Methodical advice. Work programs by subject: recommendations for drawing up a Model work program for
Basic general education, secondary (complete) general education) in educational areas, approved by order of the Ministry of Education of Russia dated March 5, 2004, No. 1089;
Federal state standard of basic general education, approved by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897;
Sample Russian language program;
The program of the Ministry of Education and Science of the Russian Federation for secondary schools “Russian language. 10-11 grades "N. G. Goltsova.
In connection with the goal, the following were set tasksensuring the implementation of a personality-oriented approach to learning:
Mastering knowledge about the Russian language, its structure and functioning in various spheres and situations of communication; about stylistic resources of the Russian language; about the basic norms of the Russian literary language; about Russian speech etiquette; the formation of skills to recognize, analyze, classify linguistic facts, evaluate them from the point of view of normativity, compliance with the situation and the sphere of communication; skills to work with text, carry out information search, extract and transform the necessary information
Education of citizenship and patriotism, a conscious attitude to language as a cultural phenomenon, the main means of communication and knowledge acquisition in various spheres of human activity; fostering interest and love for the Russian language;
Improvement of speech and thinking activity, communication skills and skills, ensuring fluency in the Russian literary language in different areas and situations of its use; enrichment of vocabulary and grammatical structure of students' speech; development of readiness and ability for speech interaction and mutual understanding, the need for speech self-improvement;
The period of study in grades 5-11 covers almost all stages of the formation of a linguistic personality. The task of teaching in grades 10-11 is the development and improvement of students' abilities for speech interaction and social adaptation. At the basic level of training, it is envisaged to deepen and expand knowledge about the language norm and its varieties, the norms of speech behavior in various spheres of communication, improving the skills to model one's speech behavior in accordance with the conditions and tasks of communication.
General characteristics of the subject
The Russian language is the most important part of the national culture of the Russian people. As an academic discipline, it is of paramount importance, since it is not only a subject of study, but also the most important means of learning other sciences, a means of intellectual, spiritual, aesthetic development of students. Metasubject educational functions of the native language determine the universal, generalizing nature of the impact of the subject "Russian language" on the formation of a student's personality in the process of his studies at school. The Russian language is the basis for the development of thinking, imagination, intellectual and creative abilities of students; the basis for personal self-realization, the development of the ability to independently assimilate new knowledge and skills, including the organization of educational activities. The native language is a means of familiarizing with the spiritual wealth of Russian culture and literature, the main channel for socialization of the individual, familiarizing it with the cultural and historical experience of mankind. As a form of storage and assimilation of various knowledge, the Russian language is inextricably linked with all school subjects, affects the quality of their assimilation, and later on the quality of mastering professional skills. The ability to communicate, to achieve success in the communication process, high social and professional activity are the characteristics of a personality that largely determine a person's achievements in almost all areas of life, contribute to his social adaptation to the changing conditions of the modern world. The Russian language is the basis for the formation of ethical norms of a child's behavior in different life situations, the development of the ability to give a reasoned assessment of actions from the standpoint of moral norms
In the 11th grade in the Russian language course, the study of syntax and punctuation occurs in close connection with morphology and spelling. In order to prepare students for the Unified State Exam, a system of practical and test works has been thought out, including typical exam tasks in grade 11, complex text analysis, work with means of artistic expression, various types of linguistic analysis. A special place is given to phonetic analysis, showing the change in sound quality in the stream of speech, the difficulties of orthoepy, the types of morphemic and derivational analysis.
Description of the place of the Russian language in the curriculum
In the 11th grade of the basic level, 34 hours are allocated for the study of the Russian language, that is, 1 hour per week for 34 academic weeks.
Personal, metasubject and subject results of mastering the Russian language
Personal The results of mastering the Russian language program by the graduates of the basic school are:
1) understanding of the Russian language as one of the main national and cultural values \u200b\u200bof the Russian people, determining the role of the native language in the development of intellectual, creative abilities and moral qualities of the individual, its importance in the process of obtaining school education;
2) awareness of the aesthetic value of the Russian language; respectful attitude to the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture; striving for speech self-improvement;
3) a sufficient volume of vocabulary and learned grammatical means for the free expression of thoughts and feelings in the process of verbal communication; the ability to self-esteem based on observation of their own speech.
