogical work in the field of abnormal childhood was entrusted by the People's Commissariat of Education of the RSFSR to the Experimental Defectology Institute, where a systematic and systematic study of the psychological characteristics of defective children began. The well-known defectologist teacher I.I. was appointed director of the institute at that time. Danyushevsky, and L.V. became deputy director for scientific work. Zankov. The first scientific laboratories in the country were created at the institute in various areas of special pedagogy and psychology. The scientific director of the psychological laboratories was L.S. Vygotsky.

While working at the Experimental Defectology Institute, the peculiarities of L.V.’s methodological views were laid down. Zankov, which developed so fruitfully in his further research. He begins to become interested in issues of the relationship between pedagogy and psychology, issues of the dependence of mental development on learning and, at the same time, issues of refraction of external influences through internal conditions, through the individual capabilities of the child. Already at this time, the “research style” of a scientist is formed - a strong commitment to factual data, the desire to obtain them from real life practice, the desire to build one’s theoretical positions on the basis of an analysis of reliable scientific facts.

These positions can be clearly seen, in particular, in the study of memory problems conducted by L.V. Zankov and his employees in the 30-40s. Reliable facts were obtained about the memory characteristics of younger schoolchildren, differing in level of training and age, individual variations were identified, and conclusions were drawn about the role of the culture of logical memory in memorizing material. The results of the research are reflected in the scientist’s doctoral dissertation “Psychology of Reproduction” (1942), in a significant number of articles, and in the monographs “Memory of a Schoolchild” (1943) and “Memory” (1952).

Significant fact: in 1943-1944. L.V. Zankov leads a group of researchers at the institute, which conducts scientific and practical work in special hospitals for craniocerebral wounds to restore speech in wounded soldiers.

In 1944 L.V. Zankov is appointed director of the Research Institute of Defectology, which became part of the Academy of Pedagogical Sciences of the RSFSR created in 1943 (now RAO - Russian Academy of Education). IN

In 1954 he was elected a corresponding member, and in 1955 - a full member of the APN of the RSFSR. In 1966, the Academy received the status of a union scientific institution, and Leonid Vladimirovich became a full member of the Academy of Pedagogical Sciences of the USSR.

In 1951 L.V. Zankov moved to the Research Institute of Theory and History of Pedagogy of the Academy of Pedagogics of the RSFSR and switched to research in the field of general pedagogy. The scientist came to pedagogy with a serious store of scientific knowledge about the child, with formed views on methods of psychological and pedagogical research, on appropriate methods of teaching. At the Institute L.V. Zankov heads the laboratory of experimental didactics (later renamed the laboratory of education and development, then training and development),

the peculiarity of which was that it always included specialists of various profiles - didactics, methodologists, psychologists, physiologists, defectologists. Such a collaboration made it possible to study the deep processes occurring in a child during the learning process, to discover individual characteristics, so that pedagogical intervention would give scope for the development of personality strengths without harming the health of children. With the staff of the laboratory L.V. Zankov researched the topic “The interaction of the teacher’s word and visual aids in

teaching." Having studied pedagogical normative provisions, he noted the insufficient scientific validity of many of them. "Towards a scientific justification of pedagogical norms," ​​concludes L.V. Zankov, “you need to go through the disclosure of the internal connection between the pedagogical methods used and their results.” To do this, “it is imperative to study the processes of assimilation of knowledge and skills - what happens in the student’s head when the teacher uses such and such a method and technique.” This is the first time the question is raised about including psychological methods of studying the child in pedagogical research. Thus, a turn is made in understanding the nature of the connection between pedagogy and psychology. The following conclusion: pedagogical research is poorly oriented towards transformation, towards restructuring the practice of teaching and upbringing. The thesis is put forward: for pedagogical science " the main thing is to organically combine in research the creation of new ways of teaching and the discovery of objective laws that govern their application." This is the first step towards establishing the true role of experiment in pedagogical research.

The identified forms of combination of the teacher’s word and visibility were reflected in pedagogy textbooks and served to further illuminate the principle of visibility in teaching and, consequently, improve the practice of teacher training. But the problem of visibility was only a step towards the main scientific theme of Leonid Vladimirovich. Working on the problem of visibility, Zankov thinks about the problem of the relationship between learning and

development.

In 1957 L.V. Zankov and the staff of his laboratory began a psychological and pedagogical study of the problem of “Training and development”. The scientist devoted the last 20 years of his life to this work; his students and followers continue to work on this problem. The task that L.V. Zankov set the goal for his team to reveal the nature of the objective, natural connection between the structure of education and the course of the general development of younger schoolchildren.

Before revealing the features of the study, let us dwell on the place the scientist assigned to primary education in the general education system. L.V. Zankov sharply opposed attributing to elementary school only the propaedeutic function of preparing children for further education (“Primary education is isolated from the school education system as a special area that is built on different methodological foundations than all subsequent school education,” he wrote). L.V. Zankov believed that what needed to change was the idea that primary education "should give students the foundation in the form of reading, writing, spelling, computing and other skills that are necessary for further education in the fifth and subsequent grades."

