The fundamental core of the content of general education is uud. The fundamental core of "fgos ooo". Educational program of basic general education of the Municipal budgetary educational institution
PROJECT
Fundamental core
general education
Moscow
FUNDAMENTAL CORE CONCEPT 3
FUNDAMENTAL CORE OF CONTENT OF GENERAL EDUCATION 10
BASIC NATIONAL VALUES 10
KEY ELEMENTS OF SCIENTIFIC KNOWLEDGE IN SECONDARY SCHOOL 14
RUSSIAN LANGUAGE 14
FOREIGN LANGUAGES 19
REFERENCES 23
GEOGRAPHY 27
STORY 31
SOCIETY 38
MATH 47
INFORMATICS 52
BIOLOGY 69
UNIVERSAL LEARNING ACTIONS 73
FUNDAMENTAL CORE CONCEPT
CONTENT OF GENERAL EDUCATION
The fundamental core of the content of general education is the basic document required to create basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of regulatory support of standards is to determine:
1) the system of basic national values that determine the self-awareness of the Russian people, the priorities of social and personal development, the nature of a person's relationship to family, society, state, work, the meaning of human life;
2) a system of basic concepts related to the areas of knowledge presented in secondary school;
3) a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational results.
To implement these functions of the Fundamental core of the content of general education, it contains:
stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions;
basic elements of scientific knowledge methodological, system-forming and ideological character, both of a universal nature and related to certain branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
universal learning activities, on the formation of which the educational process is directed. These include personal universal learning activities; indicative actions; specific ways of transforming educational material; communicative actions.
Determination of the Fundamental core of the content of general education is an important component of the new concept of standards for general education, proceeding, in particular, from the thesis about the need for separation generalized requirements problems to educational outcomes and problems of specific content general education.
The first problem is socio-political. It is associated with the identification and fixation of generalized modern requests and expectations in the field of education and the requirements for it from the point of view of the individual, family, society and state. The second problem has a scientific and methodological the nature and, accordingly, should be decided by the scientific and pedagogical professional communities.
The need to define the Fundamental core of the content of general education arises from new social demands reflecting the transformation of Russia from an industrial to a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, acceleration of the introduction of new scientific discoveries, the rapid renewal of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and lifelong education. New social demands determine new goals of education and a strategy for its development. The fundamental core of the content of general education, in turn, concretizes goals as the results of general cultural, personal and cognitive development of students.
Thus, the Fundamental core of the content of general education actually normalizes the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific knowledge, culture and functional literacy, without mastering or acquaintance with which the level of general education achieved by a graduate of a Russian school at the beginning of the XXI century, cannot be considered sufficient for the full continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to realize the most important requirements of society for the educational system:
preserving the unity of the educational space, the continuity of the levels of the educational system;
ensuring equality and accessibility of education with different starting opportunities;
achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and community of all citizens and peoples of Russia;
the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognizing and transforming the world around him.
The methodological basis of the Fundamental core of the content of general education is formed by the principles of fundamentality and consistency, traditional for the national school. In this context, there is a fundamental divergence of views: a) supporters of preserving the historically established Russian education system, focused on the fundamental nature of knowledge (that is, a high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the foundations of the sciences in comparison with the level of the Russian school.
With all the previous development of educational standards, the obligatory minimum of educational content was used as the initial methodological basis for determining the scope of the content of education. As a result, most teachers perceived the concepts of “educational standard” and “mandatory minimum” as synonyms.
The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the design of educational space based on the principle of fundamental education, which is captured by the term "Fundamental core of the content of general education." Such a transition fundamentally changes not only the organization, but also the essence of the educational process. In the era of the formation of the knowledge economy, the importance of the fundamental principle of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to decisively get rid of outdated, secondary, pedagogically unjustified material.
Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental core of the content of general education is the ideas previously formulated in domestic pedagogy:
“Cores” and “shells” of school courses (A. I. Markushevich);
the allocation of the "volume of knowledge" on the subject (A. N. Kolmogorov);
a culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov,
V.V. Rubtsov).
During the reform of basic general education, carried out in our country in the 60-70s. XX century, to solve problems associated with the fundamental novelty of the content in a number of subjects and overload, A. I. Markushevich put forward the idea of highlighting the "core" of the school course
(ie, the most important part of it) and its "shells", varying depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It has not been fully implemented in relation to the content of education: the "core" of the content of education has not been explicitly identified.
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the Academy of Sciences of the USSR, chaired by Academician A. N. Kolmogorov, developed a short document "The amount of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master at the end of an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed curricula were developed based on this document. In the early 80s. XX century similarly, a mathematics curriculum was created, describing the content of education at each stage of education and leaving more freedom to the authors' teams of textbooks.
According to the concept of a culturological approach to the formation of the content of education (M.N. Skatkin, I. Ya. Lerner, V.V. Kraevsky), the source of the formation of the content of general education is culture, that is, the most significant forms of sociocultural experience.
In accordance with this concept, the formation of the content of general education is carried out in several stages:
Stage I (pre-subject) - formation of general theoretical ideas about the composition and structure of the content of education.
II stage (subject) - determination of the composition of academic subjects, their specific content and distribution by levels of education.
Stage III - creation training materials.
Stage IV - organization learning process.
Stage V - appropriation students of new content.
The creation of the Fundamental core is an important part of the pre-subject stage of content formation. This scheme of work is significantly different from those previously adopted by the fact that the curriculum (distribution of study time and a list of subjects) is not postulated at the very beginning, but is preceded by a large analytical work.
The structure of the educational activity of students, as well as the basic psychological conditions and mechanisms of the assimilation process, today is most fully described by the system-activity approach based on the theoretical provisions of L. S. Vygotsky, A. N. Leontyev, D. B. Elkonin, P. Ya. . Galperin, V. V. Davydova,
A.G. Asmolova, V.V. Rubtsova. The basic proposition is the thesis that personality development in the education system is ensured primarily by the formation of universal educational actions (ULE), which act as the basis of the educational and upbringing process. The concept of universal learning actions also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement of students' ability to effectively use the knowledge and skills gained in practice.
Following this theory in the formation of the content of general education presupposes, in particular, an analysis of the types of leading activities (play, learning, communication), the allocation of universal educational actions that generate competencies, knowledge, skills and abilities.
The concept of the Fundamental Core synthesizes the described ideas of the “core” and “shells”, the volume of knowledge, the allocation of the pre-subject stage, the system-activity approach.
The development of the Fundamental Core was carried out taking into account framework constraints, such as:
1) brevity of recording the generalized contours of the scientific content of education;
2) rejection of details, a purely methodological nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content in specific subjects and levels of education;
3) description in a concise form areas of knowledge represented in modern school, but not specific subjects.
The short format of the Fundamental Core opens up the opportunity to create a zone of consensus for the formation of a now-absent holistic view of the content of school education and, on its basis, to start solving the problem of interdisciplinary connections, harmonizing the scientific knowledge of various fields at the stage of preliminary development.
The criteria for the selection and inclusion of material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the criteria for exclusion are more essential, that is, the Fundamental core should not include archaic, insignificant and overly detailed material; it should not include concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.
The creation of the Fundamental core is the initial stage in the development of the new content of general education. The subsequent stages involve the development of concepts of subject areas, planned learning outcomes at the exit from the levels of education (primary, basic and secondary (complete) schools), basic curriculum (educational) plan and sample programs in subjects, educational and methodological complexes of a new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work to test and introduce new content are important. In parallel with the development of the new content of school education, work should be carried out on the appropriate renewal of the content of pedagogical education.
FUNDAMENTAL CORE
CONTENT OF GENERAL EDUCATION
BASIC NATIONAL VALUES
The most important goal of modern education and one of the priority tasks of society and the state is the upbringing of a moral, responsible, proactive and competent citizen of Russia. In this regard, the process of education should be understood not only as a process of mastering a system of knowledge, skills and competencies that constitute the instrumental basis of a student's educational activity, but also as a process of personal development, acceptance of spiritual, moral, social, family and other values. Therefore, upbringing in school should not be divorced from the process of education, the assimilation of knowledge, abilities and skills, but, on the contrary, should be organically included in it.
This allows us to highlight the main results of education, expressed in terms of key educational tasks. Their content reflects the main directions of personality development:
personal culture;
social culture;
family culture.
Personal culture is:
readiness and ability for moral self-improvement, self-esteem, understanding the meaning of one's life, individually responsible behavior. Realization of creative potential in spiritual and objective-productive activity, social and professional mobility on the basis of continuous education and a universal spiritual and moral attitude - “to get better”;
willingness and ability to openly express and defend their public position, critically assess their own intentions, thoughts and actions;
the ability to act independently and act on the basis of moral choice, take responsibility for their results, dedication and perseverance in achieving the result;
hard work, frugality, life optimism, the ability to overcome difficulties;
awareness of the value of other people (neighbors), the value of human life, intolerance to actions and influences that pose a threat to life, physical and moral health and spiritual security of the individual, the ability to counteract them.
Family culture is:
awareness of the unconditional value of the family as the fundamental principle of our belonging to the people, the Fatherland;
understanding and maintaining such moral foundations of the family as love, mutual assistance, respect for parents, caring for the younger and older, responsibility for another;
respect for human life, concern for procreation.
Social culture is:
awareness of oneself as a citizen of Russia on the basis of the adoption of common national spiritual and moral values;
faith in Russia, a sense of personal responsibility for the Fatherland before future generations;
adequate perception of the values of society: human rights, the rule of law, the values of the family, the integrity of the courts and the responsibility of the authorities, civil society;
readiness to stand in solidarity with the global challenges of the modern era;
the development of a sense of patriotism and civil solidarity;
the ability for conscious personal, professional, civil and other self-determination and development, combined with the moral responsibility of the individual to the family, people, Fatherland, parents, future generations;
concern for the prosperity of a single multinational Russian people, maintenance of interethnic peace and harmony.
The upbringing and teaching space of the general education school, which forms the basis of the state-public education system, should be filled with values common to all Russians belonging to different confessions and ethnic groups living in different regions of our country. These values, which are the basis of spiritual and moral development, education and socialization of the individual, can be defined as basic national values stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions. Basic national values can be systematized into certain groups according to the sources of morality and humanity, i.e. areas of social relations, activity, consciousness, the reliance on which allows a person to resist destructive influences and productively develop his consciousness, life, the system of social relations. The traditional sources of morality are:
patriotism (love for Russia, for one's people, for one's small homeland; service to the Fatherland);
social solidarity (personal and national freedom; trust in people, state institutions and civil society; justice, mercy, honor, dignity);
citizenship (the rule of law, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);
family (love and fidelity, health, prosperity, respect for parents, caring for older and younger ones, caring for the continuation of the family);
labor and creativity (creativity and creation, dedication and perseverance, hard work, frugality);
science (knowledge, truth, scientific picture of the world, ecological consciousness);
traditional Russian religions. Taking into account the secular nature of education in state and municipal schools, the values of traditional Russian religions are accepted by schoolchildren in the form of systemic cultural ideas about religious ideals;
art and literature (beauty, harmony, the spiritual world of a person, moral choice, the meaning of life, aesthetic development);
nature (life, native land, nature reserves, planet Earth);
humanity (world peace, diversity of cultures and peoples, human progress, international cooperation).
The system of basic national values is of key importance not only for education, but also for the entire organization of life in our country. It defines the self-awareness of the Russian people, the nature of a person's relationship to family, society, the state, labor, the meaning of human life, and sets the priorities for social and personal development.
These values express the essence of the national maxim: "We are the Russian people" . This is what unites all Russians, gives them a single ideological spirit and is complemented by their ethnic, religious, professional and other identity, what allows us to be a single Russian people.
ESSENTIAL ELEMENTS
SCIENTIFIC KNOWLEDGE IN SECONDARY SCHOOL
RUSSIAN LANGUAGE Explanatory note
In the system of school education, the Russian language is not only a subject of study, but also a means of instruction that determines success in mastering all school subjects and the quality of education in general.
The main goals studying the Russian language at school:
the formation of ideas about the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia;
formation of knowledge about the structure of the language system and the patterns of its functioning at the present stage;
enrichment of the vocabulary of students, mastering the culture of oral and written speech, types of speech activity, rules and methods of using the language in different conditions of communication;
mastering the most important general subject skills and universal methods of activity (extracting information from linguistic dictionaries of various types and other sources, including the media and the Internet; information processing of the text).
These goals are realized on the basis of personality-oriented and activity-based approaches to teaching and upbringing in the process of developing the student's mental and speech activities, the formation of linguistic, linguistic, communicative and cultural competencies.
In accordance with the objectives of the course, the Fundamental core of the content of general education in the Russian language consists of two interrelated components: the sections "Speech" and "Language".
The section "Speech" provides for mastering the concepts of speech activity and speech communication, the formation of skills to create texts of various functional and communicative orientation.
Section "Language" provides for the development of the basics of linguistics, the system of its key concepts, phenomena and facts.
Functional and semantic varieties of the text (narration, description, reasoning). Functional varieties of the language . The main features of colloquial speech, functional styles (scientific, journalistic, official business), the language of fiction. The main genres of colloquial speech, scientific, journalistic, official and business styles.
Speech situation and its components. A speech act and its varieties (messages, motives, questions, announcements, expressions of emotions, expressions of speech etiquette, etc.). Dialogues of a different nature (etiquette, dialogue-inquiry, dialogue-motivation, dialogue-exchange of opinions, etc.; combination of different types of dialogue). Polylogue. Free conversation, discussion, discussion.