Metasubject
1) possession of all types of speech activity:
Adequate understanding of the information of oral and written communication;
Possession of different types of reading;
Ability to extract information from various sources, including mass media, educational CDs, Internet resources;
Mastering the methods of selection and systematization of material on a specific topic; the ability to conduct an independent search for information, its analysis and selection; the ability to transform, preserve and transmit information obtained as a result of reading or listening, including with the help of technical means and information technology;
The ability to determine the goals of the upcoming educational activity (individual and collective), the sequence of actions, evaluate the results achieved and adequately formulate them orally and in writing;
Ability to freely, correctly express their thoughts in oral and written form;
Ability to speak in front of an audience of peers with short messages, a report;
2) application of the acquired knowledge, abilities and skills in everyday life; the ability to use the native language as a means of acquiring knowledge in other academic subjects, to apply the acquired knowledge, skills and abilities to analyze linguistic phenomena at the interdisciplinary level (in the lessons of a foreign language, literature, etc.);
3) communicatively expedient interaction with people around in the process of verbal communication, joint performance of any task, participation in disputes, discussions; mastering national and cultural norms of speech behavior in various situations of formal and informal interpersonal and intercultural communication.
Subject The results of mastering the Russian (native) language program by the graduates of the basic school are:
1) an idea of \u200b\u200bthe Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia; on the connection between the language and culture of the people; the role of the native language in the life of a person and society;
2) understanding the defining role of language in the development of the intellectual and creative abilities of an individual, in obtaining education, as well as the role of the Russian language in the process of self-education;
2) possession of all types of speech activity:
listening and reading:
Adequate understanding of the information of the oral and written communication (purpose, topic of the text, basic and additional information);
Possession of information processing skills of the read text (plan, theses); methods of working with a book, periodicals;
Ability to freely use dictionaries of various types, reference literature, including electronic media;
Adequate listening comprehension of texts of different styles and genres; possession of various types of listening (with a complete understanding of the audio text, with an understanding of its main content, with selective extraction of information);
The ability to compare speech utterances in terms of their content, belonging to a certain functional variety of language and the language means used;
speaking and writing:
Ability to reproduce in oral and written form a listened or read text with a given degree of convolution (retelling, plan, theses);
The ability to freely, correctly express one's thoughts in oral and written form, to comply with the norms for constructing the text (consistency, consistency, coherence, compliance with the topic, etc.); to adequately express their attitude to the facts and phenomena of the surrounding reality, to what they read, heard, seen;
Ability to create oral and written texts of different types and styles of speech, taking into account the concept and situation of communication; create texts of various genres (story, review, letter, receipt, power of attorney, statement), while making a conscious choice and organization of language means in accordance with the communicative task;
3) presents the material consistently and correctly from the point of view of the norms of the literary language.
Rating "4" is posed if the student gives an answer that meets the same requirements as for grade "5", but makes 1-2 mistakes, which he himself corrects, and 1-2 shortcomings in the sequence and language of the presentation.
Rating "3" posed if the student discovers knowledge and understanding of the main provisions of the topic, but:
1) sets out the material incompletely and allows inaccuracies in the definition of concepts or the formulation of rules;
2) does not know how to substantiate his judgments deeply and conclusively enough and give his examples;
3) presents the material inconsistently and makes mistakes in the language of the presentation.
Rating "2" is posed if the student discovers ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions and rules that distort their meaning, randomly and uncertainly presents the material.
Grade "2" marks such shortcomings in the preparation of the student, which are a serious obstacle to the successful mastery of the subsequent material.
Rating "1" placed if the student discovers a complete ignorance or misunderstanding of the material.
The mark ("5", "4", "3") can be given not only for a one-time answer (when a certain time is allotted to check the student's preparation), but also for a dispersed answer, ie for the sum of the answers given by the student during the lesson (the lesson point is displayed), provided that during the lesson not only the student's answers were heard, but also his ability to apply knowledge in practice was tested.
(Grades 5-8)
Subject line of textbooks
T. A. Ladyzhenskaya,
M. T. Baranova,
L.A. Trostentsova and others.
2017
EXPLANATORY NOTE
General characteristics of the subject
The work program in the Russian language for grades 5-9 was compiled using materials Federal State Educational Standard of Basic General Education ",An exemplary program in Russian (native) language for basic school and a work program in Russian for the subject line of textbooks by T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others.
Results of studying a subject
Personal resultsmastering the Russian (native) language program by the graduates of the basic school are:
1) understanding of the Russian language as one of the main national and cultural values \u200b\u200bof the Russian people; the defining role of the native language in the development of intellectual, creative abilities and moral qualities of an individual; its importance in the process of obtaining school education;
2) awareness of the aesthetic value of the Russian language; respectful attitude to the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture; striving for speech self-improvement;
3) a sufficient volume of vocabulary and learned grammatical means for the free expression of thoughts and feelings in the process of verbal communication; the ability to self-esteem based on observation of their own speech.