The problem of the relationship between training and development was not new in pedagogy and psychology. Theoretically substantiated the leading role of training in the development of L.S. Vygotsky. Credit to L.V. Zankov is that the solution to the problem of the relationship between training and development in his works acquired a solid experimental basis. Based on a foundation of reliable factual data, the scientist developed an appropriate training system. For the first time in world practice, a pedagogical experiment covered learning as a whole, and not some of its individual aspects. The uniqueness of the research carried out by L.V. Zankov, was also that it was interdisciplinary, integrative, holistic in nature. This feature of the study was manifested, firstly, in the integration of experiment, theory and practice, when the research goal through the experiment was brought to its practical implementation. It is precisely such research that is currently preferred in various scientific fields. Secondly, the holistic interdisciplinary nature of the research was manifested in the fact that it was carried out at the intersection of sciences involved in the study of the child: pedagogy, psychology, physiology, defectology. This became the basis for initially approaching the student’s study holistically, building education that creates conditions for the development of both logical, rational, and intuitive, including the personal component. Consequently, the methodology of the study, begun in 1957, meets the requirements of the new historical era. And the accumulated experience can be used for further research into the conditions necessary “for the individual development of the child.” The research consistently went through both the stage of a laboratory, or narrow, pedagogical experiment (carried out on the basis of one class, 1957-1960, school No. 172 in Moscow, teacher N.V. Kuznetsova), and through a three-stage mass pedagogical experiment (1960 -1963, 1964-1968, 1973-1977), in which more than a thousand experimental classes participated in the last stage. The experiment was conducted without selecting teachers and classes, in different pedagogical conditions - in rural and urban, monolingual and multilingual schools. This determined the scientific and practical reliability of the system.

In the course of the study, a new system of primary education was formed, highly effective for the overall development of primary schoolchildren. In 1963-1967 books were published describing the methodology and methods of a new type of teaching, the first experimental textbooks for elementary schools in the Russian language, reading, mathematics and natural science were developed, the first methodological explanations were written, a system was created for assessing the effectiveness of training in terms of its impact on the acquisition of knowledge and on the general student development.

In 1977 L.V. Zankov was gone. Soon the laboratory was disbanded, all experimental classes were closed. The era, later called “stagnation,” influenced all areas of life, including pedagogical science.

Only in 1993, the Russian Ministry of Education organized the Federal Scientific and Methodological Center named after. L.V. Zankov, the core of which was made up of the academician’s direct students (I.I. Arginskaya, N.Ya. Dmitrieva, M.V. Zvereva, N.V. Nechaeva, A.V. Polyakova, G.S. Rigina, I.P. Tovpinets , N.A. Tsirulik, N.Ya. Chutko) and his followers (O.A. Bakhchieva, K.S. Belorusets, A.G. Vantsyan, A.N. Kazakov, E.N. Petrova, T.N. Prosnyakova, V.Yu. Sviridova, T.V. Smirnova, I.B. Shilina, S.G. Yakovleva, etc.). This team continued research and practical work to identify the conditions for the development of each child, which corresponds to the social order that modern times impose on schools. The knowledge gained from this research underpins the development of new generations of teaching and learning kits. In total, more than 500 works have been published during the existence of the team.

In 1991-1993 A complete set of the new (second) generation of trial textbooks for three-year primary schools was published. The textbooks have sold millions of copies, which indicates the demand for the system.

Since 1996, the system of general development of the schoolchild (L.V. Zankova) has been recognized by the Board of the Ministry of Education as one of the state educational training systems.

In 1997-2000 A complete educational and methodological set of stable textbooks for general education three-year primary schools was published.

In 2001-2004 The Federal Expert Council of the Ministry of Education of the Russian Federation has approved educational and methodological kits for all academic subjects for four-year primary schools. Educational complexes for teaching literacy, the Russian language, literary reading, mathematics, and the surrounding world became the winners of the competition for the creation of new generation textbooks, held by the National Personnel Training Foundation (NFT) and the Ministry of Education of the Russian Federation.

In 2004, educational and methodological kits for grades 5-6 in Russian language, literature, mathematics and natural history also became winners of the same competition. During its existence, the system has shown its high efficiency in schools of different types, when teaching children from the age of 7 in a four-year and three-year primary school, when teaching them from the age of 6 in a four-year primary school, and when children move to primary school. Testing the system in such different learning conditions demonstrates its effectiveness outside

depending on the age of the students, on the terms of study in the primary grades, proves the universality of the general development system in any conditions of its implementation.

Thus, there is a scientifically based, time-tested, holistic didactic system that gives the teacher a theory and methodology for the development of a child’s personality.

Brief description of the training system of L.V. Zankova

L.V. training system Zankova emerged from interdisciplinary research into the relationship between learning and development. The interdisciplinary nature was expressed, firstly, in the integration of the achievements of several sciences involved in the study of the child: physiologists, defectologists, psychologists and teachers, and secondly, in the integration of experiment, theory and practice. For the first time, the results of scientific research through a psychological and pedagogical experiment took on the form of an integral pedagogical system and, thus, were brought to their practical implementation.

General development of L.V. Zankov understands it as a holistic movement of the psyche, when each new formation arises as a result of the interaction of his mind, will, and feelings. At the same time, special importance is attached to moral and aesthetic development. We are talking about unity and equivalence in the development of intellectual and emotional, volitional and moral.

Currently, the ideals of developmental education are recognized as educational priorities: the ability to learn, subject-specific and universal (general educational) methods of action, the child’s individual progress in the emotional, social, and cognitive spheres. To implement these priorities, a scientifically based, time-tested developmental pedagogical system of L.V. is needed. Zankova.

L.V. system Zankova represents the unity of didactics, methodology and practice. The unity and integrity of the pedagogical system is achieved through the interconnection of educational tasks at all levels. These include:

– The purpose of training– achieving optimal overall development of each child;

– learning task– present students with a broad, holistic picture of the world through the means of science, literature, art and direct knowledge;

- system feature- the learning process is conceived as the development of the child’s personality, that is, learning should be focused not so much on the entire class as a single whole, but on each individual student. In other words, learning must be person-centered. In this case, the goal is not to “bring up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

– didactic principles –

1. The principle of training at a high level of difficulty while observing the measure of difficulty

This is a search activity in which the child must analyze, compare and contrast, and generalize. At the same time, he acts in accordance with the developmental characteristics of his brain. Teaching at a high level of difficulty involves tasks that “grope” for the upper limit of students’ capabilities. This does not mean that the measure of difficulty is not observed; it is ensured by reducing the degree of difficulty of tasks, if necessary.