Adequate understanding of spoken and written language in accordance with the conditions and goals of communication.
Mastering various types of reading.
Creation of oral monologic and dialogical statements of different communicative orientation, depending on the goals, scope and situation of communication.
Creation of written texts of different styles and genres.
Analysis of the text from the point of view of its theme, purpose, main idea, basic and additional information, belonging to the functional-semantic type and functional variety of the language.
Information processing of the text.
Mastering the national and cultural norms of speech / non-speech behavior in various situations of formal and informal interpersonal and intercultural communication.
General information about the language.
Russian is the national language of the Russian people, the state language of the Russian Federation and the language of interethnic communication. Russian language in the modern world.
Russian as one of the Indo-European languages. Russian language among other Slavic languages. The role of the Old Church Slavonic language in the development of the Russian language.
Russian language as a developing phenomenon. Forms of functioning of the modern Russian language (literary language, territorial dialects, vernacular, professional varieties, jargon).
The relationship between language and culture. Russian is the language of Russian fiction. Basic visual aids of the Russian language and their use in speech.
Outstanding Russian linguists.
Phonetics and Orthoepy
Sound as a unit of language. Vowel system. System of consonants. Changing sounds in the speech stream. Syllable. Stress, its meaningful role, stress mobility in form and word formation.
Intonation, its functions. Basic elements of intonation.
Orthoepy as a section of linguistics. Basic norms of pronunciation and stress.
Graphics
The composition of the Russian alphabet, the names of the letters. The designation in writing of the hardness and softness of consonants. Methods of designation. The ratio of sound and letter.
Morphemics (word composition) and word formation
Morpheme as the minimum significant unit of language. Word stem and ending. Types of morphemes. Alternation of sounds in morphemes.
The main ways of forming words. The original (generating) stem and word-forming morpheme. Word-building pair.
The concept of etymology.
Lexicology and phraseology
Word as a unit of language. Lexical and grammatical meaning of the word. Unambiguous and ambiguous words; direct and figurative meanings of the word. Lexical compatibility. Synonyms. Antonyms. Homonyms. Paronyms. Active and passive vocabulary. Archaisms, historicisms, neologisms. Spheres of use of Russian vocabulary. Stylistic layers of vocabulary (bookish, neutral, reduced). Originally Russian and borrowed words. Phraseologisms and their signs.
Morphology
Parts of speech as lexical and grammatical categories of words. Classification of parts of speech.
Independent (significant) parts of speech. General category meaning, morphological and syntactic properties of each independent (significant) part of speech.
Service parts of speech.
Interjections and onomatopoeic words.
Homonymy of words of different parts of speech.
Syntax
Units of the syntax of the Russian language.
A word combination as a syntactic unit, its types. Communication types in a phrase.
Types of sentences according to the purpose of the statement and emotional coloring. The grammatical basis of the sentence, main and secondary members, ways of expressing them. Types of predicate.
Structural types of simple sentences (two-part and one-part, common - uncommon, sentences of a complicated and uncomplicated structure, complete and incomplete). Types of one-part sentences. Homogeneous members of the proposal, isolated members of the proposal; appeal; introductory and plug-in structures.
Classification of complex sentences. Means of expressing syntactic relations between parts of a complex sentence.
Methods of transferring someone else's speech.
The concept of the text, the main features of the text (articulation, semantic integrity, coherence).
A culture of speech
Culture of speech and its main aspects: normative, communicative, ethical. The main criteria for the culture of speech.
Linguistic norm, its functions. Basic norms of the Russian literary language (spelling, lexical, grammatical, stylistic, spelling, punctuation). Variants of norms.
Assessment of the correctness, communication qualities and effectiveness of speech.
Types of linguistic dictionaries and their role in mastering the vocabulary richness and norms of the modern Russian literary language.
Spelling: spelling and punctuation
Spelling. Spelling concept. Spelling of vowels and consonants in morphemes. Spelling b and b... Concatenated, hyphenated, and separate spellings. Uppercase and lowercase letters. Hyphenation.
Punctuation. Punctuation marks and their functions. Single and paired punctuation marks. Punctuation marks at the end of a sentence, in simple and complex sentences, with direct speech and quotation, in dialogue. A combination of punctuation marks.
FOREIGN LANGUAGES Explanatory note
Teaching a foreign language is considered one of the priority areas of modern school education. The specificity of a foreign language as an academic subject in its integrative nature, that is, in a combination of language / foreign language education with the elementary foundations of literary education (familiarization with samples of foreign literature), as well as in its ability to act both as a goal and as a means of teaching for acquaintance with another subject area (humanitarian, natural science, technological). Thus, a wide variety of interdisciplinary connections (with the native language, literature, history, geography, etc.) can be realized in it.
The main purpose learning foreign languages at school - the formation of foreign language communicative competence in schoolchildren, that is, the ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.
To achieve this goal, it is necessary to strengthen the socio-cultural orientation of teaching foreign languages, focus on strengthening the cultural aspect in the content of education, on the inclusion of schoolchildren in the dialogue of cultures, which contributes to the introduction of students to the culture of the country of the target language, the development of mutual understanding, a tolerant attitude to the manifestation of another culture, helps them to better understand the peculiarities of the culture of their country and develop their ability to represent it in the process of communication by means of a foreign language.
Foreign language communicative competence provides for the development of communicative skills in the main types of speech activity: speaking, listening comprehension (listening), reading and writing. The subject content of speech is determined on the basis of the spheres of communication (social, social, cultural, educational and labor), communication situations and the topics of communication highlighted on their basis. Thus, the components of the training content are:
the subject content of speech and the emotional-value attitude towards it (value orientations);
communication skills in the named types of speech activity;
language knowledge and skills;
sociocultural knowledge and skills;
educational and cognitive and compensatory skills (general educational skills and special / subject skills).
TYPES OF SPEECH ACTIVITIES AS COMPONENTS OF LEARNING CONTENT
Dialogue speech
Dialogues of a different nature: etiquette, dialogue-inquiry, dialogue-motivation, dialogue - exchange of opinions; combination of different types of dialogue. Polylogue. Free conversation, discussion, discussion.
Monologue speech
Basic communicative types of speech: description, message, story, reasoning (including characterization). Presentation of what has been read, heard, seen. Referencing. Annotation.
Listening Comprehension (Listening)
Understanding with varying degrees of depth and accuracy of the interlocutor's statements, as well as the content of authentic audio and video texts of various genres and styles.
Reading
The main types of reading: introductory (with an understanding of the main content of the read), study (with a relatively complete understanding of the content of the read), viewing / search (with a selective understanding of the content of the read). Texts of different genres and styles: journalistic, popular science, fiction, pragmatic.
Written speech
Writing personal letters; filling out questionnaires, forms. Autobiography / resume writing. Drawing up a plan, abstracts of oral / written communication. Presentation of the read, summarizing, annotating.
LANGUAGE KNOWLEDGE AND SKILLS
Graphics and spelling
Alphabet letters of the target language, basic letter combinations. Reading and spelling rules.
Phonetic side of speech
Adequate pronunciation and distinction by ear of all sounds and sound combinations of the target language. Compliance with stress in words and phrases, rhythmic and intonational features of various types of sentences.
Lexical side of speech
Recognition and use of lexical units in speech within the framework of the selected topic: words, phrases, cliche cliches of speech etiquette. The main ways of word formation. The ambiguity of the word. Synonyms, antonyms. Lexical compatibility.
The grammatical side of speech
Recognition and use in speech of the main morphological forms and syntactic structures of the target language. Knowledge of the main differences between the systems of foreign and native languages.
Sociocultural aspect
National and cultural characteristics of speech / non-speech behavior in one's own country and in the countries of the target language in various situations of formal and informal interpersonal and intercultural communication. Useful background vocabulary and realities of the target language country.
Compensatory skills
Contextual guessing, ignoring lexical and linguistic difficulties. Re-ask. Dictionary replacements. Facial expressions, gestures.
Educational and cognitive skills
General educational skills: using reference literature. Skills of working with information: fixing the content, searching and highlighting the necessary information, generalization.
Special educational skills: use of bilingual dictionaries and other reference materials, including multimedia, interpretation of language tools, compilation of associagrams to consolidate vocabulary, selective translation, etc.
REFERENCES Explanatory note
Literature is one of the foundations of humanitarian education in secondary school, which determines the level of intellectual, emotional and moral development of a student, his culture, his ability to speak his native language, the art of speech and thinking. Studying literature, the student acquires not only the experience of understanding it, ethical and aesthetic self-determination, creative self-expression, but also information about the development of the literary language and the ability to use it as the most important instrument of consciousness.
Target teaching literature is the education of an aesthetically developed reader who thinks in the categories of culture, who is able to independently understand and evaluate a work as an artistic image of the world created by the author.
The discipline provides knowledge about the monuments of domestic and world literature and folklore, on their material the student learns to perceive the features of a work of art as the implementation of the author's creative intention, develops the skills of perceiving artistic phenomena and a taste for thinking about what he read. Ideas about the monuments of ancient literature, knowledge of the history of new and modern literature - its main authors, events, facts, the concept of the literary process and writers of the "second row", information about the stages and periods of development of literature, literary trends and schools contribute to the perception of literary history in general the context of national and world history, understanding of the artistic, moral, philosophical and social significance of literature.
The material proposed for study includes a mandatory minimum and a variable part, which allows you to preserve a single artistic and literary base potential of graduates of a national school, cultural continuity of generations and at the same time creates conditions for the development of variability in education. When compiling lists of works for reading, the aesthetic value of the works and the age characteristics of students are taken into account, and in the structuring of the material - chronological, problem-thematic and genre principles.
The experience of analyzing and interpreting a work of art as an artistic whole, conceptual understanding of it in this integrity and relationship with the cultural environment, a view of its poetics as a on the embodiment of the originality of the author's personality and artistic tendencies of the era. An appeal to interdisciplinary, general humanitarian categories (personality, culture, myth, picture of the world, aesthetic and artistic value, catharsis, etc.) develops an idea of the criteria of artistry, classics, levels and types of literature (mass, fiction, etc.), forms literary taste.
Knowledge about the subject, tasks and methods of literary science is deepened by introducing students to an understanding of genres, types and methods of literary studies: textual, commentary, biographical, bibliographic, historical and literary, critical, interpretive; general information on source studies (historical, epistolary, memoir, etc.), on the history of the book, on the largest libraries, book and manuscript collections. The ability to distinguish between the main types of publications of literary monuments (academic, scientific, copyright, mass) is necessary when schoolchildren work with commentaries and reference apparatus, basic literary encyclopedias, dictionaries and reference books.
THEORY OF LITERATURE
Poetics as the basis of the science of literature, the nature of literature and the laws of its development. The artistic, moral, philosophical and social significance of a literary work. Man as a subject of literature.
Fundamentals of the analysis of a work of art; analysis of the reader's impression; analysis of one work; comparative analysis; analysis of the work in the context of the writer's work, national and world literature.
Basic literary concepts and terms:
Work, text;
Literary language, style;
Childbirth (epic, lyric, drama) and genres of literature;
Composition;
Theme, problem, idea;
Plot, motive, conflict;
Image, system of images;
Fiction speech, dialogue, monologue;
Trails: metaphor, metonymy; comparison, epithet, personification, symbol, hyperbole, antithesis; satire, humor, irony;
Verse and prose;
Stanza, rhythm, meter, rhyme, basic poetic meter (iambic, trochee, dactyl, anapest, amphibrachium);
Artistic detail (portrait, landscape, interior).
Interaction of literature and myth, literature and folklore.
The concept of literary trends and schools (academic schools, historical poetics of A. N. Veselovsky, formal method, semiotics, structuralism, post-structuralism).
HISTORY OF LITERATURE
The meaning and scope of the concept of "history of literature".
Stages of development of world literature: ancient, medieval, literature of the Renaissance, New and Modern times.
General understanding of world literature and folklore: ancient literature and mythology; the epic of the peoples of Europe and Asia; European literature of the Middle Ages, Renaissance, Modern times (general presentation and acquaintance with one or two works).
Influence and interaction of literatures of different peoples. Translations of works of art. The art of translation.
History of Russian literature. Historical stages in the development of Russian literature: oral folklore, ancient Russian literature, literature of the 18th century, literature of the 19th and 20th centuries.
Literary trends, trends, schools: classicism, sentimentalism, romanticism, realism, symbolism, acmeism, futurism, modernism, avant-garde.
The life and work of the largest Russian writers.
Formation and development of the Russian literary language (the language of ancient Russian literature, the language program of N. M. Karamzin, the dispute between "archaists" and "innovators", the language of A. S. Pushkin and the formation of the norm of the literary language, problems of the modern literary language).
Analysis of program works of Russian literature and folklore.
GEOGRAPHY Explanatory note
Studying geography at school allows you to form a complex, systemic and socially oriented view of the Earth as a planet of people, which is one of the foundations of practical everyday life. Geography is the only science that studies natural and social phenomena, the structure, functioning and evolution of the geographic envelope as a whole, its individual parts, natural and natural-social geosystems and their components in order to scientifically substantiate the territorial organization of society. In addition, geography is the only science that acquaints students with the territorial (regional) approach as a special method of scientific knowledge and a tool for influencing natural and socio-economic processes.
Studying the course of geography at school meets the intellectual needs of the individual in knowledge of the nature, population and economy of the Earth (raising the level of culture in society), familiarization with the essence of natural and man-made processes for personal safety.