Metasubject resultsmastering the programs in the Russian (native) language for the graduates of the basic school are
1) possession of all types of speech activity:
Adequate understanding of the information of oral and written communication;
Possession of different types of reading;
Adequate listening comprehension of texts of different styles and genres;
Ability to extract information from various sources, including mass media, educational CDs, Internet resources; freely use dictionaries of various types, reference literature;
Mastering the methods of selection and systematization of material on a specific topic; the ability to conduct an independent search for information, its analysis and selection;
Ability to compare and compare speech utterances from the point of view of their content »stylistic features and used linguistic means;
The ability to determine the goals of the upcoming educational activity (individual and collective), the sequence of actions, evaluate the results achieved and adequately formulate them orally and in writing;
Ability to reproduce heard or read text with varying degrees of convolution;
Ability to create oral and written texts of different types, styles of speech and genres, taking into account the intention, addressee and situation of communication;
Ability to freely, correctly express their thoughts in oral and written form;
Possession of various types of monologue and dialogue;
Observance in the practice of verbal communication of the basic orthoepic, lexical, grammatical, stylistic norms of the modern Russian literary language; compliance with the basic rules of spelling and punctuation in the process of written communication;
Ability to participate in speech communication, observing the norms of speech etiquette;
The ability to evaluate one's speech in terms of its content, language design; the ability to find grammatical and speech errors, shortcomings, correct them; improve and edit your own texts;
Ability to speak in front of an audience of peers with short messages, reports;
2) application of the acquired knowledge, abilities and skills in everyday life; the ability to use the native language as a means of acquiring knowledge in other academic subjects, to apply the acquired knowledge, skills and abilities to analyze linguistic phenomena at the interdisciplinary level (in the lessons of a foreign language, literature, etc.);
3) communicatively expedient interaction with people around in the process of verbal communication, joint performance of any task, participation in disputes, discussions; mastering national and cultural norms of speech behavior in various situations of formal and informal interpersonal and intercultural communication.
Subject resultsmastering the Russian (native) language programs by the graduates of the basic school are:
1) an idea of \u200b\u200bthe main functions of the language, the role of the Russian language as the national language of the Russian people, as the state language of the Russian Federation and the language of interethnic communication, on the connection between the language and culture of the people, on the role of the native language in the life of a person and society;
2) understanding the place of the native language in the system of the humanities and its role in education in general;
3) mastering the basics of scientific knowledge about the native language; understanding the relationship of its levels and units;
4) mastering the basic concepts of linguistics: linguistics and its main sections; language and speech, speech communication, oral and written speech; monologue, dialogue and their types; situation of verbal communication; colloquial speech, scientific, journalistic, official and business styles, the language of fiction; genres of scientific, journalistic, official-business styles and colloquial speech; functional and semantic types of speech (narration, description, reasoning); text, text types; the main units of the language, their signs and features of their use in speech;
5) mastering the basic stylistic resources of the vocabulary and phraseology of the Russian language, the basic norms of the Russian literary language (orthoepic, lexical, grammatical, spelling, punctuation), the norms of speech etiquette; using them in their speech practice when creating oral and written statements;
6) identification and analysis of the basic units of the language, grammatical categories of the language, the appropriate use of linguistic units is adequate to the situation of speech communication; conducting various types of analysis of a word (phonetic, morphemic, derivational, lexical, morphological), syntactic analysis of a word combination and a sentence, multifaceted analysis of a text in terms of its main features and structure, belonging to certain functional varieties of language, peculiarities of language design, use of expressive means of language ;
7) understanding the communicative and aesthetic possibilities of lexical and grammatical synonymy and using them in their own speech practice;
8) awareness of the aesthetic function of the native language, the ability to assess the aesthetic side of speech utterance when analyzing the texts of fiction.
competence.
Section 1. Speech and verbal communication
1. Speech and verbal communication. Speech situation. Oral and written speech. Dialogic and monologic speech. Monologue and its types. Dialogue and its types.
2. Awareness of the main features of oral and written speech; analysis of samples of oral and written speech. Distinguishing between dialogical and monologic speech. Possession of various types of monologue and dialogue. Understanding of the communicative goals and motives of the speaker in different communication situations. Possession of the norms of speech behavior in typical situations of formal and informal interpersonal communication.
Section 2. Speech activity
1. Types of speech activity: reading, listening (listening), speaking, writing.
The culture of reading, listening, speaking and writing.
2. Mastering the main types of speech activity. Adequate understanding of the basic and additional information of the text, perceived visually or by ear. Transfer of the content of the read or listened text in a compressed or expanded form in accordance with the situation of speech communication. Mastering the practical skills of viewing, introductory, studying readings, techniques for working with a textbook and other information sources. Mastering various types of listening. Presentation of the content of the listened or read text (detailed, concise, selective).
Creation of oral and written monologues, as well as oral dialogical statements of different communicative orientation, taking into account the goals and situation of communication. Selection and systematization of material on a specific topic; search, analysis and transformation of information extracted from various sources.
Section 3. Text
1. The concept of the text, the main features of the text (articulation, semantic integrity, coherence). Theme, main idea of \u200b\u200bthe text. Microtheme of the text.
Means of communication of sentences and parts of the text. A paragraph as a means of compositional and stylistic division of the text.