2. The principle of the leading role of theoretical knowledge

This principle does not at all mean that students should study theory, memorize scientific terms, formulations of laws, etc. This would be a strain on memory and would increase the difficulty of learning. This principle assumes that students observe the material during the exercises, while the teacher directs their attention and leads to the discovery of significant connections and dependencies in the material itself. Students are led to understand certain patterns and draw conclusions. Research shows that working with schoolchildren to master patterns advances their development.

3. The principle of fast pace of learning material.

Studying material at a fast pace is opposed to marking time, the same type of exercises when studying one topic. Faster progress in knowledge does not contradict, but meets the needs of children: they are more interested in learning new things than repeating already familiar material for a long time. Rapid advancement in Zankov’s system occurs simultaneously with a return to what has been passed and is accompanied by the discovery of new facets. The fast pace of the program does not mean haste in studying the material and rushing through lessons.

4. The principle of awareness of the learning process

The awareness of the learning process by the schoolchildren themselves is directed, as it were, inwards - to the student’s own awareness of the process of cognition in him: what he knew before, and what new things were revealed to him in the subject, story, phenomenon being studied. Such awareness determines the most correct relationship between a person and the world around him, and subsequently develops self-criticism as a personality trait. The principle of students’ awareness of the learning process itself is aimed at making children think about why knowledge is needed.

5. The principle of the teacher’s purposeful and systematic work on the general development of all students, including weak ones

This principle confirms the high humane orientation of L.V.’s didactic system. Zankova. All children, if they do not have any pathological disorders, can advance in their development. The very process of development of an idea is sometimes slow, sometimes spasmodic. L.V. Zankov believed that weak and strong students should study together, where each student makes his contribution to the common life. He considered any isolation harmful, since children are deprived of the opportunity to evaluate themselves against a different background, which interferes with the students’ progress in their development.

– methodological system– its typical properties: versatility, procedurality, collisions, variability;

– subject methods in all educational areas;

Features of the educational and methodological set, which is based on modern knowledge about the age and individual characteristics of primary schoolchildren. The kit provides:

Understanding the relationships and interdependencies of the objects and phenomena being studied due to the integrated nature of the content, which is expressed in the combination of material at different levels of generalization (supra-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional richness;

Mastery of concepts necessary for further education;

Relevance, practical significance of the educational material for the student;

Conditions for solving educational problems, social-personal, intellectual, aesthetic development of the child, for the formation of educational and universal (general educational) skills;

Active forms of cognition in the course of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue (discussion of different opinions, hypotheses), etc.;

Carrying out research and design work, developing information culture;

Individualization of learning, which is closely related to the formation of motives for activity, extending to children of different types according to the nature of cognitive activity, emotional and communicative characteristics, and gender characteristics. Individualization is realized, among other things, through three levels of content: basic, extended and in-depth.

– forms of training organization - classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, the characteristics of the class and the individual preferences of students;;

– system for studying the success of learning and development of schoolchildren –

To study the effectiveness of mastering educational programs, the teacher is offered materials on qualitative recording of the success of schoolchildren’s learning, including integrated testing. Only the results of written work from the second half of 2nd grade are assessed with grades. No lesson score will be awarded.

L.V. system Zankova is holistic; when implementing it, you should not miss any of its above-described components: each of them has its own developmental function. A systematic approach to organizing the educational space contributes to solving the problem of the overall development of schoolchildren.

The problem of the relationship between training and development in psychology and pedagogy. The essence and theoretical foundations of developmental education.

The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Disterweg, K.D. Ushinsky and others.

The term “developmental education” was introduced in the 1960s by V.V. Davydov.

In psychology and pedagogy, there are three opposing approaches to the relationship between the processes of learning and development.

Concept of learning development J. Piaget: The child must go through strictly defined age stages in his development:

• 1) up to 2 years - the stage of sensorimotor thinking;
• 2) from 2 to 7 years - the stage of pre-operational thinking;
• 3) from 7-8 to 11-12 years - the stage of specific operations;
• 4) from 11-12 to 14-15 years - the stage of formal operations with sentences or statements (that is, the child can organize what is perceived into something structurally whole and act accordingly).

At the same time, development depends on training to an insignificant extent: development goes ahead of training, and the latter builds on top of it, as if “teaching” it.

James concept-Thorndike: learning is identified with development, and development is seen as a person’s accumulation of skills and habits in the course of learning. It turns out that the more you know? the more developed you are.

The concept of the leading role of learning in the development of a child (L.S. Vygotsky). In the early 1930s, L.S. Vygotsky put forward the idea of ​​learning that goes ahead of development and is focused on the development of the child, in the entirety of his personal qualities, as the main goal. At the same time, knowledge is not the final goal of learning, but only a means of student development.

L.S. Vygotsky wrote: “Pedagogy should focus not on yesterday, but on tomorrow’s child development.” He identified two levels in child development:

• 1) zone of actual development - already formed qualities and what the child can do independently;
• 2) zone of proximal development - those types of activities that the child is not yet able to perform independently, but which he can cope with with the help of adults.

To develop, you need to constantly overcome the line between the zone of actual development and the zone of proximal development, i.e. an area unknown, but potentially accessible to knowledge.

An essential feature of developmental learning is that it occurs in the child’s zone of proximal development, causes, stimulates, and sets in motion the internal processes of mental formations.

Determining the outer boundaries of the zone of proximal development, distinguishing it from the actual and inaccessible zone is a task that is so far solved only on an intuitive level, depending on the experience and skill of the teacher.

This concept by L.S. Vygotsky was developed and put into practice by Soviet psychologists S.L. Rubinstein, A.N. Leontyev, L.V. Zankov, D.B. Elkonin, V.V. Davydov, N.A. Menchinskaya, A.K. Markova. In developmental education, these scientists argue, pedagogical influences anticipate, stimulate, direct and accelerate the development of the hereditary data of the individual.