The main goals studying geography at school:
knowledge on specific examples of the diversity of modern geographic space at its different levels (from local to global) for the formation of a geographical picture of the world;
knowledge of the nature, essence and dynamics of the main natural, ecological, socio-economic, social, geopolitical and other processes taking place in the geographical space of Russia and the world;
understanding the main features of the interaction of nature
and society at the present stage of its development, the importance of environmental protection and rational use of natural resources, the implementation of a sustainable development strategy on the scale of Russia and the world;
understanding the patterns of population distribution and the territorial organization of the economy in connection with natural, socio-economic and environmental factors, the dependence of adaptation and human health problems on the geographical conditions of residence;
deep and comprehensive study of the geography of Russia, including its geopolitical position, nature, population, economy, regions, features of nature management in their interdependence.
Globe, geographical map and area plan: differences in content and scale, methods of cartographic representation. Geographical coordinates. Aerial and satellite images. Orientation on the ground. Geographic information systems.
Geographic methods for studying the environment. Observation, description, measurement, experiment, simulation.
EARTH AND UNIVERSE
The earth is part of the solar system. The shape and size of the Earth. The reasons for the change of day and night, seasons. Illumination belts. Time Zones.
LITHOSPHERE
The internal structure of the Earth and the lithosphere. Minerals, rocks, minerals. Geological history of the Earth. Relief dependence on the structure of the earth's crust. Internal and external processes that change the surface of the Earth. Adverse and dangerous phenomena in the lithosphere, measures to prevent and combat them. Man and the lithosphere.
ATMOSPHERE
Composition and structure of the atmosphere. Radiation balance of the Earth. Atmospheric pressure, winds, precipitation. Meteorological instruments. Air masses, weather and climate. Distribution of heat and moisture on the surface of the Earth. Climatic factors, climatic zones. Adverse and dangerous climatic phenomena. Weather forecast. Man and Climate.
HYDROSPHERE
The composition and structure of the hydrosphere. The water cycle in nature. World Ocean. Sushi waters. Adverse and dangerous phenomena in the hydrosphere, measures to prevent and combat them. The oceans and its role in the formation of the Earth's climates. Man and the hydrosphere.
BIOSPHERE
Definition and boundaries of the biosphere. The emergence of life. Biological circulation of substances. Latitudinal and altitudinal zoning of vegetation, soil cover and fauna, economic activities of people. Man and the biosphere.
Soil cover (pedosphere). Soil as a natural history formation. Soil structure and fertility. The main factors of soil formation, the main zonal soil types. Man and soil cover.
GEOGRAPHIC ENVIRONMENT, GEOGRAPHICAL ENVIRONMENT AND TERRITORIAL COMPLEXES
The structure, basic properties and patterns of the geographic envelope. Geographic zoning and sectoral nature of the continents. Territorial complexes: natural, natural-anthropogenic, anthropogenic. Composition, structure and properties of natural land and ocean complexes. Man and the Geographic Environment: Mutual Influence and Interdependence.
NATURE AND HUMAN SOCIETY
The role of the geographic environment in human life and the development of society. Human adaptation to the environment.
Natural conditions and natural resources. Types of natural resources, their classification. Rational and irrational use of natural resources. Mutual influence of economic activity of man and nature. Geoecology. Landscape planning. The problem of preserving landscape and cultural diversity on Earth. Specially protected natural areas and objects of the World Natural and Cultural Heritage. Sustainable Development Strategy. Noosphere. Geographic expertise and monitoring.
POPULATION
Dynamics of the population of the Earth, individual regions and countries. Accommodation of the population. Geography of races, peoples and religions. Population migration. Towns and countryside. Urbanization. Conditions and way of life of people in different types of settlements. Geography of the labor market and employment. Geography of the quality of life of the population.
GEOGRAPHY OF THE WORLD ECONOMY
Geographic model of the global economy, its sectoral and territorial structure. Main industries and regions. The interdependence of the characteristics of nature, the distribution of the population and the economy. Geographic Implications of Globalization.
REGIONS AND COUNTRIES OF THE WORLD
Political map of the world, stages of formation. Typologies of modern states. Geopolitics. Comprehensive geographical characteristics and differences of the largest regions and countries of the world, including their homeland. Russia in the world.
GLOBAL PROBLEMS OF HUMANITY
Essence of global problems, their interconnection and geographic aspects.
HISTORY Explanatory note
The need to study history at school is determined by its cognitive and ideological directions. The main task of school history education is to form students' historical thinking as the basis of civic identity of a value-oriented person.
The main goals of studying history at school:
the formation of historical reference points of self-identification among the younger generation in the modern world;
mastering by students knowledge about the main stages of the development of human society from antiquity to the present day in the social, economic, political, spiritual and moral spheres; development of a problematic, dialectical understanding of history in an accessible form for students on the basis of generalization of factual material; assimilation of an integrative system of knowledge about the history of mankind with special attention to the place and role of Russia in the world-historical process;
educating students in the spirit of respect for the history of their Fatherland as a single and indivisible multinational state built on the foundations of the equality of all the peoples of Russia, in the spirit of patriotism and internationalism, mutual understanding and respect between peoples, rejection of chauvinism and nationalism in any form, militarism and propaganda of war; developing students' desire to contribute to solving global problems of our time;
development of students' abilities on the basis of historical analysis and a problematic approach to comprehend processes, events and phenomena in their dynamics, interconnection and interdependence, guided by the principles of scientific objectivity and historicism;
the formation of a social system of values among students on the basis of understanding the regularity and progressiveness of social development, awareness of the priority of public interest over personal and the uniqueness of each personality, which is fully revealed only in society and through society;
development of a modern understanding of history in the context of humanitarian knowledge and social life;
development of the skills of historical analysis and synthesis, the formation of an understanding of the mutual influence of historical events and processes.
The subject of history. Knowledge of the past. Sources and historians.
Human Origins. Primitive society.
Ancient world
Concept and chronology.
Ancient civilizations of the East: Mesopotamia, Ancient Egypt, India, China. Social structure, economy. Religion, culture.
Antiquity. Ancient Greece. Hellenism. Ancient Rome. The main stages of historical development, forms of political and social structure. Culture.
Ancient paganism. The emergence and spread of Christianity.
Ancient heritage and its significance for the modern world.
Middle Ages
Concept and chronology.
Formation of the Christian world. Byzantium.
Western Middle Ages: political and social structure, economic system, religion and church, mentality and culture. Features of the development of various regions of Europe in the Middle Ages.
Eastern Middle Ages. The emergence and spread of Islam. Arab Caliphate. Mongol conquests in the East. India, China, Japan in the Middle Ages.
Mesoamerica.
International relationships. Interaction between West and East in the Middle Ages: religious, diplomatic, cultural, military, trade.
Medieval heritage and its significance for modern times.
New time
Concept and chronology.
Early modern times. The transition from the medieval economic system to the market. Modernization. Initial capital accumulation.
Great geographical discoveries.
Development of nation states. Absolutism in Europe. International relations of the early modern period.
Renaissance. Reformation and Counter-Reformation.
Education.
English bourgeois revolution. The Great French Revolution and its aftermath. USA education.
New system of international relations. Reunification of Italy and Germany. American Civil War.
Industrial revolution. Countries and nations on the path of modernization. Industrial society. Conservative, liberal, socialist responses to social challenges. Formation of liberal democracy.
Colonial empires. Sovereign states of the East and South America. Ottoman Empire.
The science. Culture. Life.
Modern history
The world at the turn of the XIX XX centuries. World War I and its aftermath. October revolution in Russia and the world.
Totalitarian and democratic regimes. Fascism. The world economic crisis and its consequences. The state in the life of society. International relations in the interwar period.
World War II and its results. "Bipolar world". Bipolar system of international relations.
Countries in Europe and North America after World War II. Welfare State.
Countries of the East after World War II. The collapse of the colonial empires.
Scientific and technical progress. The transition from an industrial society to a post-industrial one.
The collapse of the world socialist system. New system of international relations. Local conflicts.
"Asian Leap". Countries of the East and South America on the path of "catch-up development".
Globalization. Global problems of our time.
Science, culture, religion, everyday life.
The world at the beginning of the XXI century.
RUSSIAN HISTORY
The subject of national history
The history of Russia as an integral part of the world-historical process. Factors of the originality of Russian history. A natural factor in the history of Northeast Eurasia. Sources on Russian history. Historical space and symbols of Russian history.
The oldest societies and states on the territory of Russia
The emergence and resettlement of man on the territory of Russia. The first cultures and societies. Sarmatians. Scythians. The states of the Volga region, the Caucasus and the Northern Black Sea region. Nomadic and sedentary societies of the era of migration of peoples. Huns and nomadic empires. Finno-Ugrians, Turks, Balts, Germans and Slavs in ethnocultural interaction at the turn of the 1st millennium.
Ancient Russia
Ethnogenesis, early history, material and spiritual culture of the Slavs.
Socio-economic and political system of Ancient Russia in the context of world history. Features of the Old Russian statehood. Political fragmentation. Ancient Russia and its neighbors on the international routes between East and West.
Christianity and paganism. Culture of Ancient Rus: unity and regional features. The formation of the ancient Russian people.
Medieval Russia
Features of the feudal system of medieval Russia. The structure of Russian medieval society. Crisis of the XIII century.
Russia in the system of international relations and relations in the Middle Ages. Russian lands and the Golden Horde. Russia and the West.
North-Eastern Russia: centers of consolidation, unification of lands around Moscow. Russian lands as part of the Grand Duchy of Lithuania.
Political centralization and the formation of autocracy.
Moscow state in the 16th century: territory, socio-economic and political development, basic processes in spiritual life.
Religion and Church in Medieval Rus.
Time of Troubles: Causes and Consequences.
Russia in modern times
Main historical sources, chronology and essence of a new stage in Russian history.
Economy, society and power of Russia in the late 17th - early 18th centuries.
Preconditions and significance of the reforms of Peter I. The phenomenon of palace coups.
Changes in the economy, social and political system, culture of Russia in the 18th century. Secularization.
Popular movements.
Russia in European and World Politics. The transformation of Russia into a great European power. Patriotic War of 1812
Reforms and society in Russia in the 19th century. The beginning of the industrial modernization of Russia: the main stages and features.
The evolution of Russian power in the 19th century
Formation of the territory of the Russian Empire. Peoples, countries and peculiarities of national politics.
Official ideology and social movements in the 19th century Traditional religions.
Russian culture, science, education in the 19th century.
Contemporary history of Russia
Sources on recent history. Russia at the beginning of the twentieth century: economics, politics, ideology, culture. The role of Russia in the world economy and politics.
Reforms in Russia at the beginning of the twentieth century: preconditions and significance.
The nationwide crisis of 1914-1920: causes and consequences. The great Russian revolution and its impact on Russian and world history of the twentieth century.
Civil war in Russia. Formation of the USSR.
The phenomenon of Soviet society. The Soviet Union as a type of society and state: the structure of society, the system of government, law, the educational system, science, ideology and social psychology, traditional religions, the national question.
Soviet modernization model: specificity, result, price.
The decisive role of the USSR in achieving victory in World War II.
The Soviet Union as an industrial society: resources, industry, agriculture, scientific and technological progress and the military-industrial complex.
Causes and consequences of the crisis and collapse of the Soviet system.
Russian Federation at the beginning of the XXI century: revival and development of statehood, economy, science and culture, spiritual values of Russian society. The Russian Federation in the global processes of our time.
Knowledge about the past of our country in modern social and political processes.
SOCIETY Explanatory note
In science of science, the term "social science" ("social science") unites all sciences about society. In the educational system, social science (social science) is a discipline that represents a system of knowledge about society, except for historical ones, which are given in another academic subject - history. Social studies are studied based on historical knowledge. History is studied using concepts developed in the course of social studies. Both subjects are interconnected, but do not replace each other. The history course studies the past in its concrete, unique form; In the course of social studies, knowledge about society is presented in a generalized form and to the greatest extent addressed to the present. Both subjects are of independent value.
Social science education is a necessary condition for the optimal socialization of a person, contributing to his entry into the world of human culture and social values and at the same time the discovery and establishment of a unique and inimitable self.
For a modern social science course that illuminates the problems of man and society, the basic ones are philosophy, economic science, sociology, political science, social psychology, and jurisprudence.
Mastering the basics of philosophy helps the student to navigate correctly in the world of knowledge and human values, and also to find his place in life. The importance and necessity of studying philosophy at school is explained mainly by the fact that it answers the questions of how to think correctly, how to live with dignity. Social philosophy provides an understanding of the essence of social processes.
The basics of economic knowledge are necessary for the formation of an adequate perception of the economic situation in the country and in the world in a teenager. They are also a tool that a secondary school graduate can use to properly build their relationships with a future employer, professional colleagues, government and commercial economic structures.
Sociological knowledge is designed to contribute to the formation of a comprehensive view of social processes, representing a framework of social thinking as a systemic understanding of the objective and subjective elements of social trends. Holistic systemic sociological thinking will help young people to take an active social position in society.
The growing importance of political science - the science of politics, structure, distribution and exercise of power - is determined by the fact that the fate of Russia and, consequently, the fate of each person depends on the sum of individual political positions, on the conscious political choice of citizens. Strengthening democracy in Russia is impossible without the consolidation in the minds of the majority of the population of the democratic values disclosed by political science.
Social psychology plays an important role in the graduate's determination of his place in society and the formation of his position in relation to society, while its weight is increasing due to the complication of interpersonal relations in our time, the importance of organizing the interaction of people in large and small groups.