Functional and semantic types of speech: description, narration, reasoning. The structure of the text. The plan of the text and theses as types of information processing of the text.
2. Analysis of the text from the point of view of its theme, main idea, structure, belonging to the functional-semantic type of speech. Dividing the text into semantic parts and drawing up a plan. Determination of means and ways of linking sentences in the text. Analysis of the language features of the text. The choice of language means depending on the purpose, topic, main idea and communication situation. Creation of texts of various types, styles, genres. Compliance with the norms of text construction (consistency, consistency, coherence, compliance with the topic, etc.). Assessment and editing of oral and written speech utterance.
Section 4. Functional varieties of language
1. Functional varieties of language: spoken language; functional styles: scientific, journalistic, formal and business; language of fiction.
2. The main genres of scientific (review, speech, report), publicistic (speech, interview), official business (receipt, power of attorney, statement) styles, colloquial speech (story, conversation).
Interview with M.R. Leontyeva
A mathematician by education, she worked for more than 20 years in the Ministry of Education of the USSR, for 10 years she worked as the chief editor of "Education"
The word "program" now sounds everywhere, it is given different definitions ... And what kind of programs can there be?
The program is a capacious, multidimensional Russian word. In the education system, in the Education Law, the word program is also used to characterize various documents. In the education system, there are two programs that determine the levels of education: general education and vocational.
General education programs include: preschool, primary general, basic general and secondary (complete) general education.
At the same time, in accordance with the Law, each level has a Basic Educational Program: OOP for primary, OOP for basic and OOP for secondary (complete) general education. What is OOP? It is the standard that determines the structure of the main educational program.
For example, the Federal State Educational Standard of primary education defines the structure of the PLO as follows: an explanatory note, the planned results of mastering the PLO by students, the curriculum of primary education, the program for the formation of UUD, the programs of individual academic subjects, the program of spiritual and moral development, education of students, the program for the formation of a culture of a healthy and safe lifestyle , program of corrective work, a system for assessing the achievement of planned results.
In other words, the main educational program of an educational institution is all areas of school activity.
We are going to talk about programs in academic subjects.
The law provides that an educational institution has work programs in academic subjects. Often in this case, a beautiful name is used - the author's program.
The law does not provide and does not interpret copyright programs. The Law has a work program, which means that a teacher at a school must have his own work program. Anyone? Not! With the approval of the Federal State Educational Standard of Primary Education, the standard rigidly defined the structure of programs in academic subjects.
What is a work program and why is it needed?
Why is it needed? The teacher has always worked and works according to the program. Previously, curricula in academic subjects were approved by the Ministry, in recent years they have not been approved or considered. And teachers today work according to these very author's programs, which have a different structure and, as a rule, are more like concepts than programs.
The program must contain an explanatory note with the objectives of teaching the subject; general characteristics of the subject; personal, meta-subject and subject results, the achievement of which is ensured by the program, the content of the academic subject, course, as well as thematic planning with the definition of the main types of educational activities and a description of the material and technical support.
In fact, the state put in order a document that is very important for education - the curriculum for the academic subject. It is already known that many work programs have appeared on the market of educational literature, invented and drawn up arbitrarily. However, they are of little use to the teacher. The school has the right to choose its own textbooks. But in accordance with the Federal State Educational Standard, a work program must be drawn up, it must be included in the main educational program of the school, and the curriculum for the academic subject must have a rigidly established structure.
The difference between authoring and working is already clear. The author's copy is not legalized, is written arbitrarily by the author, and may not be in any way related to the Standard. The working program has an established structure and is rigidly connected with the sections of the Standard, especially with the requirements for the results of mastering OOP.
Sample programs in academic subjects are prepared by order of the Ministry of Education and are an integral part of the sample basic educational program and are published on the website of the Ministry. They can be the basis of work programs.
That is, the school principal or teacher cannot add their own sections?
The curriculum for a subject or course should contain certain sections, but this does not mean that you cannot add something of your own. I may have a work program for a subject, in which, along with the rest, I will also include tests or planned results to be achieved. It is necessary to show (and the teacher himself to know!) What personal, meta-subject and objective results you need to achieve, what content is invested here and what types of educational activities will be applied. That is why now the publisher, to the best of its understanding, begins to do work programs to help the teacher, whose structure exactly corresponds to the Federal State Educational Standard.
If he presents this program, is an external review necessary?
The law does not provide for this. The teacher should be careful when buying a work program prepared by a publisher. He must remember that by order of the minister it is determined what should be in this work program. And if he bought some kind of work program in which there are only three columns of thematic planning, then this cannot be passed off as a work program. That is, it is imperative to see whether the structure and content of the program corresponds to the Federal State Educational Standard, or not. And if not, he will have to create his own program and add to it everything that the standard requires. Therefore, the publishing house "Enlightenment" with great difficulty, but makes work programs that clearly meet the federal standard. I must say that the authors are resisting, because they are already used to the fact that “in my program I will tell you what a new, interesting course I have, how I acted, how I thought when I created this program ...” But this is not for the teacher it is necessary! In fact, from an explanatory note to thematic planning, this is a state document, and then the features of the course already begin, which are revealed in thematic planning.