Teacher's position in developmental education: “to the class not with an answer, but with a question.” The teacher leads to learning goals known to him and supports the child’s initiative in the right direction. Student position in developmental education: a full-fledged subject of cognition; he is assigned the role of a cognizer of the world (in specially created conditions for this).

Developmental education system L.V. Zankova.

L.V. Zankov and the staff of the “Training and Development” laboratory he led in the 1950s - 60s. a teaching technology was developed, called system of intensive comprehensive development for primary school.

Mental development of L.V. Zankov understands it as the appearance in the student’s psyche of new formations that are not directly determined by training, but arise as a result of internal, deep integration processes. Such new formations of younger schoolchildren are:

• 1) analytical observation (the ability to purposefully and selectively perceive facts and phenomena);
• 2) abstract thinking (ability to analyze, synthesize, compare, generalize);
• 3) practical action (the ability to create a material object, perform coordinated manual operations).

Each new formation is considered as a result of the interaction of the child’s mind, will and feelings, that is, as a result of the activity of an integral personality, therefore their formation promotes the development of the personality as a whole.

Didactic principles of developmental education according to L.V. Zankov:

• 1) training at a high level of complexity (students learn the interdependence of the phenomena being studied, their internal connections);
• 2) the leading role of theoretical knowledge in primary education (younger schoolchildren learn not only ideas, but also scientific concepts);
• 3) studying program material at a fast pace (the essence of this principle is not to increase the volume of educational material, but to fill the material with diverse content);
• 4) the student’s awareness of the learning process (children are led to mastering mental operations at a conscious level).

Features of experimental teaching methods in primary grades according to L.V. Zankov:

• 1. New subjects are included in the curriculum: natural science, geography - from the 1st grade, history - from the 2nd grade.
• 2. The division of subjects into main and secondary ones is being eliminated, since all subjects are equally important for the development of the individual.
• 3. The main forms of educational organization are the same as traditional ones (lesson, excursion, students’ homework), but they are more flexible, dynamic, and are characterized by a variety of activities.
• 4. The student is provided with ample opportunities for individual creative expression (for example, children are engaged in literary creativity).
• 5. A special atmosphere of trust in the classroom, the use in the educational process of the personal experience of the children themselves, their own assessments, views on the phenomena being studied.
• 6. Systematic work on the development of all students - strong, average, weak (which means identifying and taking into account the individual characteristics of students, their abilities, interests).

As a result of experimental training according to the L.V. Zankov manages to achieve intense mental work from students, through which the children experience a feeling of joy from overcoming educational difficulties.

Developmental education system D.B. Elkonina? V.V. Davydova.

D.B. Elkonin and V.V. Davydov in the 1960s - 70s. developmental generalization technology was developed, which was originally called method of meaningful generalizations. This technology focuses the teacher’s attention on the formation of methods of mental activity.

D.B. Elkonin and V.V. Davydov came to the conclusion that education in the primary grades can and should have a higher level of abstraction and generalization than that to which primary schoolchildren are traditionally oriented. In this regard, they proposed to reorient the primary education program from the formation of rational-empirical thinking in children to the formation of modern scientific-theoretical thinking in them.

The developmental nature of training in technology D.B. Elkonina - V.V. Davydov is connected, first of all, with the fact that its content is built on the basis of theoretical knowledge. As is known, empirical knowledge is based on observation, visual representations, and external properties of objects; Conceptual generalizations are obtained by identifying common properties when comparing objects. Theoretical knowledge goes beyond sensory representations, is based on meaningful transformations of abstractions, and reflects internal relationships and connections. They are formed by genetic analysis of the role and functions of certain general relationships within an integral system of elements.

D.B. Elkonin and V.V. Davydov proposed to rearrange the content of educational subjects in such a way that knowledge of a general and abstract nature precedes acquaintance with more private and specific knowledge, which should be derived from the former as its unified basis.

The basis of the system of theoretical knowledge is the so-called meaningful generalizations . This:

• a) the most general concepts of science, expressing deep cause-and-effect relationships and patterns, fundamental genetically original ideas, categories (number, word, energy, matter, etc.);
• b) concepts in which not external, subject-specific characteristics are highlighted, but internal connections (for example, genetic);
• V) theoretical images obtained through mental operations with abstract objects.

There is a widespread belief that the child’s participation in the educational process is learning activity. This is what a child does while in class. But from the point of view of the theory of D.B. Elkonina - V.V. Davydov is not so.

Purposeful educational activity differs from other types of educational activity, primarily in that it is aimed at obtaining internal rather than external results, at achieving a theoretical level of thinking.

Purposeful learning activities - this is a special form of child activity aimed at changing oneself as a subject of learning.

Signs (features) of purposeful educational activities:

1. Formation of internal cognitive motives and cognitive needs in the child. While performing the same activity, a student can be guided by completely different motives: to ensure his safety; please the teacher; fulfill duties (role) or seek an answer to one’s own question. Only the presence of a motive of the latter type determines the child’s activity as a purposeful learning activity.

Motivation for the activity of a child-subject in technologies L.V. Zankova and D.B. Elkonina - V.V. Davydov is expressed in the formation of cognitive interests.