Mastering basic knowledge of law is an indispensable element in the development of a socially active person who has the level of legal awareness and legal culture necessary for a modern society. In turn, this fosters an internal conviction in the need to comply with the rule of law, a responsible and respectful attitude towards the rights and freedoms of others, and a civil position.
The study of these social sciences and humanities separately is the task of a higher school, whose graduates will become intelligent people only on condition of humanitarian development. As for the general education school, its curriculum, neither in the present, nor in the foreseeable future, can in its basic part contain academic disciplines corresponding to all the named areas of scientific knowledge. Meanwhile, such knowledge is necessary for every person entering life. The optimal solution is to present to the student not independent sciences, as in a university, but pedagogically selected knowledge, integrated into a single course in social studies. This decision is in line with the current trend towards the integration of social and humanitarian knowledge. In a modern social science course, knowledge about a person and society should be presented to students not one-sidedly, not from the standpoint of only one of the areas of science, but in a comprehensive manner. A scientific picture of the world is inconceivable without a holistic view of society and contemporary human problems.
Social science education occupies a special place in the general education system, performing with its own means those tasks that no other academic subject is able to perform.
Among the general requirements for the content of education, put forward by the Law "On Education", is an orientation towards ensuring self-determination of the individual, creating conditions for his self-realization.
The problem put forward in the law of forming a student's picture of the world that is adequate to the modern level of knowledge cannot be solved without a complex of knowledge about society and a person, the integrity of which is ensured by the integration of information from the sciences that study various aspects of the development of society into the course of social studies.
Without social science education, it is impossible to fully fulfill the requirement of the law on the education of a citizen integrated into modern society. The solution to this problem presupposes the assimilation of civic culture by students, which includes political, legal, economic, and moral and patriotic components. It covers not only the relationship between the citizen and the state, but also various aspects of relations in civil society.
Below is the core of knowledge that should be mastered by every person receiving a complete secondary education. At the same time, in accordance with the requests of students and the capabilities of the school, training courses can be introduced that expand and deepen knowledge in any of the basic sciences.
Content
FOUNDATIONS OF PHILOSOPHY
The problem of anthropogenesis. The biosocial nature of man. The structure of consciousness. The relationship between mind and body. Individual and personality. Activity as a way of human existence, personality self-realization. Activity motivation, needs and interests. Variety of activities. Public and individual consciousness. Self-awareness and its role in personality development.
Man as a spiritual being. The spiritual life of a person. Worldview concept. The structure of the worldview: picture of the world, ideals, values and goals, attitude. Scientific, everyday, mythological, religious, philosophical worldview.
THEORY OF KNOWLEDGE AND LOGIC
Cognition as activity. Knowledge, its types. Truth and its criteria, the relativity of truth. Forms of sensory cognition, its specificity and role.
Forms of rational thinking. Thinking and language. The meaning and meaning of linguistic expressions. The laws of logic are the core of rational thinking. Reasoning and reasoning. Deduction and induction. Methods of substantiating the truth: proof, observation, experiment, practice. Explanation and understanding. Types of explanations. Common mistakes in everyday reasoning. Paradoxes, controversy, discussion, controversy. Grounds, admissible methods of rational dispute. Ways to manipulate consciousness.
Scientific knowledge, its characteristic features. Empirical and theoretical levels of scientific knowledge. Methods and methods of scientific knowledge. Differentiation and integration of scientific knowledge. Features of social cognition.
ETHICS
Ethics, morality, morality. The main categories of ethics. Good and virtues, evil and vices. The problem of the meaning of life. Free will and moral judgment.
Character traits, their difference from physical qualities and mental abilities. Moral and volitional qualities, their correlation. Mercy, justice, friendship. The golden rule of morality is a universal formula of behavior. Selfishness.
Duty is the moral motive of behavior. Conscience is the highest moral authority in a person, remorse. Morality as an area of individually responsible behavior.
SOCIAL PHILOSOPHY
Society as an integral developing system. The relationship between nature and society. The main spheres of society, their interaction. Dynamics of society, development. Evolution and revolution as forms of social change. Social progress concept. Typology of societies.
Modern society: leading trends, features of development. Acceleration of social development. Globalization processes, their inconsistency. Global problems of our time. Society and people in the face of threats and challenges of the XXI century. The future of modern civilization.
FUNDAMENTALS OF ECONOMY
Economy as a way of managing. Types of economic systems. Economic goods, their production, exchange, distribution and consumption. Economic sciences: microeconomics, macroeconomics, world economy, economic history, history of economic thought.
The concept of ownership. Forms of ownership. Public sector in the economy. Nationalization. Privatization.
Market economy. Demand. Demand law. Sentence. Supply law. Market price formation. Equilibrium price. Competition and Monopoly. Types of monopolies. Monopolistic competition.
Production factors. Production costs. Division of labor and labor productivity.
Entrepreneurial activity. The main types of firms: individual firms, partnerships, cooperatives, joint stock companies. Cost types and their economic importance. Profit types. The influence of competition on the activities of the firm.
Types of markets. Stocks and bods market. Stocks, bonds. Stock Exchange. Labor market. Demand, supply and price in the labor market. Employment. Unemployment. Types of unemployment. Living wage. Minimum wage. Trade unions.
Family economy. Sources of family income. Family property. Real income. Nominal income. Consumer loan.
Gross domestic product. Nominal and real GDP. Economic cycles. The phases of the economic cycle in a market economy. The economic growth. Extensive and intensive growth. Economic growth factors. Economic growth rates.
Money and banks. Functions of money. The role of banks in the economy. How banks make money. Inflation concept. Demand inflation. Cost inflation.
The role of the state in the economy. Forms of state intervention in the economy. Public goods. Functions of the state in a modern market economy. Budgetary and tax policy. Money-credit policy. The state budget. State debt.
World economy. International trade. International division of labor. Free trade and protectionism. Currency. Currency market. The concept of the exchange rate. International economic organizations. The globalization of the economy.
FOUNDATIONS OF SOCIOLOGY
Social communities and groups. Types of social groups. Ethnic (national) communities. Youth as a social group.
Social structure and stratification, social inequality. Gender relations in modern society, the foundations of feminism.
The main social institutions, their structure, functions, role in the life of society. The institution of family and marriage, the fate of the family in modern society. Education as a social institution. Media Institute. Religion as a social institution.
Social norms, their types. Deviant behavior. Social control.
Social statuses and roles, the main social roles in adolescence. Socialization of the individual.
Social mobility, its forms and channels in modern society.
Social, ethnosocial (national) conflicts, ways to resolve them.
Features of the social development of modern Russian society. Constitutional foundations of social (national, demographic, youth) policy in the Russian Federation.
FOUNDATIONS OF POLITICAL SCIENCE
Politics as a social phenomenon. Power concept. The political system, its structure and functions.
The state in the political system. Its signs, functions. Sovereignty concept. Forms of government (monarchy, republic), forms of state-territorial structure (unitarianism, federalism). The main directions of state policy. Civil society and the rule of law.
Political regime. Typology of political regimes. Democracy, its basic values and features. Elections in a Democratic Society. Types of electoral systems: majoritarian, proportional, mixed. Election campaign. Electoral technologies.
Political parties and movements. Typology of political parties. Their signs and functions. Party systems.
Political ideology, its role in society. The main ideological and political trends, their values. Liberalism, conservatism, social democracy, communism.
Political leadership concept. Leadership typology.
Political elite. Typology of elites.
Mass media in the political system of society.
Man in political life. Political psychology and political behavior. Political participation, its forms.
Political extremism as a social phenomenon. The origins and danger of political extremism in modern society.
The concept of political culture. Types of political culture.
Political process.
FOUNDATIONS OF SOCIAL PSYCHOLOGY
Socialization of the individual. Personality. Factors of its development. Thinking and acting. Worldview. The spiritual world of man. Thoughts and feelings. Search for the meaning of life. Life guidelines and values. The value of human life. Freedom and responsibility. Interests. Addictions. Capabilities.
Social attitude. Role-playing personality set. Role behavior.
Social and interpersonal relations. Small group. Personality in the group. Interpersonal relationships in groups.
People's need for communication and ways to satisfy it. Functions and structure of communication. Communication styles. Communication in adolescence. The value of communication for adolescence.
Conflict. The problem of interpersonal conflict. Structure, functions, dynamics of the conflict. Perception of a conflict situation. Ways of a constructive solution to the conflict.
The family as a small group. Psychology of family relationships.
LAW BASICS
Essence, concept and value of law. Different types of legal thinking. Law in the system of social norms. Sources of law. System of law. System of Russian legislation.
Legal relationship. Subjects of the legal relationship. Legal facts.
Offenses and legal liability. Legal liability of minors. Legal ways to resolve conflicts.
Constitution of the Russian Federation. Human rights as the basis of the legal system of the Russian Federation. The main constitutional obligations of citizens of the Russian Federation. Legal ways to protect the constitutional rights of citizens.
Fundamentals of the constitutional system of the Russian Federation. Russia is a sovereign state, republic, democratic rule of law, federation. Organization of public authority in Russia.
The right of citizens to participate in the management of state affairs. The electoral system of the Russian Federation.
Law enforcement agencies of the Russian Federation.
The right to a healthy environment. Environmental offenses.
Civil legal relations. Legal entities. The volume of legal capacity of minors. Property rights. Ownership. Civil disputes.
Rights, obligations and responsibilities of the employee and the employer. Features of labor relations of youth.
Legal framework for social protection and social security.
Family relationship. Procedure, conditions for the conclusion and dissolution of marriage. Rights and obligations of spouses, parents and children.
Administrative offense. Types of administrative punishments.
Basic concepts and institutions of criminal law. Criminal liability of minors.
Legal regulation of relations in the field of education.
The right to life in conditions of armed conflict.
MATHEMATICS Explanatory note
Mathematics - the science of the most general and fundamental structures of the real world, is the most important source of fundamental ideas for all natural sciences and modern technologies. All scientific and technological progress of mankind is directly related to the development of mathematics. Therefore, on the one hand, it is impossible to develop an adequate understanding of the world without knowledge of mathematics. On the other hand, it is easier for a mathematically educated person to enter into any objective problematic that is new to him.
Mathematics allows you to successfully solve practical problems: optimize the family budget and properly allocate time, critically navigate statistical, economic and logical information, correctly assess the profitability of potential business partners and offers, carry out simple engineering and technical calculations for practical problems.
Mathematical education is a centuries-old means of intellectual development in the context of mass education. This development is ensured by the systematic, deductive presentation of the theory adopted in high-quality mathematics education, combined with the solution of well-chosen problems. Successful study of mathematics facilitates and improves the study of other academic disciplines.
Mathematics is the most accurate of the sciences. The subject "Mathematics" has an exceptional educational potential: it fosters intellectual correctness, critical thinking, the ability to distinguish between justified and unfounded judgments, and teaches people to long-term mental activity.
For many, school mathematics is a necessary element of pre-professional training. In this regard, it is fundamentally important to harmonize mathematics and other academic subjects. Although mathematics is a unified science without clear boundaries between its different sections, below the informational array of the course, in accordance with tradition, is divided into sections: "Arithmetic", "Algebra", "Geometry", "Mathematical Analysis", "Probability and Statistics". At the same time, it is assumed that you will become familiar with the history of mathematics and master the following general mathematical concepts and methods:
Definitions and initial (undefined) concepts. Proof; axioms and theorems. Hypotheses and refutations. Counterexample. Typical errors in reasoning.
Direct and converse theorem. Existence and uniqueness of an object. Necessary and sufficient condition for the correctness of the statement. Proof by contradiction. Method of mathematical induction.
Mathematical model. Mathematics and problems of physics, chemistry, biology, economics, geography, linguistics, sociology, etc.
ARITHMETIC
Integers. Decimal number system. Arithmetic operations on natural numbers. Verbal counting. Estimation and evaluation of calculation results. Degrees and roots of a number.
Prime and composite numbers. Decomposition of a natural number into prime factors. Division with remainder. Whole numbers.
Ordinary and decimal fractions, operations on them. Interest. Proportions.
Properties of numerical equalities and inequalities.
The solution of word problems in an arithmetic way.
Measurement of quantities. Metric systems of units. Measurement of segments.
ALGEBRA
Polynomials and Actions on Them . Square trinomial.
Abbreviated multiplication formulas. Factoring a polynomial. Algebraic fractions and actions on them.
The numeric value of the literal expression. Identical transformations. Valid variable values.
Equations, inequalities and their systems. Solving linear and quadratic equations. Rational roots of polynomials with integer coefficients. Equivalence of equations, inequalities and their systems.
Drawing up equations, inequalities and their systems according to the conditions of the problems. Solving word problems by the algebraic method. Interpretation of the result, selection of solutions.
Expansion of the concept of number: natural, whole, rational and irrational numbers. Complex numbers and their geometric interpretation. The main theorem of algebra (without proof).
Number sequences . Arithmetic and geometric progressions. Compound interest. The sum of an infinitely decreasing geometric progression. The concept of the method of mathematical induction.
GEOMETRY
Geometric shapes on a plane and in space. Segment, line, angle, triangles, quadrangles, polygons, circle, polyhedra, ball and sphere, round bodies and surfaces; their main properties. The relative position of the figures.
Parallel design, the image of spatial figures.
Right triangle. Pythagorean theorem. Sine, cosine, tangent of an angle. Relationships between sides and angles in a triangle.
Motion. Symmetry of figures. Similarity of figures.
Geometric quantities and measurements. The length of the segment. Degree and radian measure of angle. Circumference, number . The concept of area and volume. Basic formulas for calculating areas and volumes.