If a teacher writes a work program, is it part of the main educational program of the institution, and the relevant review is received by the program of the institution, and not a separate work program?
As a rule, the main educational program of the school is coordinated with the founder, and subject programs are watched by subject methodologists.
What can be reviewed in the curriculum for the subject? The structure is determined by the Federal State Educational Standard, personal, meta-subject and subject results - in this program there should be those that are dictated by the standard. And if the content is reviewed, then this is strange, since the content is a reflection of the fundamental core and in fact should be taken from sample programs in academic subjects. The structure of the course that I have chosen, in general, no one can dictate to me. I must describe this structure in my work program, that is, I need to review not the program, but the textbook. And the Ministry has already reviewed it, because the textbook is selected from the federal list, which is approved by the Ministry. Nobody should review thematic planning at all, because it's my business, how I create it. In general, methods, teaching methods, distribution of material, speed of study - all this is my technique, and no one reviews it.
You should always look at the source. First, teachers should read the GEF, find out what is specific to the teacher in it.
Quite right.
If I, as a teacher, are responsible for the textbook, then the choice can only be from the federal list.
It is so determined by law.
Previously, there were results at the end of classes, but now there are stages of learning!
The standard says there are target outcomes in all subjects. In the approximate basic educational program, which will be legalized by the Ministry, there are planned results in all subjects, and the teacher should be guided by them.
Is it legitimate for school officials to ask for printed programs?
Not your business, dear administration! You can only check the points of the program and the standard. And where I get it - whether I create it myself or buy it - it's not limited by anything.
Should there be control forms in the program on the subject?
The standard does not provide for this. However, the school itself, in accordance with the Federal State Educational Standard, as we have said, should make a school curriculum for the assessment system. Methodological associations should discuss what system of assessment and control should be in the school. Parents and reviewers should be aware that the school has self-esteem, bi-weekly testing, or something else.
There are questions from teachers: do I need to program programs?
I would reassure people that, unfortunately, they are not alone! Apparently, neither the head teacher, nor the director know that for more than five years the Ministry of Education has not stamped programs, the Ministry of Education has been examining only textbooks. And the Law "On Education" provides only for the examination of textbooks. Therefore, a program with a signature can only be found before 1995.
An approximate work program for the academic subject was created for the line of textbooks in printed and electronic forms "Music" for grades 1-4. Chelysheva, V.V. Kuznetsova. The textbooks of the line correspond to the federal state educational standard of primary general education and are included in the federal list.
This manual will help the teacher to competently draw up a work program, as well as organize educational activities and monitor its results.
PLACE OF THE EDUCATIONAL SUBJECT IN THE CURRICULUM.
In accordance with the approximate curriculum for educational institutions using the "Prospective Primary School" teaching materials, the subject "Music" is presented in the subject area "Art", studied from 1 to 4 grades for one hour per week. At the same time, in the 1st grade, the course is designed for 33 hours (33 academic weeks), and in each of the subsequent classes - for 34 hours (34 academic weeks).
The subject “Music” is in organic connection with the subject “Fine Arts”, as well as subjects of other subject areas, such as “Literary Reading”, “The World Around”, “Fundamentals of Religious Cultures and Secular Ethics”, etc. the process of implementing the program forms the spiritual and moral foundations of the child’s personality, instills a culture of communication with adults and peers, develops the culture of spoken language, applies knowledge about a person as part of nature, a person as a carrier and creator of culture. Music lessons supplement and enrich the knowledge of an elementary school student about the picture of the world, about the history of Russia, about the cultural traditions of the peoples inhabiting it, the student realizes the place of his native land as an integral part of Russia.
CONTENT
Explanatory note
Goals and objectives of the subject "Music"
Basic principles and leading methods of implementing the curriculum for the subject "Music"
The main types of educational activities of students
General characteristics of the subject
Place of the subject in the curriculum
Values \u200b\u200bfor the content of the subject
Personal, meta-subject and subject results of the development of the subject
Criteria for assessing the results of the development of a subject
The content of primary education in the subject “Music”
Thematic planning and core learning activities
The system of tasks focused on the formation of UUD
Educational-methodical and material-technical support of the educational process
Material and technical equipment of the program implementation process
Educational and methodological equipment for the implementation of the Music program
Musical material for the themes of the curriculum on the subject "Music".
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According to paragraph 7 of Art. 32 of the Law of the Russian Federation “On Education”development and approval work programs of training courses, subjects, disciplines (modules) are assignedto competence and responsibility educational institution.