• 2. Formation in the child of the goal of conscious self-change (“I will find out, understand, decide”), the child’s understanding and acceptance of the learning task. In comparison with the traditional approach, where the child is taught to solve problems and he is in the state of a learning individual, with developmental education the child is taught to set goals for self-change, he is in the state of the learner as a subject.
• 3. The child’s position as a full-fledged subject of his activities at all stages (goal setting, planning, organization, implementation of goals, analysis of results). In goal-setting activities, the following are brought up: freedom, determination, dignity, honor, pride, independence. When planning: independence, will, creativity, creation, initiative, organization. At the stage of achieving goals: hard work, skill, diligence, discipline, activity. At the analysis stage, the following are formed: honesty, evaluation criteria, conscience, responsibility, duty.
• 4. Increasing the theoretical level of the material being studied. Purposeful learning activity is not the same as activity. Activity can also exist at the level of operations (as in programmed training); in this case, the search for generalized methods of action, the search for patterns, and general principles for solving problems of a certain class are activated.
• 5. Problematization of knowledge and educational tasks. Purposeful educational activity is an analogue of research activity. Therefore, in the technology of developmental education, the method of problematizing knowledge is widely used. The teacher not only informs children of the conclusions of science, but, if possible, leads them along the path of discovery, forces them to follow the dialectical movement of thought towards the truth, and makes them accomplices in scientific research. This corresponds to the nature of thinking as a process aimed at discovering new patterns for the child and ways to solve cognitive and practical problems.

Widely applied method of educational tasks. An educational task in developmental education technology is similar to a problem situation, but the solution to an educational problem does not consist in finding a specific solution, but in finding a general method of action, a principle for solving a whole class of similar problems.

The educational task is solved by schoolchildren by performing certain actions:

• 1) acceptance from the teacher or independent setting of an educational task;
• 2) transforming the conditions of the problem in order to discover the general relationship of the object being studied;
• 3) modeling of the selected relationship in subject, graphic and letter forms;
• 4) transformation of the relationship model to study its properties in its “pure form”;
• 5) construction of a system of particular problems solved in a general way;
• 6) control over the implementation of previous actions;
• 7) assessment of mastering the general method as a result of solving a given educational task.
• 6.Collectively distributed thought activity. Organizing purposeful activities of students is the main and most difficult methodological task of a teacher in developmental education. It is solved using various methods and methodological techniques: problem presentation, the method of educational tasks, collective and group methods, new methods for assessing results, etc.

According to L.S. Vygotsky, the initial subject of mental development is not an individual person, but a group of people. In their socio-cultural activity and under its decisive influence, an individual subject is formed, which at a certain stage of development acquires autonomous sources of its consciousness and moves “to the rank” of developing subjects. Similarly, the sources of the emergence of purposeful learning activity lie not in the individual child, but in the controlling influence of the system of social relations in the class (teacher and student). Each student takes the position of either a subject - or a source of an idea, or an opponent, acting within the framework of a collective discussion of the problem.

Problematic questions cause a certain creative effort in the student, force him to express his own opinion, formulate conclusions, build hypotheses and test them in dialogue with opponents. Such collectively distributed thought activity gives a double result: it helps solve a learning problem and significantly develops students’ skills in formulating questions and answers, looking for arguments and sources of solutions, building hypotheses and testing them with critical reason, reflecting on their actions, and also promotes business and interpersonal communication.

Reflection on your own actions

In contrast to traditional technology, developmental learning involves a completely different nature of assessing educational activities. The quality and volume of work completed by a student is assessed not from the point of view of its compliance with the teacher’s subjective idea of ​​feasibility, accessibility of knowledge to the student, but from the point of view of the student’s subjective capabilities. At the moment, the assessment reflects the student’s personal development and the perfection of his educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. For what is important here is not the A’s in themselves, but the A’s as a means of stimulating the performance of educational activities, as evidence that convinces a “weak” student that he is capable of developing. The pace of personality development is deeply individual, and what is the teacher’s task? not to bring everyone to a certain, given level of knowledge, skills, abilities, but to bring the personality of each student into the development mode, to awaken in the student the instinct of knowledge and self-improvement.