Coordinates and vectors.
Ideas about the axiomatic method and the geometry of Lobachevsky.
Solving problems for construction, computation, proof. Application in solving geometric problems of considerations of symmetry and similarity, methods of geometric places, projection and sections, algebraic methods, coordinate, vector method.
Geometry applications.
MATHEMATICAL ANALYSIS
Real numbers. Infinite decimal fractions . Rational and irrational numbers. Periodic and non-periodic decimal fractions. Coordinates. Representation of numbers by points of a coordinate line. The absolute value of a number. Cartesian coordinate system on a plane.
Function and methods of its assignment. Reading and graphing functions. The main properties of the function: monotony, intervals of increasing and decreasing, maxima and minima, boundedness of functions, even and odd parity, periodicity.
Elementary functions: linear, quadratic, polynomial, linear fractional, exponential, exponential, logarithmic. Trigonometric functions, formulas for reduction, addition, double angle. Convert expressions containing power, trigonometric, logarithmic, and exponential functions. Solving the corresponding equations and inequalities.
Graphic interpretation of equations, inequalities with two unknowns and their systems.
Composition of functions. Inverse function.
Transformations of graphs of functions.
Continuity. Intervals of constancy of a continuous function. The method of intervals.
The concept of the derivative of a function at a point. The physical and geometric meaning of the derivative. The use of a derivative in the study of functions, plotting. Using the properties of functions when solving textual, physical and geometric problems. Solving extremum problems.
The concept of a definite integral as the area of a curved trapezoid . Antiderivative. Newton-Leibniz formula. Certain integral applications.
PROBABILITY AND STATISTICS 1
Presentation of data, their numerical characteristics. Tables and charts. Random selection, sample studies. Interpretation of statistical data and their characteristics. Random events and probability. Calculation of probabilities. Enumeration of options and elements of combinatorics. Bernoulli's tests. Random variables and their characteristics. Frequency and Probability. The law of large numbers. Estimation of probabilities of occurrence of events in the simplest practical situations.
INFORMATICS Explanatory note
Informatics is a scientific discipline about the laws governing the flow of information processes in various environments, as well as about the methods and means of their automation.
Information processes are a fundamental reality of the surrounding world and a defining component of a modern information civilization. Computer science provides a key to understanding numerous phenomena and processes in natural sciences, sociology, economics, history, etc.
Informatics lays the foundation for the creation and use of information and communication technologies (ICT) - one of the most significant technological achievements of modern civilization. Today ICT is a necessary tool for almost any activity. The pace of qualitative development of computer technology and ICT has no precedents in history.
Computer science, information and communication technologies have a significant impact on the worldview and lifestyle of a modern person. A society in which information processes, properties of information, information and communication technologies play a decisive role is the reality of the present time.
Informatics has a very large and growing number of interdisciplinary connections, both at the level of the conceptual apparatus and at the level of instrumentation. We can say that it is a metadiscipline that has a general scientific language, a kind of cognitive "Latin".
Interdisciplinary connections between mathematics and computer science deserve special attention. These disciplines are not competing (for example, on the basis of computer theorem proving or the use of mathematical packages). At the same time, informatics is not a part of mathematics, although a number of concepts can be simultaneously attributed to the competence of both disciplines. It is more productive to view mathematics and computer science as disciplines that complement each other to some extent. For example, rational numbers in mathematics are a stepping stone to real numbers. For computer science, it is the rational numbers that are of interest.
In informatics, many types of activities are formed that are of a general disciplinary nature: modeling objects and processes, collecting, storing, transforming and transmitting information, managing objects and processes. The peculiarity of computer science is that a significant part of this activity can be carried out using computer tools.
The school computer science course reflects all of the listed aspects:
the essence of informatics as a scientific discipline that studies the patterns of information processes in various environments (systems);
the main areas of application of informatics, primarily information and communication technologies, management and social sphere;
the interdisciplinary nature of informatics and information activities.
Informatics has not yet taken shape as a deductive theory, nevertheless, in the process of teaching this discipline, a quite definite system of concepts and the logic of their development have developed: from information processes as a phenomenon of reality to information models as a tool for cognizing this phenomenon with a transition to the areas of application of the knowledge gained.
A fundamentally important role in informatics is played by the concept of an information model, which is at the same time an instrument of cognition, a means of planning practical activities, in particular with the use of a computer, and a mechanism for implementing intersubject connections in informatics.
It is advisable to divide the conceptual apparatus of informatics into three concentrates:
concepts related to the description of the information process;
concepts that reveal the essence of information modeling;
concepts that characterize the application of informatics in various fields, primarily technology, management, socio-economic sphere.
The main goals studying computer science at school:
mastering the knowledge that forms the basis of scientific ideas about information, information processes, systems, technologies and models;
development of cognitive interests, intellectual and creative abilities by means of ICT;
fostering a responsible attitude to information, taking into account the legal and ethical aspects of its dissemination; selective attitude to the information received;
mastering the skills to work with various types of information using a computer and other means of information and communication technologies (ICT), organize their own information activities and plan their results;
development of skills in the use of ICT tools in everyday life, in the implementation of individual and collective projects, in educational activities, with the further development of professions in demand on the labor market.
Achievement of these goals in full is possible if, within the framework of the educational process and independent work, students are provided with access to information and communication technologies.
Contents GENERAL CONCEPTS
Systems formed by interacting elements, states of elements, signals. Management, feedback, sustainability. Information, information objects of various types (symbols, sounds, images
and etc.). The versatility of discrete (digital, including binary) information representation, accuracy of representation. Units for measuring the amount of information. Compression of information.
Information transmission process, information source and receiver, encoding and decoding, information distortion during transmission, information transmission rate.
Storage, transmission, processing of information in social, biological and technical systems. Perception, memorization, transformation, transmission of information by living organisms, by humans.
VALUE OF INFORMATION
Language as a way of presenting information: natural and formal languages, semantics. Formalization of description and modeling of real objects and processes. Formalization of the task. Computer modelling.
MATHEMATICAL CONCEPTS
Information transformation according to formal rules. Algorithms. Algorithm recording methods; block diagrams. Boolean values, operations, expressions. Algorithmic constructions (names, branches, cycles). Dividing the problem into subtasks, auxiliary algorithms. Processed objects: character strings, numbers, lists, trees, graphs. Algorithms: Euclid, conversion from decimal to binary and vice versa, examples of sorting algorithms, enumeration (building a winning strategy in the game tree).
Computable functions, formalization of the concept of a computable function, completeness of formalization. Computational complexity and information object complexity. Non-existence of algorithms, brute force problem.
DEVICE AND CHARACTERISTICS OF THE COMPUTER. ORGANIZATION OF THE COMPUTING PROCESS
Computer as a universal information processing device. The main components of a computer and their functions: processor, memory, external devices, RAM, cache memory, external memory.
Logic circuits and their physical (electronic) implementation, integrated circuits. Programming principle of computer operation, address, processor state, machine instruction, machine program, data and command buses, bit width, speed.
User interaction with the computer. External computer devices: keyboards (including music), mouse and other manipulators (graphic panel), scanner, video camera, microphone, digital sensors and other input devices, monitor, projector, printer and other output devices, computer controlled devices, modem ... Discrete (digital) structure of input and output.
Computer networks, distributed computing, ubiquitous computing environment. Composition and functions of software: operating systems, programming systems, general user and professional software.
Programming languages, implementation of algorithms. Concept of programming, stages of program development: design, coding, debugging; life cycle of the program.
INFORMATION TECHNOLOGY
Connecting blocks and devices of a computer, other ICT tools, the simplest operations (turning on and off, understanding readiness and malfunction signals, etc.), using various media (magnetic, optical, semiconductor), consumables. Hygienic, ergonomic and technical conditions for the use of ICT facilities.
Operation of computer information objects in a visual-graphic form (graphical user interface): creating, naming, saving, deleting objects, organizing their families. Compression of information, archiving and unarchiving. Computer viruses. Data protection.
Assessment of quantitative parameters of information objects and processes: the amount of memory required for storing objects, the speed of transfer and processing of objects, the cost of information products, communication services.
Entering information
Input, recording by means of ICT information about objects and processes of the surrounding world (including in social science, natural science, philology, art): images, sound, texts (including using the recognition of printed, written and oral text), music, measurement results and polls.
Data processing
Text processing (including social science, natural science, philology). Create structured text using qualified keyboard writing using basic text editor tools. Links. Highlighting changes. Spell checker, dictionaries. Inclusion of graphic and other information objects in the text. Business correspondence, educational publication, teamwork.
Image processing (includingin art, technology)
Sound and video processing (including in languages, art; project activities in various fields).
Using ready-made templates and libraries of ready-made objects.
Organization and search for information
Search for information (including social science, natural science, languages) in the text, file system, database, Internet. Computer and non-computer encyclopedias, reference books, catalogs, other sources of information, search engines. Creation of records in the database.
Design, modeling, management
Creation and processing of drawings, diagrams, plans, maps, two-dimensional and three-dimensional graphics (including drawing, technology, art, geography, natural science, economics), the use of standard graphic objects.
Computer-controlled devices (in technology)
Digital data processing (including natural science, social science). Dynamic (spreadsheet) as a modeling tool. Entering information (including formulas) into a table, switching to a graphical presentation.
Virtual laboratories (including mathematics and science).
Information environment of communication and interaction
Creation and transmission of complex information objects in the form of printed text, web pages, presentations (including in languages, social science, natural science).
Organization of knowledge and interaction in the information environment: e-mail, chat, forum, teleconference, website, knowledge base.
Information and communication technologies in society
The main stages of the development of information technology.
ICT applications: communications (cellular and Internet telephony, etc.), information services (Internet, media), modeling (weather forecast), design (CAD), management (production, transport, operations planning), data analysis (tomography), education (distance learning, educational sources and tools, project activities), arts and entertainment (animation, games).
Personal information. Information security, selectivity, ethics and law.
PHYSICS Explanatory note
Physics is a science that studies the most general laws of natural phenomena, the properties and structure of matter, the laws of its motion. The basic concepts of physics and its laws are used in all natural sciences.
Physics studies the quantitative laws of natural phenomena and belongs to the exact sciences. At the same time, the humanitarian potential of physics in forming a general picture of the world and influencing the quality of life of mankind is very high.
Physics is an experimental science that studies natural phenomena empirically. By constructing theoretical models, physics gives an explanation of the observed phenomena, formulates physical laws, predicts new phenomena, creates the basis for the application of the open laws of nature in human practice. Physical laws underlie chemical, biological, astronomical phenomena. Due to the noted features of physics, it can be considered the basis of all natural sciences.
In the modern world, the role of physics is constantly growing, since physics is the basis of scientific and technological progress. The use of knowledge in physics is necessary for everyone to solve practical problems in everyday life. The device and principle of operation of the majority of devices and mechanisms used in everyday life and technology may well become a good illustration of the issues under study.
Physics is a unified science without clear boundaries between its different sections, but in the developed document, in accordance with traditions, sections corresponding to physical theories are highlighted: "Mechanics", Molecular Physics "," Electrodynamics "," Quantum Physics ". In a separate section "Structure of the Universe" the elements of astronomy and astrophysics are studied.
MECHANICS
A material point as a model of a physical body.
Mechanical movement. The relativity of mechanical movement.
Path. Speed. Acceleration. Their size and direction. Newton's first law and inertia. Weight. Power. Newton's second law. Smooth and accelerated movement. Movement in a straight line and in a circle. Third law
Newton. Pulse. Impulse conservation law. Jet propulsion. Strength of elasticity. Friction force. Gravity. The law of universal gravitation. Job. Power. Kinetic energy. Potential energy. Law
conservation of mechanical energy. Equilibrium conditions for a rigid body.
Simple mechanisms.
Mechanical vibrations. Resonance. Mechanical waves in homogeneous media. Sound. The volume and pitch of the sound.
MOLECULAR PHYSICS
Atomic-molecular structure of matter. Thermal motion. Temperature. Brownian motion. Diffusion. Interaction of particles of matter. Aggregate state of matter - gas, liquid, solid. Evaporation and condensation. Boiling. Melting and solidification.
Thermal equilibrium. Internal energy and pressure. Ideal gas pressure. Ideal gas equation of state. Atmosphere pressure. Pascal's law. Archimedes' law.
Work and heat transfer. The first law of thermodynamics. The amount of heat, heat capacity. Conversion of thermal energy into mechanical energy. Steam engine, internal combustion engine, turbine. Efficiency. The second law of thermodynamics and its statistical interpretation.
ELECTRODYNAMICS
Electric field. Carriers of electrical charge. Electric charge conservation law. Coulomb's law. Electric field. Electric field strength. Potential. Capacitor. Electric field energy. Sources of direct current. Electromotive force. Voltage at the section of the electrical circuit. Current strength. Electrical resistance. Ohm's law. Work and power of electric current. Joule ― Lenz's law. Electric current in conductors, electrolytes, semiconductors, gases and in vacuum. Semiconductor devices.
A magnetic field. Magnetic field induction. Magnetic field of the current. Electromagnet. The action of a magnetic field on a conductor with current. Power. Inductance. The energy of the magnetic field. Electromagnetic induction. Electric generator. Alternating current. Transformer.
Electric motor. Magnetic properties of matter.
Electromagnetic vibrations. Electromagnetic waves. Properties of electromagnetic waves. The speed of light. The principles of radio communication and television. Mobile connection. Frequency range of electromagnetic oscillations. Light. Interference, diffraction, light dispersion. Reflection and refraction of light. Fiber optic communication. Lens. The path of light rays in the lens. Optical devices.