Work programs are one of the main components educational program of a general educational institution, as well as a means of fixing the content of education in educational subjects of the invariant part of the curriculum of a general educational institution intended for compulsory study, as well as elective, elective courses and additional subjects (courses) of the variable part of the curriculum. Also, work programs are drawn up for subject circles that expand the capabilities of the curriculum.
In order to bring the work programs in line with the existing requirements, we suggest that you familiarize yourself with the guidelines for their development and design.
1. The status of work programs in a general educational institution
Working programm - this is a document that determines the content, volume, and order of studying a particular discipline, according to which the teacher directly carries out the educational process in a specific class on a subject, elective and optional courses, subject circles. Taken together, it is the work programs that determine the content of the activities of the general educational institution in accordance with the educational program aimed at implementing the Federal State Educational Standard of General Education, taking into account the peculiarities of the educational policy of the general educational institution, the status of the general educational institution (type and type, see http: //edu.tomsk .gov.ru / ou / ou.html), educational needs and requests of students, characteristics of the contingent of students, the author's idea of \u200b\u200bthe teacher.
The work program performs three main functions: normative, information-methodological and organizational-planning.
Normative function determines the obligation to implement the content of the program in full.
Information and methodological function allows all participants in the educational process to get an idea of \u200b\u200bthe goals, content, sequence of studying the material, as well as ways to achieve the results of mastering the educational program by students using the means of this educational subject.
Provides for the identification of stages of learning, structuring of educational material, determination of its quantitative and qualitative characteristics at each of the stages, including for the content filling of intermediate certification of students.
The functions of the program determine the following requirements for it:
1) the presence of signs of a normative document;
2) taking into account the main provisions of the educational program of an educational institution;
3) consistency and integrity of the content of education;
4) the sequence of arrangement and the relationship of all elements of the course content;
5) taking into account the logical relationships with other subjects of the curriculum of the educational institution;
6) the concreteness and unambiguity of the presentation of the elements of the content of education.
Types of work programs:
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Work programs |
subjects of the invariant part of the curriculum |
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subjects additionally introduced into the curriculum at the expense of the hours of the variable part in accordance with the characteristics of the educational institution (type and type) and its educational policy (mission, goals, objectives, etc.) |
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elective courses |
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optional courses |
|
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subject circles |
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Circles, associations, sections of additional education |
2. Work programs for subjects included in the invariant part of the Basic Curriculum.
The basis for the preparation of work programs are sample programs . Sample program Is a document that discloses in detail the mandatory (federal) components of the content of education and the parameters of the quality of assimilation of educational material in a specific subject of the basic curriculum. Sample programs serve as a tool for implementing the federal component of the state standard for general education in general education institutions. The development of sample curricula falls within the competence of the Russian Federation in the field of education represented by its federal state authorities (Article 28 of the Law of the Russian Federation “On Education”).
Sample programs serve two main functions .
Informational and methodical function allows participants in the educational process to get an idea of \u200b\u200bthe goals, content, general strategy of teaching, upbringing and development of school students by means of a specific academic subject, the contribution of each academic subject to solving the general goals of education.
Organizational Planning Function allows us to consider the possible direction of the deployment and concretization of the content of the educational standard of general education for a particular academic subject, taking into account its specificity and the logic of the educational process. The implementation of the organizational and planning function involves the allocation of stages of training, the determination of quantitative and qualitative characteristics of the content of training at each stage.
The approximate program defines the invariant (mandatory) part of the curriculum, subject, discipline (module), outside of which there is the possibility of the author's choice of the variable component of the educational content. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to achieve the results of mastering the educational program by students.
Sample programs cannot be used as work programs. , because they do not contain the distribution of educational material by year of study and specific topics. Sample programs are landmark document in the preparation of work programs in subjects included in the Basic Curriculum. Also, exemplary programs can be a reference document in the preparation of programs for integrated academic subjects. (Sample programs are available on the official website of the Ministry of Education and Science of Russia - http://www.mon.gov.ru/ )
The work programs for academic subjects included in the invariant part of the Basic Curriculum include:
1) Author programs for textbooks (lines of textbooks or teaching materials).Author programIs a document created on the basis of the state educational standard and an exemplary program and having the author's concept of constructing the content of a subject, course, discipline (module). The author's program is developed by one or a group of authors. The author's program is characterized by an original concept and structure of content. For such programs, the teacher makes only calendar and thematic planning , reflecting the features of the educational process in a particular educational institution, class.
2) Programs written by a teacher or team of teachers... In this case, to develop a work program, teachers can take as a basis:
-sample programs on individual academic subjects of general education.
The compiler of the work program can independently: expand the list of studied topics, concepts within the academic load, disclose the content of sections, topics indicated in the state educational standard and the sample program; to concretize and detail topics; establish the sequence of studying the educational material; distribute educational material by years of study; to distribute the time allotted for the study of the course between sections and topics according to their didactic significance, as well as on the basis of the material and technical resources of the educational institution; specify the requirements for the results of mastering the main educational program by students; choose based on the tasks facing the subject, teaching methods and technologies and monitoring the level of preparedness of students.