Since the late 50s. In the last century, a research team led by L.V. Zankov began a large-scale experimental study to study the objective laws of the learning process. It was undertaken with the aim of developing the ideas and provisions of L. S. Vygotsky on the relationship between learning and the general development of schoolchildren.
The efforts of L.V. Zankov’s team were aimed at developing a system of teaching younger schoolchildren, with the goal of their general mental development, which is understood as the development of the mind, will, and feelings. The latter acts as the main criterion for the effectiveness of training.
Development is not reduced to assimilation; it is expressed in the emergence of mental formations that are not directly determined by training. Such new formations seem to “run ahead”, beyond the scope of what the child was taught. For example, students acquire the rudiments of a scientific definition of concepts that were not given in the learning process; the ability for subtle detailed observation, for multidimensional understanding of phenomena, for generalization of received partial impressions appears, and this manifests itself when solving new problems that were not previously taught. Another aspect is also important: new formations arising as a result of internal integrative processes may appear later than the corresponding pedagogical influences.
L.V. Zankov names three main lines of development: 1) development of abstract thinking; 2) development of analyzing perception (observation); 3) development of practical skills. These three sides of the psyche reflect three general lines of a person’s relationship to reality: obtaining data about reality with the help of one’s own senses - through observations; abstraction, abstraction from direct data, their generalization; material impact on the world with the aim of changing it, which is achieved through practical actions.
L.V. Zankov set the task of building a system of primary education that would achieve much higher development of younger schoolchildren than when teaching according to the canons of traditional methods. This system was supposed to be created by organizing experimental studies, the conduct of which would change existing practice, demonstrating the effectiveness of the use of special programs and methods. The impact of the training was constantly compared with the developmental level of children in regular classrooms.
This training was comprehensive. This was expressed in the fact that the content of the experiment was not individual objects, methods and techniques, but “checking the legitimacy of
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the effectiveness of the very principles of the didactic system."
L.V. Zankov, setting the task of intensive development of schoolchildren, critically evaluates the unlawful, from his point of view, simplification of educational material, the unjustifiably slow pace of its study and monotonous repetitions. At the same time, the educational material itself often suffers from the paucity of theoretical knowledge, its superficial nature, and subordination to the inculcation of skills. Developmental education is aimed, first of all, at overcoming these learning deficiencies.
The experimental system of developmental education developed by L.V. Zankov contains the following principles:
- the principle of learning at a high level of difficulty. Its implementation involves observing the measure of difficulty, overcoming obstacles, understanding the relationship and systematizing the phenomena being studied (the content of this principle can be correlated with the problematic nature of learning);
- the principle of the leading role of theoretical knowledge, according to which the development of concepts, relationships, connections within an academic subject and between subjects is no less important than the development of skills (the content of this principle can be correlated with the importance of understanding the general principle of action);
- the principle of students’ awareness of their own teaching. It is aimed at developing reflection, at realizing oneself as a subject of learning (the content of this principle can be correlated with the development of personal reflection and self-regulation);
- the principle of working on the development of all students. According to it, individual characteristics must be taken into account, but training must develop everyone, because “development is a consequence of training” (the content of this principle can be correlated with the humanization of the educational process).
Thus, the distinctive features of L.V. Zankov’s system are:
- high level of difficulty at which training is conducted;
- fast pace of learning material;
- a sharp increase in the share of theoretical knowledge;
- students’ awareness of the learning process;
- focus on high overall development of all schoolchildren (this is the core characteristic of the system).
The principle of teaching at a high level of difficulty means, according to L.V. Zankov, not so much that training exceeds the “average norm” of difficulty, but that it reveals the spiritual strength of the child, gives them space and direction. The teacher meant the difficulty associated with understanding the essence of the phenomena being studied, the dependencies between them, and introducing schoolchildren to the true values ​​of science and culture. The most important thing here
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lies in the fact that the assimilation of certain knowledge becomes both the property of the student and a means of ensuring the transition to a higher stage of development. Training at a high level of difficulty requires compliance with a measure of difficulty that is relative in nature.
Another principle is organically connected with the principle of learning at a high level of difficulty: when studying program material, you need to move forward at a fast pace, refusing the monotonous repetition of what you have learned. At the same time, the most important thing is the continuous enrichment of schoolchildren with more and more new knowledge. However, one should not confuse the fast pace of learning with haste in academic work, and one should not strive for a large number of tasks performed by schoolchildren. It is more important to enrich the student’s mind with diverse subject content and create favorable conditions for a deep understanding of the information received.
An effective means of allowing both strong and weak students to progress at a fast pace is the use of a differentiated methodology, the specificity of which is that the same issues of the program can be studied in different depths.
The next principle of L.V. Zankov’s system is the leading role of theoretical knowledge already in the initial period of training. This principle was put forward in opposition to traditional ideas about the concrete thinking of younger schoolchildren. However, L.V. Zankov’s statement does not at all mean a denial of the role of students’ figurative ideas. It only says that concrete thinking cannot be considered a leading indicator of the level of mental development of younger schoolchildren.
Thus, primary schoolchildren are capable of mastering a scientific term, which is based on a correct generalization. Research has shown that among primary school students, distraction and generalization, expressed in verbal form, are observed in the process of forming new concepts, in the course of generalized recognition of unfamiliar objects and in awareness of the moral qualities of characters when reading fiction. The concept according to which the development of thinking of a primary school student is presented as a gradual increase in abstraction and generalization of thinking is outdated. Even L. S. Vygotsky, based on a study of the formation of concepts at school age, noted that it is carried out in different ways, including from the abstract to the concrete in the learning process. Therefore, limiting ourselves to the formation of only concrete thinking in younger schoolchildren means slowing down their development.
Along with the assimilation of terms and definitions, a large place in the education of younger schoolchildren is occupied by the study of dependencies, laws (for example, the commutative law of addition, mental
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knowledge in the course of mathematics, patterns of seasonal changes in the life of plants and animals in natural science, etc.).
On the basis of full-fledged general development, on the basis of a deep understanding of relevant concepts, relationships, and dependencies, practical skills and abilities are formed.
L.V. Zankov attached great importance to the principle of students’ awareness of the learning process. He emphasized the importance of understanding educational material, the ability to apply theoretical knowledge in practice, mastering mental operations (comparison, analysis, synthesis, generalization), and also recognized the need for a positive attitude of schoolchildren to educational work. All this, according to L.V. Zankov, is necessary, but not sufficient for successful learning. The process of mastering knowledge and skills should become an object of awareness for the student.
A special place in this system is occupied by the principle of targeted and systematic work on the development of all students, including the weakest.
With the traditional teaching method, weak students are bombarded with an avalanche of training exercises necessary to overcome their failure. The experience of L.V. Zankov showed the opposite: overloading underachievers with training tasks does not contribute to their development, but only increases the lag. Underachieving students, no less, but more than other students, need systematic training. Experiments have shown that such work leads to shifts in the development of weak students and to better results in mastering knowledge and skills.
The principles considered were concretized in programs and methods for teaching grammar, reading, mathematics, history, natural history and other subjects.
A comparative study of the general mental development of junior schoolchildren in experimental and regular classes was carried out through individual examination. The peculiarities of observation (perception), thinking, and practical actions in the manufacture of a given object were studied. The developmental characteristics of some children were specifically monitored throughout primary education (longitudinal study). In particular, the relationship between thinking and emotions, observation and thinking was analyzed, and the state of general mental, and not just mental development, was examined.
L. V. Zankov’s system is distinguished by its richness of content. It sets the task of giving a general picture of the world based on science, literature, and art. There are no main or non-main subjects here. The content of learning should create harmony of colors, sounds, and human relationships.
The methods are characterized by versatility, focus on awakening the mind, feelings, positive emotional experiences.
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vaniya. The didactic core of the lesson is the activity of the students themselves. Students do not just decide and discuss, but observe, compare, classify, find out patterns, and draw conclusions. “Development is in cooperation” is the most important idea that permeates the methods and forms of educational activities of schoolchildren. In a joint search, the child strains his mind, and even with minimal participation in joint activities, he feels like a co-author, which significantly rearranges the motivational sphere.
The flexibility and dynamism of the lesson structure is due to the fact that the learning process is organized “from the student.” The lesson is structured taking into account the logic of children's collective thoughts and at the same time maintains integrity, organicity, logical and psychological completeness.
Particular attention is paid to the selection and formulation of tasks and questions. They should awaken students’ independent thoughts, stimulate collective search, and activate the mechanisms of creativity.
The structure of textbooks for primary grades is such that it is associated with a certain idea of ​​​​the formation of a system of knowledge among schoolchildren.
L.V. Zankov considers it fair that when mastering a concept (in any class), the term is communicated to schoolchildren not as a result of studying the relevant phenomena, but during the study, since it serves as a means of generalization. The process of mastering a term goes through a series of steps that the STUDENT goes through and which lead him to the desired result. They are like that. At first, the term is used by the teacher; children are not required to operate with the term. Next, exercises are practiced in selecting particular cases to the general concept. Then such exercises are carried out when students recognize and distinguish the phenomena designated by this term from a number of others. This is followed by exercises that, in their logical and psychological structure, represent the selection of a general concept to a particular case. As a result of this work, the term is transferred from the passive vocabulary of schoolchildren to an active one.
Educational material is built and absorbed by schoolchildren in the logic of increasing differentiation of knowledge, from the whole to the part. Students are introduced to a concept that remains at first as an “unformulated generalization.” This concept is increasingly differentiated, clarified, and specified when studying other, new sections of the topic. The material is arranged in such a way that each of the proposed tasks finds its natural continuation in subsequent sections. Returning to what has been covered is not limited to formally reproducing the material in the form in which it was studied. In the system of L.V. Zankov, a return to what has been passed is at the same time a significant step forward.
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The didactic system proposed by L.V. Zankov turned out to be effective for all stages of the learning process. However, despite its productivity, to date it remains insufficiently in demand in school practice. In the 60s and 70s. attempts to introduce it into mass school practice did not produce the expected results, since teachers were unable to provide the new programs with appropriate teaching technologies.
Orientation of the school in the late 80s - early 90s. on personal development education led to the revival of this didactic system. But, as practice shows, the didactic principles proposed by L.V. Zankov are not fully used.