Postulates of the special theory of relativity. Full energy. Rest energy. Relativistic impulse. Mass defect and binding energy.
THE QUANTUM PHYSICS
Experiments of Rutherford. Planetary model of the atom. Optical spectra. Absorption and emission of light by atoms. Light as a stream of photons. Energy and momentum of photons. Radiation from a heated body. Photo effect.
The composition of the atomic nucleus. Binding energy of atomic nuclei. Radioactivity. Alpha, beta and gamma radiation. Transformations of elements. Half life. The connection between mass and energy. Elementary particles.
Nuclear reactions. Sources of energy from the sun and stars. Nuclear energy. Dosimetry. The influence of radioactive radiation on living organisms.
STRUCTURE OF THE UNIVERSE
Solar system. Stars and their sources of energy. Galaxy. "Redshift" in the spectra of galaxies. Expanding Universe Model. "Big Bang" and the evolution of the state of matter in the Universe.
CHEMISTRY Explanatory note
The school chemistry course includes the amount of chemical knowledge necessary for the formation of a chemical picture of the world in the minds of schoolchildren. This knowledge, along with physical knowledge, is at the center of natural science and fills many fundamental ideas about the world with concrete content. In addition, a certain amount of chemical knowledge is necessary both for everyday life and for activities in all areas of science, the national economy, including those not directly related to chemistry. Chemical education is also necessary to create a clear understanding of the role of chemistry in solving environmental, raw materials, energy, food, and medical problems of mankind in schoolchildren.
The main goals studying chemistry at school:
formation of ideas about the chemical component of the natural-scientific picture of the world, the most important chemical concepts, laws and theories;
mastering the methods of scientific knowledge for explaining chemical phenomena and properties of substances, assessing the role of chemistry in the development of modern technologies and obtaining new materials;
fostering conviction in the positive role of chemistry in the life of modern society, the need for a competent attitude towards one's health and the environment;
application of the knowledge gained for the safe use of substances and materials in everyday life, agriculture and production, solving practical problems in everyday life, preventing phenomena that are harmful to human health and the environment.
THEORETICAL BASIS OF CHEMISTRY
DI Mendeleev's periodic law. Atoms, nuclei, protons, neutrons, electrons. Chemical element. Periods and groups. Nuclides, radionuclides. Half life. Labeled atoms. The concept of the structure of electronic shells. Valence electrons. Oxidation state. How to use the periodic table.
Molecules. The electronic nature of the chemical bond. Electronegativity. Ions and ionic bond. Oxidation state and valence of chemical elements. Polar and non-polar covalent bonds. Spatial structure of molecules. Metallic bond. Hydrogen bond.
Substances of molecular and non-molecular structure. Conditionality of the properties of substances by their structure. Simple and complex substances. Concepts about the structure of gaseous, liquid and solid substances. The reasons for the variety of substances: isomerism, homology, allotropy, isotopy. Pure substances, mixtures, solutions. Dissolution as a physicochemical process. Hydration of ions. True and colloidal solutions. Solutions of gases, liquids and solids. Methods for expressing the concentration of solutions.
Physical and chemical phenomena. A chemical reaction is the process of rearranging atoms in molecules. Preservation of atoms in chemical reactions. Absolute and relative masses of atoms and molecules. A mole is a measure of the amount of a substance. Avogadro's law and the volume of praying gas. Avogadro's number. Signs and conditions of chemical reactions. Classification of chemical reactions in inorganic and organic chemistry.
Solutions. Solubility. Solutions of gases, liquids and solids. Saturated and unsaturated solutions. Solution concentration and its calculation. Thermal phenomena during dissolution. True and colloidal solutions.
Electrolytes and non-electrolytes. Cations and anions. Strong and weak electrolytes. Dissociation of salts, acids and bases. The acidity of solutions, the concept of pH. Conditions for the irreversibility of reactions in solutions. The concept of analytical qualitative reactions.
Chemistry and electric current. Electrolysis. Cathode and anode. Obtaining alkali metals and aluminum. Redox reactions as a source of electric current. Galvanic cells and accumulators. Fuel cell concept. Chemical and electrochemical corrosion of metals. Corrosion protection methods. Anti-corrosion coatings.
Thermal effects of chemical reactions. The law of conservation of energy in chemistry. Binding energy and heat of formation of compounds. Standard condition. Exo- and endothermic reactions. Heat of combustion and dissolution. Hess's law. Fuel and its varieties.
The speed of reactions, its dependence on various factors. Activation energy. Catalysis.
Reversibility of reactions. Chemical equilibrium and methods of its displacement.
FUNDAMENTALS OF INORGANIC CHEMISTRY
Metals and non-metals, their position in the periodic table. Atomic structure of non-metals. Physical and chemical properties. Hydrogen and oxygen compounds of elements of the subgroups of halogens, oxygen, nitrogen, carbon.
General characteristics of metals of the main and secondary subgroups. Physical properties of metals. Alkali and alkaline earth metals, aluminum, iron, copper, zinc and their compounds. Reducing properties of metals. Electrochemical series of metal voltages. Ferrous and non-ferrous metals, methods of obtaining them. Alloys. Corrosion of metals and methods of corrosion protection.
The main classes of inorganic compounds and the reactions between them. Oxides. Hydrogen. Hydrides. Hydroxides. Acids, bases, alkalis, salts. Amphotericity. Neutralization reaction. Acid-base indicators. The relationship between the main classes of inorganic substances.
BASICS OF ORGANIC CHEMISTRY
The electronic structure of the carbon atom is the reason for the uniqueness of its compounds. The ability of carbon atoms to form chains. Homology and isomerism are the reasons for the variety of organic compounds. Simple and multiple connections. Saturated, unsaturated and aromatic hydrocarbons. Methane, ethylene, acetylene, benzene are the ancestors of homologous series. Natural sources of hydrocarbons: oil and natural gas.
Functional organic compounds: alcohols, phenols, aldehydes, ketones, carboxylic acids, esters, amines, amino acids. The concept of heterocycles. Nitrogenous bases. Genetic relationship between classes of organic compounds.
CHEMISTRY AND LIFE
High molecular weight compounds. Monomers and Polymers. Polymerization and polycondensation. Rubbers, plastics, chemical fibers. High molecular weight compounds are the basis of biopolymers and modern materials.
Proteins. Nucleic acids (DNA and RNA). Fats. Carbohydrates. Chemistry and health. Balanced diet. Calorie content of food. Vitamins. Medicinal substances. Harm caused by drugs.
Chemistry in agriculture. The cycle of nitrogen and phosphorus in nature. Mineral and organic fertilizers (nitrogen, phosphorus, potash). Plant protection products.
Household surfactants. Detergents and cleaning agents. Organic solvents. Household aerosols. Safety rules when working with household chemicals.
General principles of chemical production. The main products of industrial chemistry (ammonia, sulfuric acid, mineral fertilizers, ethylene, styrene, butadiene, acetic acid). The concept of petrochemistry.
BIOLOGY Explanatory Note
Studying a biology course at school provides personal, social, general cultural, intellectual and communicative development of the individual.
The main goals studying biology at school:
the formation of a scientific worldview based on knowledge about living nature and its inherent laws, biological systems;
mastering the methods of cognition of living nature and the ability to use them in practice;
mastering knowledge about the structure, life, diversity and environmental role of living organisms;
fostering a value attitude towards wildlife, one's own health and the health of others, a culture of behavior in the environment, i.e., hygienic, genetic and environmental literacy;
mastering the skills to comply with hygienic norms and rules of a healthy lifestyle, assess the consequences of their activities in relation to the environment, the health of other people and their own body.
SYSTEM OF THE ORGANIC WORLD
Kingdoms of wildlife
Viruses are non-cellular forms.
Bacteria. Diversity of bacteria. Bacteria are the causative agents of diseases. The role of bacteria in natural communities (ecosystems).
Mushrooms. The variety of fungi, their role in natural communities and human life. Lichens are symbiotic organisms, their ecological role.
Plants. Cells and tissues of plants. Life processes. Growth, development and reproduction. The variety of plants, the principles of their classification. The value of plants in nature and human life. Major plant communities. Complication of plants in the process of evolution.
Animals. The structure of animals. Life processes and their regulation in animals. Reproduction, growth and development. Behavior. Diversity (types, classes of chordates) animals, their role in nature and human life, complication in the process of evolution. Adaptation to various habitats.
HUMAN ANATOMY AND PHYSIOLOGY
The human body is an integral system. Cells, tissues, organs and organ systems.
Nervous system and senses. Nervous regulation of body functions. Conditioned and unconditioned reflexes. Organs of sight, hearing, smell, taste, balance.
Endocrine system: structure and function. Hormones, mechanisms of their action on cells. Disorders of the endocrine system.
The musculoskeletal system: structure and function. Human movements, movement control. Injury prevention. First aid techniques for injuries of the musculoskeletal system.
Circulation. The internal environment of the body, the meaning of its constancy. The circulatory and lymphatic systems. Blood. Blood groups. Blood transfusion. Immunity. Antibodies. Allergic reactions. The structure and work of the heart. Pathology of the circulatory system. First aid techniques for bleeding.
Breath. The structure of the respiratory system, the mechanism of gas exchange. Respiration regulation. Respiratory hygiene. First aid techniques for carbon monoxide poisoning, rescuing a drowning man.
Digestion. Digestive system. Nutrition. Nutritional requirements. Vitamins. Disorders of the digestive system and their prevention.
Selection. The structure and function of the excretory system.
Metabolism and energy conversion.
Body integument: structure and function. Skin, hair, nail care. First aid techniques for injuries, burns, frostbite and their prevention.
The reproductive system. Fertilization, intrauterine development, childbirth. Genitourinary infections, measures to prevent them.
CYTOLOGY AND BIOCHEMISTRY
Cell theory. The structure, function and variety of cells. Eukaryotes and prokaryotes. The chemical composition of the cell.
Metabolism and energy conversion in the cell. Energy and plastic exchange. Photosynthesis. Protein biosynthesis. Gene, genetic code.
Cell life cycle: interphase and mitosis. Somatic and germ cells. Meiosis. Life cycles in different groups of organisms. Individual development of organisms.
GENETICS
Heredity and variability. Genetic terminology and symbology. Genes and traits. G. Mendel's laws of heredity. Chained inheritance. T. Morgan's law. Determination of gender. Gender-linked inheritance. Interaction of genes. Chromosomal theory of heredity. Genetic maps.
Modification variability. Reaction rate. Hereditary variability, its types. Mutations, mutagens. Measures for the prevention of hereditary human diseases and protection of the environment from contamination with mutagens.
EVOLUTION
Charles Darwin's theory of evolution. The teachings of J.-B. Lamarck about evolution. Driving forces and results of evolution. Synthetic theory of evolution. Population genetics. Microevolution and macroevolution. Ways and directions of evolution.
Signs of living organisms. Hypotheses of the origin of life on Earth. The main stages of the evolution of the organic world on Earth. Hypotheses of human origin. Evolution of man. The origin of the human races, their unity.
ECOLOGY
Environmental factors. Ecological niche. Ecosystems. Sustainability and dynamics of ecosystems. The cycle of substances and the conversion of energy in ecosystems. The rules of the ecological pyramid. Consequences of the impact of human activities on ecosystems. V. I. Vernadsky's doctrine of the biosphere. Evolution of the biosphere. Global anthropogenic changes in the biosphere. The problem of sustainable development of the biosphere.
UNIVERSAL LEARNING ACTIONS
Explanatory note
The changes taking place in modern society require the accelerated improvement of the educational space, the definition of educational goals, taking into account state, social and personal needs and interests. In this regard, the provision of the developing potential of new educational standards is becoming a priority area. Personal development in the education system is ensured, first of all, through the formation of universal educational actions (ULE), which are the invariant basis of the educational and upbringing process. The mastery of universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.
In a broad sense, the term “universal learning activities” means the ability to learn, ie. the ability of the subject for self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (strictly psychological sense), the term "universal learning actions" can be defined as a set of student's methods of action (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.
Functions of universal learning activities include:
Providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
Creation of conditions for the harmonious development of the individual and his self-realization based on the readiness for continuous education, the need for which is due to the multiculturalism of society and high professional mobility;
Ensuring the successful assimilation of knowledge, skills and abilities and the formation of competencies in any subject area.
Universal educational actions should be the basis for the choice and structuring of the content of education, techniques, methods, forms of teaching, as well as the construction of a holistic educational and educational process.
The mastery of universal educational actions by students occurs in the context of various academic subjects and, ultimately, leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, that is, the ability to learn.
This ability is provided by the fact that universal educational actions are generalized methods of action that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including students' awareness of its goals, value-semantic and operational characteristics. Thus, the achievement of "the ability to learn" presupposes a full-fledged mastering of all components of educational activity, which include: 1) educational motives, 2) educational goal, 3) educational task, 4) educational actions and operations (orientation, material transformation, control and assessment) ...
The so-called meta-subject educational activities should also take an essential place in the teaching of school disciplines. Under metasubject (i.e., "supra-subject" or « metacognitive ») actions are understood the mental actions of students aimed at analyzing and managing their cognitive activity, whether it is determining a strategy for solving a mathematical problem, memorizing factual material on history, or planning a joint (with other students) laboratory experiment in physics or chemistry.