3. Work programs of additional subjects, elective, elective courses, subject circles and other associations of additional education.
Work programs for additional subjects, elective, elective courses, subject circles introduced into the curriculum in accordance with the characteristics of the educational policy of the general educational institution, status (type and type), educational needs and requests of students, the characteristics of the student population can be developed on the basis of a variety of program and teaching materials. Such materials may be:
Programs of institutions of primary and secondary vocational education;
Programs implemented in institutions of additional education for children;
Reference and methodological literature;
Other information sources.
Such diversity is determined by the fact that, as a rule, these programs are aimed at mastering the content of general education not included in state educational standards, and a teacher can use various sources in the absence of ready-made authoring programs. In the presence of approved copyright programs for optional, elective courses, subject circles, they can be used as workers.
4. Work program structure:
The structure of the work program is a form of presentation of the course, subject, discipline (module) as an integral system, reflecting the internal logic of the organization of educational and methodological material, and includes the following elements:
Title page;
Explanatory note;
Requirements for the level of training of students;
Calendar-thematic planning;
List of educational and methodological support.
Title page work program should contain:
The name of the educational institution;
The name of the course for which the program was written;
Program level (basic, profile level, in-depth or extended study of the subject);
An indication of the parallel, the class in which the course is being studied;
Surname, name, patronymic of the teacher - the compiler of the work program;
Program approval stamp;
The year the program was drawn up.
Appointment explanatory note in the structure of the program is to:
Determine the goals and objectives of studying the academic subject (must be understood unambiguously and be diagnosed), the role of the academic subject in achieving the results of mastering the educational program of an educational institution;
To give an idea of \u200b\u200bthe ways of deploying educational material, to show in general terms the methodological system for achieving the goals that are set in the study of the subject, to describe the means of achieving them;
If the teacher uses the published author's program as a work program, then in the explanatory note it is enough to provide information about the author's program indicating the name, author and year of publication and briefly justify the reasons for its choice and the peculiarities of its implementation in a particular educational institution. In this case, the explanatory note is very brief.
The main content of the program.
This section is included in the work program if:
There is no author’s program and training kit, and the work program is based on the educational literature (for work programs in additional educational subjects, elective and optional courses).
This part of the work program provides a summary of the study material in the form of a listing of the main sections, course topics and a list of didactic elements within each topic. For each section (general topic), the number of academic hours allocated for its development is indicated.
The teacher, developing a work program, can determine a new procedure for studying the material; make changes to the content of the studied topic, concretizing and detailing didactic units; expand the list of didactic units, supplement the requirements for the level of training of students. Changes made in the content of the work program in comparison with the exemplary or author's program on the subject must be justified, logically follow from the statements stated in the explanatory note.
If the changes in comparison with the author's program do not significantly affect its structure, the procedure for submitting educational material, etc., then in this section you can only indicate sections, topics, didactic elements introduced into the author's program, indicating their place in the author's program without completely rewriting her text.
If the teacher uses the author’s program as a work program without changes, this section may be absent (in this case, the teacher must have a published author’s program).
Requirements for the level of training of students
Requirements for the level of training of students are designed taking into account and based on state educational standards. They are formulated in three main components: “Students must know ...”, “Be able to ...” and “Use the acquired knowledge and skills in practical activities and everyday life”.
The state educational standard and sample programs for a number of subjects characterize the requirements for the level of training of students at the time of completion of a certain level of education (basic general education, secondary (complete) general education) without detailing by year of study. Some of the requirements that are natural for a 9th grade graduate can hardly be imposed on a 5th grade student. This circumstance must be remembered when compiling the section "Requirements for the level of training of students."
If the teacher uses the author's program as a working program, which formulates the requirements for the level of training of students, then this section may be absent (while the teacher must have a published author's program with this section).
Scheduling is one of the most important components of the work program, because allows you to distribute all the educational material in accordance with the curriculum and the annual schedule of the educational institution.
Calendar-thematic planning is developed for the school year. Planning for semesters or quarters (trimesters) is impractical because It does not allow to plan, ensure and monitor the passage of students in the work program in full.
The calendar-thematic plan should contain information about the sections and topics of the program with an indication of the amount of study hours allocated for their implementation; topics of lessons within the framework of passing the topics and sections of the program, topics of workshops and laboratory lessons; topics of lessons control the results of assimilation by students of program material. Lesson distribution of educational material is carried out sequentially. Approximate dates for completing training topics are indicated on the calendar of the current year.