L.V. Zankov’s system appeared and became widespread in the 50s of the 20th century. According to the scientist, the school did not reveal the child’s mental development reserves. In his laboratory, the idea of ​​development as a leading criterion for school work first arose. The system of developmental education according to L.V. Zankov can be called a system of early intensified comprehensive development of the student’s individuality.

Idea: high overall development of the schoolchild, which L.V. Zankov understands as the appearance of new formations in the child’s psyche, not directly determined by education, but arising as a result of internal, deep integration processes. General development is the appearance of such new formations in all spheres of the psyche: the mind, will, feelings of the student, when each new formation becomes the fruit of the interaction of all these spheres and promotes the development of the child’s individuality as a whole.

Knowledge in itself does not ensure development, although it is its prerequisite. In the process of learning, it is not knowledge, skills and abilities that arise, but their psychological equivalent - cognitive (cognitive) structures, i.e., schemes through which a person looks at the world, sees and understands it. These are relatively stable, compact, generalized semantic system representations of knowledge, methods of obtaining and using it, stored in long-term memory. Cognitive structures are the essence that develops with age and in the learning process. The results of this are expressed in the characteristics of mental activity: in perception, thinking, speech, the level of arbitrariness of behavior, memory, in the quantity and clarity of knowledge and skills.

Process : for the greatest effectiveness of the overall development of schoolchildren, L. V. Zankov developed didactic principles of developmental education:

• targeted development based on an integrated developmental system;
• consistency and integrity of content;
• the leading role of theoretical knowledge;
• training at a high level of difficulty;
• progress in learning the material at a rapid pace;
• the child’s awareness of the learning process;
• inclusion in the learning process of not only the intellectual, but also the emotional sphere (the role of observation and practical work);
• problematization of content (collisions);
• variability of the learning process, individual approach;
• work on the development of all (strong and weak) children. Training programs are structured as a division of the whole into diverse forms and stages, the emergence of differences in the process of content movement. The central place is occupied by the work on a clear distinction between the different characteristics of the objects and phenomena being studied, which is carried out within the framework of the principle of systematicity and integrity: each element is assimilated in connection with the other and within a certain whole. The deductive approach to the formation of concepts, ways of thinking, and activity is not denied, but still the dominant principle in this system is the inductive path.

A special place is given to the process of comparison, since through a well-organized comparison they establish in what ways things and phenomena are similar and in what ways they are different, and differentiate their properties, aspects, and relationships. The main attention is paid to the development of analyzing observation, the ability to identify different aspects and properties of phenomena, and their clear verbal expression.

The lesson remains the main element of the learning process, but in L. V. Zankov’s system its functions and form of organization can vary significantly. Its main invariant qualities:

• goals are subject not only to communication and testing of knowledge, but also to other groups of individual and personality properties;
• polylogue in the classroom, based on children’s independent mental activity;
• collaboration between teacher and student.

Features of the lesson. The transformative nature of the student’s activity: observe, compare, group, classify, draw conclusions, find out patterns. Hence the different nature of the tasks: not just to copy and insert the missing letters, to solve the problem, but to awaken them to mental actions and their planning.

Intensive independent activity students, associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.

Collective search, guided by the teacher, which is provided with questions that awaken the independent thoughts of students, and preliminary homework.

Creation of pedagogical communication situations in the classroom, allowing each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.