Types of universaleducationalaction
In the composition of the main types of universal educational actions, dictated by the key goals of general education, four blocks can be distinguished:
1) personal; 2) regulatory (including self-regulation actions); 3) cognitive; 4) communicative. It is assumed that a clear identification of these types of educational activities will allow them to be given a priority in the study of specific academic subjects. Let us present the named UUD blocks in somewhat more detail.
The block of personal universal educational actions includes life, personal, professional self-determination; actions of meaning formation and moral and ethical assessment, implemented on the basis of the value-semantic orientation of students (readiness for life and personal self-determination, knowledge of moral norms, the ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles), as well as orientation in social roles and interpersonal relationships.
Self-determination - a person's determination of his place in society and life in general, the choice of values, the definition of his "way of life" and place in society. In the process of self-determination, a person solves two problems - the construction of individual life meanings and the construction of life plans in the time perspective (life design). With regard to learning activities, two types of actions should be emphasized that are necessary in student-centered learning. This is, firstly, the action of meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result-product of learning, prompting the activity, and the one for which it is carried out. The student should ask the question “what meaning, meaning does the teaching have for me”, and be able to find the answer to it. Secondly, it is the action of moral and ethical assessment of the assimilated content, based on social and personal values.
The block of regulatory actions includes actions that ensure the organization of students their learning activities: goal-setting as setting an educational task on the basis of correlating what is already known and assimilated by the student and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize forces and energy, the ability to volitional effort - to make a choice in a situation of motivational conflict, to overcome obstacles.
In the block of universal actions of a cognitive orientation, it is advisable to distinguish between general educational, including sign-symbolic; 2 logical, actions of setting and solving problems. The general educational ones include: independent identification and formulation of the cognitive goal; search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that determine this subject area); the ability to structure knowledge; the ability to consciously and arbitrarily build a speech utterance in oral and written form; selection of the most effective ways to solve problems, depending on specific conditions; reflection of methods and conditions of action, control and assessment of the process and results of activity; semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official-business styles; understanding and adequate assessment of the language of the media; the ability to adequately, in detail, concisely, selectively convey the content of the text; compose texts of various genres, observing the norms of text construction (compliance with the topic, genre, style of speech, etc.).
Along with general educational ones, universal logical actions are also distinguished: analysis of objects in order to highlight features (essential, insignificant); synthesis as the compilation of a whole from parts, including independently completing, replenishing the missing components; selection of grounds and criteria for comparison, serialization, classification of objects; summing up under concepts, deriving consequences; establishing causal relationships, building a logical chain of reasoning, proof; putting forward hypotheses and their justification.
The actions of posing and solving problems include formulating a problem and independently creating ways to solve problems of a creative and exploratory nature.
Communicative actions provide social competence and taking into account the position of other people, a communication partner or activity, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. Accordingly, the composition of communicative actions includes planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, identification of the problem, search and assessment of alternative ways to resolve the conflict, decision making and its implementation; partner behavior management - control, correction, evaluation of the partner's actions; the ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.
The development of a system of universal educational actions as part of personal, regulatory, cognitive and communicative actions is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of universal learning actions.
1 This section is being introduced in stages as teachers and teaching materials are prepared.
2 Special subject actions are determined by the content of a specific academic discipline.
FUNDAMENTAL CORE OF CONTENT OF GENERAL EDUCATION
THE CONCEPT OF THE FUNDAMENTAL CORE OF CONTENT OF GENERAL EDUCATION
The fundamental core of the content of general education is the basic document required to create basic curricula, programs, teaching materials and manuals. Its main purpose in the system of regulatory support of standards is to determine:
1) a system of leading ideas, theories, basic concepts related to the areas of knowledge presented in secondary school;
2) the composition of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational results.
To implement these functions in the Fundamental core of the content of general education, the following are recorded:
Fundamental elements of scientific knowledge of a methodological, system-forming and ideological nature, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods, both of a universal property and related to certain branches of knowledge and culture;
· , on the formation of which the educational process is directed. These include personal universal learning activities; regulatory actions; cognitive actions; communicative universal learning activities. The definition of the Fundamental core of the content of general education is an important component of the new concept of standards for general education, proceeding, in particular, from the thesis about the need to separate the problem of generalized requirements for educational outcomes and the problem of the specific content of general secondary education.
The first problem is socio-political. It is associated with the identification and fixation of generalized modern requests and expectations in the field of education and the requirements for it from the point of view of the individual, family, society, state.
The second problem is of a scientific and methodological nature and, accordingly, should be solved by the scientific and pedagogical professional communities.
The need to define the Fundamental core of general education stems from new social demands reflecting the transformation of Russia from an industrial to a post-industrial (informational) society based on knowledge and high innovative potential. The processes of globalization, informatization, acceleration of the introduction of new scientific discoveries, the rapid renewal of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and lifelong education. New social demands determine new goals of education and a strategy for its development. The fundamental core of the content of general education, in turn, concretizes goals as the results of general cultural, personal and cognitive development of students.
Thus, the Fundamental core of the content of general education actually normalizes both the content of curricula and the organization of educational activities in individual academic subjects, defining the elements of scientific and functional literacy, without mastering or without acquaintance with which the level of general education achieved by a graduate of a Russian school in the early 21st century , cannot be considered sufficient for the full continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to realize the most important requirements of society for the educational system:
· Preservation of the unity of the educational space, the continuity of the levels of the educational system;
· Ensuring equality and accessibility of education with different starting opportunities;
· Achievement of social consolidation and harmony in the conditions of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of civic identity and community of all citizens and peoples of Russia;
· The formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognition and transformation of the surrounding world.
The methodological basis of the Fundamental core of the content of general education is the principles of fundamentality and consistency, traditional for the Russian school. In this context, the divergence of views is fundamental: a) supporters of the preservation of the historically established Russian education system, focused on the fundamental nature of knowledge (that is, a high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the foundations of the sciences in comparison with the level of the Russian school.
All previous development of educational standards used the obligatory minimum of educational content as the initial methodological basis for determining the scope of the content of education. As a result, most teachers perceived the concepts of “educational standard” and “mandatory minimum” as synonyms.
The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the design of educational space based on the principle of fundamental education, which is captured by the term "Fundamental core of the content of general education." Such a transition fundamentally changes not only the organization, but also the essence of the educational process.
In the era of the formation of the knowledge economy, the importance of the fundamental principle of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to decisively get rid of outdated, secondary, pedagogically unjustified material. Along with fundamental knowledge, the document defines the main forms of activity and the corresponding classes of tasks, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental core of general education is the ideas previously formulated in Russian pedagogy and psychology:
· "Core" and "shell" of school courses (A. I. Markushevich);
· Allocation of the "volume of knowledge" on the subject (A. N. Kolmogorov);
· A culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky);
System-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).
During the reform of general secondary education, carried out in our country in the 60s and 70s. XX century, in order to solve problems associated with the fundamental novelty of the content in a number of subjects and the overload of students, A.I. depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education. It was not fully implemented in relation to the content of education: the "core" of the content of education was not explicitly identified.
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the Academy of Sciences of the USSR, chaired by Academician A. N. Kolmogorov, developed a short document "The amount of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master at the end of an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed curricula were developed based on this document. In the early 80s. XX century in a similar way, a mathematics program was created that describes the content of education at the exit from each stage and leaves more freedom for the authors' teams of textbooks. According to the concept of a culturological approach to the formation of the content of education (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky), the source of the formation of the content of general secondary education is culture, that is, the most significant forms of sociocultural experience. In accordance with this concept, the formation of content
general secondary education is carried out in several stages:
Stage I (pre-subject) - the formation of general theoretical ideas about the composition and structure of the content of education.
Stage II (subject) - determination of the composition of academic subjects, their specific content and distribution by levels of education.
Stage III - the creation of educational materials.
Stage IV - organization of the learning process.
Stage V - the assignment of new content by students.
The creation of the Fundamental core is an important part of the pre-subject stage of content formation. This scheme of work is significantly different from those previously adopted by the fact that the curriculum (distribution of study time and a list of subjects) is not postulated at the very beginning, but is preceded by a large analytical work. The structure of educational activity of students, as well as the main psychological conditions and mechanisms of the assimilation process, today is most fully described by the system-activity approach, based on the theoretical provisions of L. S. Vygotsky, A. N. Leontyev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov. The basic proposition is the thesis that personality development in the education system is ensured primarily by the formation of universal educational actions (ULE), which act as the basis of the educational and upbringing process. The concept of universal learning actions also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement of students' ability to effectively use the knowledge and skills gained in practice.
Following this theory in the formation of the content of general education presupposes, in particular, taking into account the age-specific psychological characteristics of students, analyzing the types of leading activities (play, learning, communication) and forms of educational cooperation, highlighting universal educational actions that generate competencies, knowledge, skills and abilities. The concept of the Fundamental Core synthesizes the described ideas of the “core” and “shell”, “volume of knowledge”, the allocation of the pre-subject stage, the system-activity approach.
The development of the Fundamental Core was carried out taking into account such framework constraints as:
1) brevity of recording the generalized contours of the scientific content of education;
2) rejection of details, a purely methodological nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content in specific subjects and levels of education;
3) a description in a concise form of the areas of knowledge presented in the modern school, but not specific subjects.
The short format of the Fundamental Core opens up the opportunity to create a zone of consensus for the formation of a now-missing holistic view of the content of school education and, on a new basis, to start solving the problem of intersubject connections, coordinating the scientific content of various fields of knowledge at the stage of preliminary development. The criteria for the selection and inclusion of material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the criteria for exclusion are more essential: the Fundamental Core should not include archaic, insignificant and overly detailed material. It should not include concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.
The creation of the Fundamental Core is the initial stage in the development of new content. The subsequent stages are the development of concepts of subject areas, the planned learning outcomes at the exit from the stages of education (primary, secondary and high school), the basic curriculum and sample programs of subjects, educational and methodological complexes of a new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work to test and introduce new content are important.
In parallel with the development of the new content of school education, work should be carried out on the appropriate renewal of the content of pedagogical education.
FUNDAMENTAL CORE OF CONTENT OF GENERAL EDUCATION *
Russian language
Explanatory note
In the system of school education, the Russian language is not only a subject of study, but also a means of instruction that determines success in mastering all school subjects and the quality of education in general.
The main goals of studying the Russian language at school:
· The formation of ideas about the Russian language as the language of the Russian people, the state language of the Russian Federation, a means of interethnic communication, consolidation and unity of the peoples of Russia;
· Formation of knowledge about the structure of the language system and the patterns of its functioning at the present stage;
· Enrichment of the vocabulary and grammatical structure of speech, mastering the culture of oral and written speech, types of speech activity, rules and methods of using the language in different conditions of communication;
· Mastering the most important general subject skills and universal methods of activity (extraction of information from linguistic dictionaries of various types and other sources, including the media and the Internet; information processing of the text).
These goals are realized on the basis of personality-oriented and activity-based approaches to teaching and upbringing in the process of developing the student's mental and speech activities, the formation of linguistic, linguistic, communicative and cultural competencies. In accordance with the objectives of the course, the fundamental core of the content of education in the Russian language consists of two interrelated components. Section "Speech" provides for mastering the concepts of speech activity and speech communication; the formation of skills to create texts of various functional and communicative orientation.
The section "Language system" provides for the development of the basics of linguistics, the system of its key concepts, phenomena and facts.
______
* The content of some educational areas (computer science, art) is not included in this Fundamental Core project.
Content
Speech
Language and speech. Types of speech activity (speaking, listening, writing, reading). Types of speech (oral and written, dialogical and monologic). Oral and written texts.
Functional and semantic varieties of the text (narration, description, reasoning). Functional varieties of the language. The main features of colloquial speech, functional styles (scientific, journalistic, official business), the language of fiction. The main genres of colloquial speech, scientific, journalistic, official and business styles.
Speech situation and its components. A speech act and its varieties (messages, motives, questions, announcements, expressions of emotions, expressions of speech etiquette, etc.). Dialogues of a different nature (etiquette, dialogue-inquiry, dialogue-motivation, dialogue-exchange of opinions, etc.; combination of different types of dialogue). Polylogue. Free conversation, discussion, discussion.
Adequate understanding of spoken and written language in accordance with the conditions and goals of communication.
Mastering various types of reading.
Creation of oral monologic and dialogical statements of different communicative orientation, depending on the goals, scope and situation of communication.
Creation of written texts of different styles and genres.
Analysis of the text from the point of view of its theme, purpose, main idea; basic and additional information, belonging to the functional-semantic type and functional variety of the language.
Information processing of the text.
Mastering the national and cultural norms of speech / non-speech behavior in various situations of formal and informal interpersonal and intercultural communication.
Language
General information about the language. Russian is the national language of the Russian people, the state language of the Russian Federation and the language of interethnic communication. Russian language in the modern world.
Russian as one of the Indo-European languages. Russian language among other Slavic languages. The role of the Old Church Slavonic language in the development of the Russian language.
Russian language as a developing phenomenon. Forms of functioning of the modern Russian language (literary language, territorial dialects, vernacular, professional varieties, jargon).
The relationship between language and culture. Russian is the language of Russian fiction. Basic visual aids of the Russian language and their use in speech.
Outstanding Russian linguists.
Phonetics and Orthoepy
Sound as a unit of language. Vowel system. System of consonants. Changing sounds in the speech stream. Syllable. Stress, its meaningful role, stress mobility in form and word formation. Intonation, its functions. Basic elements of intonation.
Orthoepy as a section of linguistics. Basic norms of pronunciation and stress.
Graphics
The composition of the Russian alphabet, the names of the letters. The designation in writing of the hardness and softness of consonants. Methods of designation. The ratio of sound and letter.