In each reporting period (quarter, semester, half-year), the calendar-thematic plan of the work program must be correlated with the class journal and the teacher's report on the passage of the program material. In case of discrepancy, the teacher justifies and makes changes to the calendar-thematic plan, providing conditions for completing the program in full in less or more academic hours.
An approximate form of the calendar and thematic plan.
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Lesson numbers |
Names of sections and topics |
Planned Dates |
Adjusted transit times |
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The title of the studied topic number 1 (total hours for its study; the number of hours per week according to the curriculum) |
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Lesson topic |
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Lesson topic |
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Control lesson topic |
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The list of educational and methodological support, which is a component of the work program, contains reference information on the output of exemplary and copyright programs, the author's educational and methodological kit and additional literature, and also includes data on the educational and laboratory equipment used.
The work program is subject to examination ... First, it is considered at a meeting of the methodological association of teachers for its compliance with the requirements of the state educational standard, as well as the mission, goals, objectives of the educational institution, fixed in the educational program. The decision of the methodological association of teachers is reflected in the minutes of the meeting, and on the last page of the work program (bottom left) is the stamp of approval: AGREED. Minutes of the meeting of the methodological association of teachers from 00.00.0000 No. 00.
Then the work program is analyzed by the deputy director for teaching and educational work for compliance of the program with the curriculum of the general educational institution and the requirements of state educational standards, and the presence of the textbook intended for use is checked in the federal list.
On the last page of the work program (bottom left) the approval stamp is put: AGREED. Deputy Director for OIA (signature) Transcript of signature. Date.
After agreement the work program is approved by the directoreducational institution, puts the stamp of approval on the title page (top right): I APPROVE Director (signature) Signature decryption. Date.
5. Classification of work programs according to the level of implemented content
In educational institutions the following are implemented:
Work programs for studying the subject at the basic level (grades 1-11);
Work programs for studying the subject at the profile level (grades 10-11);
Work programs for in-depth study of the subject (grades 2-11);
Work programs for extended study of the subject (grades 2-11).
Work programs for studying the subject on basic level are a tool for implementing the state standard of general education and allow general education student training. The basis for compiling these programs (as noted above) are sample programs.
Work programs for studying the subject at the profile level (Grades 10-11) are focused on preparing students for subsequent vocational education. These programs provide specialized training for students in secondary schools and institutions of high status (a school with in-depth study of individual subjects, lyceum, gymnasium.). The basis for compiling these programs are exemplary programs of a profile level.
For the implementation of additional training of students in institutions of increased status, programs for in-depth and expanded study of the subject are also being implemented.
As work programs for in-depth study of the subject, As a rule, authoring programs proposed by authoring groups, authors are used.
textbooks for in-depth study of subjects recommended or approved by the Ministry of Education and Science of the Russian Federation. In the absence of such programs, the teacher (team of teachers) can develop work programs for in-depth study of the subject. In the elementary and basic schools, an approximate program on the subject is taken as the basis (guarantee of meeting the requirements of the state standard) with the deepening of certain topics and questions. In high school, a program of in-depth study of a subject can be drawn up on the basis of 1) an approximate program of a profile level with the deepening of certain topics and questions; 2) the author's program for the profile study of the subject with the deepening of certain topics and questions. Also, a program of in-depth study of a subject can be recognized as an author's program for studying a subject at a specialized level, provided that students are offered elective courses that deepen certain issues of the subject being studied (i.e., a program of specialized study of the subject + programs of elective courses \u003d an in-depth study of the subject) .
When developing programs for in-depth study of subjects by a teacher (team of teachers), the following conditions must be met:
The program should be considered in an educational institution (methodological council, department, methodological association, etc.);
The program must be tested in an educational institution and receive an expert opinion on the progress of the program and the results obtained (in aggregate, these actions provide an internal review of the program);
The program must undergo external review at the subject (subject-methodological) departments of specialized (pedagogical) universities, advanced training institutions (regional, federal).
Work programs for extended study of subjects As a rule, they are implemented in institutions of high status - lyceum, gymnasium, and provide additional training in a certain direction (humanitarian, natural science, etc.). The program for advanced study of the subject assumes the presence of additional content (at least 10-15%), which allows you to study additional questions, topics that are not contained in the sample program. The content of the additionally proposed material reflects the peculiarities of the educational policy of the educational institution, its type, areas of profile training, the needs and requests of students, the author's intention of the teacher.
The teacher, the developer of the program for the extended study of the subject, in the explanatory note should justify the goals of including additional material, highlight the planned result (increments compared to the basic level of training), describe how to check the result; indicate available resources for mastering the proposed content.
The extended study program of the subject is subject to the procedure of internal reviewing at the educational institution:
Submitted to a meeting of the methodological council (subject department, methodological association, etc.)
It is being tested, analyzed for the effectiveness of the additions.
Thus, the work programs used in a general education institution reflect the features of the educational policy of the institution, its status (especially the type) and ensure the implementation of the State educational standard.