Creating conditions for the manifestation of cognitive activity students:

• - the teacher creates problematic situations and collisions;
• - uses a variety of forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;
• - draws up and discusses a lesson plan with students;
• - creates an atmosphere of interest for each student in the work of the class;
• - encourages students to make statements, use different ways to complete tasks without fear of making mistakes, getting the wrong answer, etc.;
• - uses didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him;
• - evaluates not only the final result (right - wrong), but also the process of the student’s activity;
• - encourages the student’s desire to find his own way of working (solving a problem), analyze the methods of work of other students, choose and master the most rational ones.

An essential feature of L.V. Zankov’s system is tracking the development of schoolchildren. Involving a student in learning activities focused on his potential capabilities, the teacher must know what methods of activity he mastered during previous training, what are the psychological characteristics of this process and the degree to which students comprehend their own activities. To identify and track the level of general development of a child, L. V. Zankov proposed the following indicators:

• observation is the initial basis for the development of many important mental functions;
• abstract thinking - analysis, synthesis, abstraction, generalization;
• practical actions - the ability to create a material object. Successful solving of difficult problems ends with the powerful inclusion of positive reinforcement systems.

Result: L. V. Zankov’s system involves the student in various types of activities, uses didactic games, discussions, and teaching methods aimed at enriching imagination, thinking, memory, and speech in teaching. In general, L.V. Zankov’s system creates conditions for the development of the main components of the intellectual, motivational and emotional spheres in younger schoolchildren.

Primary general education

Line UMK Zankov. Literary reading (1-4)

Line UMK Zankov. Mathematics (1-4)

Line UMK Zankov. The world around us (1-4)

Line UMK Zankov. ORKSE (4)

Developmental education system L.V. Zankova

“One step in learning can mean a hundred steps in development” (L.S. Vygotsky)

Pedagogical foundations of the system

Academician L.V. Zankov and his collaborators - specialists in the field of psychology, physiology, defectology, and pedagogy - discovered patterns of the impact of external influence on the development of primary schoolchildren. They have proven that not all learning contributes to the optimal development of a child's capabilities.

Developmental education system L.V. Zankova: Features of selection and structuring of training course content

Subject content is selected and structured on the basis of the didactic principle of the leading role of theoretical knowledge. This creates conditions for students to explore the interdependence of phenomena and their internal essential connections.

Developmental education system L.V. Zankova:Organization of independent cognitive activity of schoolchildren In children of the 21st century. we must cultivate the habit of change and innovation; we must teach them to quickly respond to changing conditions, obtain the necessary information, and analyze it in a variety of ways. Listening, repeating, and imitation are being replaced by new requirements: the ability to see problems, calmly accept them, and solve them independently.

Conclusion

Natalia Vasilyevna Nechaeva, candidate of pedagogical sciences, professor, author of the courses “Teaching literacy”, “Russian language”, academic since 1967: “The main objective of this article was to show the systematic approach to solving the educational goal - personal development. In this case, every step of the authors of the system and textbooks turns out to be pedagogically justified and non-random. We briefly discussed the following components of training:

1) the presence of an integral psychological and pedagogical training system, the goal of which is the development of the individual, the development of everyone, which requires individualization of the learning process;

2) the integrated nature of the content of the courses: a) different levels of generalization (supra-subject, interdisciplinary and subject), b) theoretical and practical orientation, c) studied, studied and propaedeutic familiarization with future program material, d) intellectual and emotional richness;

3) organization of independent cognitive activity on the basis of integrated content with a combination of: a) different levels of mental activity (visual-effective, visual-figurative, verbal-figurative and verbal-logical, or theoretical), b) different types of problem tasks; c) different levels of individual assistance (from hinting to direct) for the successful completion of each task by each child;

4) the student’s ability to choose: a) tasks (tasks to choose from), b) forms of completing tasks (pair, group, individual), c) sources of knowledge, d) the ability to influence the course of the lesson, etc.

5) a comparative study of the effectiveness of a child’s learning and development in relation to his own achievements, starting from the starting level;

6) atmosphere of interaction: teacher - student - student - parent.

Always in teaching, which puts the child’s personality at the forefront, the most significant place will be occupied by what cannot be described in any methodology: light, heat and time. Leonid Vladimirovich Zankov instructed the authors of textbooks: “Always distinguish between what should be taught to a child and what is not necessary and even harmful.” He called on the teacher to go into the shadows and build the learning process from the student.

By releasing the system into practice, we (the authors of the system and the educational complex) offer the teacher only one of its components: the one that provides an external influence on the child’s development and only creates conditions for activating his internal potential. For these conditions to become a reality, as well as the potential capabilities of the child, we need a creative, independently thinking teacher who loves his profession. Without such a teacher, the system is dead. It is such a teacher who will not allow a student to experience the “three Cs” in his lesson: boredom, shame and fear.

In 2017, the developmental education system turns 60 years old. And 2016 marked the 120th anniversary of the birth of L.S. Vygotsky and 115 years since the birth of L.V. Zankova.

The anniversary celebration of the developmental education system concerns our entire school and pedagogical science, to which L.V. Zankov so organically integrated philosophy, psychology, physiology, and defectology. After all, at the center of pedagogical science is our child - an integral, very complex personality, whose fate largely depends on how he lives his school years. History of the developmental education system L.V. Zankova is an example of a responsible attitude towards pedagogical transformations. We have taken the right path - through studying the child, through understanding the requirements of the era, the social order - towards constant improvement of the system. The development system must be developing. And our main contribution in recent years is a systematic approach to the development of a methodological level of a developmental education system, which makes it even more transferable, possible to master, and brings it even closer to every child. This is what we show at our numerous courses and seminars both in the territories and in Moscow.

Understanding the child and moving towards him is the most promising direction in the development of the developmental education system. And we are glad to go in this direction together with scientists, managers, methodologists and thousands of teachers!”