Morphemics (word composition) and word formation
Morpheme as the minimum significant unit of language. Word stem and ending. Types of morphemes. Alternation of sounds in morphemes. The main ways of forming words. The original (generating) stem and word-forming morpheme. Word-building pair.
The concept of etymology.
Lexicology and phraseology
Word as a unit of language. Lexical and grammatical meaning of the word. Unambiguous and ambiguous words; direct and figurative meanings of the word. Lexical compatibility. Synonyms. Antonyms. Homonyms. Paronyms. Active and passive vocabulary. Archaisms, historicisms, neologisms. Spheres of use of Russian vocabulary. Stylistic layers of vocabulary (bookish, neutral, reduced). Originally Russian and borrowed words. Phraseologisms and their signs.
Morphology
Parts of speech as lexical and grammatical categories of words. Classification of parts of speech.
Independent (significant) parts of speech. General category meaning, morphological and syntactic properties of each independent (significant) part of speech.
Service parts of speech.
Interjections and onomatopoeic words.
Homonymy of words of different parts of speech.
Syntax
Units of the syntax of the Russian language.
A word combination as a syntactic unit, its types. Communication types in a phrase.
Types of sentences according to the purpose of the statement and emotional coloring. The grammatical basis of the sentence, main and secondary members, ways of expressing them. Types of predicate.
Structural types of simple sentences (two-part and one-part, common and uncommon, sentences of a complicated and uncomplicated structure, complete and incomplete). Types of one-part sentences. Homogeneous members of the proposal, isolated members of the proposal; appeal; introductory and plug-in structures.
Classification of complex sentences. Means of expressing syntactic relations between parts of a complex sentence.
Methods of transferring someone else's speech.
The concept of the text, the main features of the text (articulation, semantic integrity, coherence).
A culture of speech
Culture of speech and its main aspects: normative, communicative, ethical. The main criteria for the culture of speech.
Linguistic norm, its functions. Basic norms of the Russian literary language (orthoepic, lexical, grammatical, stylistic spelling). Variants of norms.
Assessment of the correctness, communication qualities and effectiveness of speech.
Types of linguistic dictionaries and their role in mastering the vocabulary wealth and literary norms of the modern Russian literary language.
Spelling: spelling and punctuation
Spelling. Spelling concept. Spelling of vowels and consonants in morphemes. Spelling b and b.
Concatenated, hyphenated, and separate spellings. Uppercase and lowercase letters. Hyphenation.
Punctuation. Punctuation marks and their functions. Single and paired punctuation marks. Punctuation marks at the end of a sentence, in simple and complex sentences, with direct speech and quotation, in dialogue. A combination of punctuation marks.
Foreign languages
Explanatory note
Teaching a foreign language is seen as one of the priority areas of modern school education. The specificity of a foreign language as an academic subject in its integrative nature, that is, in a combination of language / foreign language education with the elementary foundations of literary education (familiarization with samples of foreign literature), as well as in its ability to act both as a goal and as a means of teaching for acquaintance with another subject area (humanitarian, natural science, technological). Thus, a wide variety of interdisciplinary connections (with the native language, literature, history, geography, etc.) can be realized in it.
The main goal of studying foreign languages at school is the formation of foreign language communicative competence in schoolchildren, that is, the ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers. To achieve this goal, it is necessary to strengthen the socio-cultural orientation of teaching foreign languages, focus on strengthening the cultural aspect in the content of education, on the inclusion of schoolchildren in the dialogue of cultures, which contributes to the introduction of schoolchildren to the culture of the country of the target language, the development of mutual understanding, a tolerant attitude to the manifestation of another culture, and helps them to better understand the peculiarities of the culture of their country and develop their ability to represent it in the process of communication by means of a foreign language.
Foreign language communicative competence provides for the development of communicative skills in the main types of speech activity: speaking, listening comprehension (listening), reading and writing. The subject content of speech is determined on the basis of the spheres of communication (social, social, cultural, educational and labor), communication situations and the topics of communication highlighted on their basis. Thus, the components of the training content are:
- the subject content of speech and the emotional-value attitude towards it (value orientations);
- communication skills in the named types of speech activity;
- language knowledge and skills;
- sociocultural knowledge and skills;
- educational, cognitive and compensatory skills (general educational skills and special / subject skills).
Content
Types of speech activity as components of training content
Dialogue speech
Dialogues of a different nature: etiquette, dialogue-inquiry, dialogue & motivation, dialogue - exchange of opinions; combination of different types of dialogue. Polylogue. Free conversation, discussion, discussion.
Monologue speech
Basic communicative types of speech: description, message, story, reasoning (including characterization). Presentation of what has been read, heard, seen. Referencing. Annotation.
Listening Comprehension (Listening)
Understanding with varying degrees of depth and accuracy of the interlocutor's statements, as well as the content of authentic audio and video texts of various genres and styles.
Reading
The main types of reading: introductory (with an understanding of the main content of the read), study (with a relatively complete understanding of the content of the read), viewing / search (with a selective understanding of the content of the read). Texts of different genres and styles: journalistic, popular science, fiction, pragmatic.
Written speech
Writing personal letters; filling out questionnaires, forms.t Writing autobiographies / resume. Drawing up a plan, abstracts of oral / written communication. Presentation of the read, summarizing, annotating.
Language knowledge and skills
Graphics and spelling
Alphabet letters of the target language, basic letter combinations. Reading and spelling rules.
Phonetic side of speech
Adequate pronunciation and distinction by ear of all sounds and sound combinations of the target language. Compliance with stress in words and phrases, rhythmic & intonation features of various types of sentences.
Lexical side of speech
Recognition and use of lexical units in speech within the framework of the selected topic: words, phrases, replicas & cliches of speech etiquette. The main ways of word formation. The ambiguity of the word. Synonyms, antonyms. Lexical compatibility.
The grammatical side of speech
Recognition and use in speech of the main morphological forms and syntactic structures of the target language. Knowledge of the main differences between the systems of foreign and native languages.
Sociocultural aspect
National and cultural characteristics of speech / non-speech behavior in one's own country and in the countries of the target language in various situations of formal and informal interpersonal and intercultural communication. Useful background vocabulary and realities of the target language country.
Compensatory skills
Contextual guessing, ignoring lexical and linguistic difficulties. Re-ask. Dictionary replacements. Facial expressions, gestures.
Educational and cognitive skills
General educational skills: using reference literature. Skills of working with information: fixing the content, searching and highlighting the necessary information, generalization. Special educational skills: use of bilingual dictionaries and other reference materials, including multimedia, interpretation of language tools, compilation of associagrams to consolidate vocabulary, selective translation, etc.
Literature
Explanatory note
The course of literature in a general education school, along with other academic subjects, contributes to the solution of a complex of educational tasks: the development of a harmonious personality, the education of a citizen, a patriot of his Fatherland.
The main goal of studying literature at school is the formation of skills:
· read;
· Comment, analyze and interpret the literary text;
· Create your own text.
Reading, commentary, analysis and interpretation are integral parts of any sign activity. The development of these skills, mastering possible algorithms for comprehending the meanings inherent in a literary text (or any other speech utterance), and then creating their own text, presenting their own assessments and judgments about what they read are necessary for schoolchildren for subsequent successful self-realization in any field of activity.
Content
Literature as the art of verbal image
Literature and mythology. Mythological plots and images in literature.
Literature and folklore. Folk tale and author's tale. Folk song and art song. Epics. Small folklore genres (riddle, proverb, proverb). Folklore themes and images in the works of Russian literature.
Artistic image. The image of a person in literature. Character. Literary hero. Heroic character in literature. Major and minor characters. Lyrical hero. Images of time and space, natural images, images of objects. "Eternal" images in literature. The image of the homeland in Russian literature.
Art world
Fictional fiction. Plausibility and fiction in literature.
The plot and composition of the work. Conflict. Internal conflict. Episode. Landscape. Portrait. Dialogue and monologue. Internal monologue. Diaries, letters and dreams of heroes. Lyrical digressions. Epilogue. Lyrical plot.
The author's position and ways of expressing it. Title of the work. Epigraph. “Speaking” surnames. The finale of the work.
The subject of the work. "Eternal" themes in Russian literature. Social, philosophical and moral problems of literary works. Ideological and emotional content of the work. Sublime and base, beautiful and ugly, tragic and comic in literature.
Humor. Satire.
Fiction speech
Poetry and prose as forms of artistic speech. Pictorial & expressive means (epithet, metaphor, personification, comparison, hyperbole, antithesis, allegory). Symbol. Grotesque. Artistic detail. Versification systems. Rhythm, rhyme. Stanza.
Literary genres and genres
Epic. Lyrics. Drama.
Epic genres (story, sketch, tale, story, novel, novel in verse, epic novel).
Lyric genres (poem, ode, elegy, message, prose poem).
Lyro-epic genres (fable, ballad, poem).
Dramatic genres (drama, tragedy, comedy).
Literary process
Tradition and innovation in literature. Epochs in the history of world literature (Antiquity, Middle Ages, Renaissance, literature of the 17th, 18th, 19th and 20th centuries). Literary trends (classicism, sentimentalism, romanticism, realism, modernism). Writer and literary direction.
Old Russian literature, its main genres: word, teaching, life, story. The theme of the Russian land. The ideal of man in the literature of Ancient Rus. The instructive nature of the works of Old Russian literature.
Russian literature of the 18th century Classicism and its connection with the ideas of the Russian Enlightenment. Sentimentalism and its appeal to the image of the inner world of an ordinary person.
Russian literature of the 19th century Romanticism in Russian literature. A romantic hero. The emergence of realism in Russian literature of the 19th century. The depiction of historical events, the life of the Russian nobility and pictures of folk life. Moral searches of the heroes of Russian literature. Ideal female image. Affirmation of enduring life values (faith, love, family, friendship). Christian motives and images in the works of Russian literature. Psychologism of Russian prose. The main themes and images of Russian poetry in the 19th century. (man and nature, homeland, love, the purpose of poetry). Social and moral problems of Russian drama of the 19th century.
Russian literature of the XX century. Modernism in Russian literature. Modernist trends (symbolism, futurism, acmeism). Search for new forms of expression. Word creation. The development of realism in Russian literature of the XX century. The depiction of the tragic events of Russian history, the fate of the Russian people in the age of tremendous upheavals, revolutions and wars. An appeal to the values of life, traditional in Russian literature. Images of the motherland, home, family. The main themes and images of Russian poetry of the XX century. (man and nature, homeland, love, war, the purpose of poetry). Social, philosophical and moral problems of Russian drama of the XX century. Contemporary literary process. Postmodernism. Traditions and Innovation in Contemporary Russian Literature.
Geography
Explanatory note
Studying geography at school allows you to form a complex, systemic and socially oriented view of the Earth as a planet of people, which is one of the foundations of practical everyday life. In addition, geography is the only science that acquaints students with the territorial (regional) approach as a special method of scientific knowledge and an important tool for influencing natural and socio-economic processes.
The main goals of studying geography at school:
· Cognition on specific examples of the diversity of modern geographic space at its different levels (from local to global), which allows you to form a geographical picture of the world;
· Cognition of the nature, essence and dynamics of the main natural, ecological, socio-economic, social, geopolitical and other processes taking place in the geographical space of Russia and the world;
· Understanding the main features of the interaction between nature and society at the present stage of its development, the importance of environmental protection, rational use of natural resources and the implementation of a sustainable development strategy on a scale of Russia and the world;
· Understanding the patterns of population distribution and the territorial organization of the economy in connection with natural, socio-economic and environmental factors, the dependence of the problems of adaptation and human health on the geographical conditions of residence;
· Deep and comprehensive study of the geography of Russia, including its geopolitical position, nature, population, economy, regions, features of nature management in their interdependence.
Content
Methods of scientific geographical knowledge
System of Geographical Sciences. The history of the study of the Earth and the development of geography. Outstanding geographical discoveries. Famous travelers and explorers.
Globe, geographical map and area plan: differences in content and scale, methods of cartographic representation. Geographical coordinates. Aerial and satellite images. Orientation on the ground. Geographic information systems.
Geographic methods for studying the environment. Observation, description, measurement, experiment, simulation.
Earth and Universe
The earth is part of the solar system. The shape and size of the Earth. The reasons for the change of day and night, seasons. Illumination belts. Time Zones.
Lithosphere
The internal structure of the Earth and the lithosphere. Minerals, rocks, minerals. Geological history of the Earth. Relief dependence on the structure of the earth's crust. Internal and external processes that change the surface of the Earth. Adverse and dangerous phenomena in the lithosphere, measures to prevent and combat them. Man and the lithosphere.
Atmosphere
Composition and structure of the atmosphere. Radiation balance of the Earth. Atmospheric pressure, winds, precipitation. Meteorological instruments. Air masses, weather and climate. Distribution of heat and moisture on the surface of the Earth. Climatic factors, climatic zones. Adverse and dangerous climatic phenomena. Weather forecast. Man and Climate.
Hydrosphere
The composition and structure of the hydrosphere. The water cycle in nature. World Ocean. Sushi waters. Adverse and dangerous phenomena in the hydrosphere, measures to prevent and combat them. The oceans and its role in the formation of the Earth's climates. Man and the hydrosphere.
Biosphere
Definition and boundaries of the biosphere. The emergence of life. Biological circulation of matter. Latitudinal and altitudinal zoning of vegetation, soil cover and fauna, economic activities of people. Man and the biosphere.
Soil cover (pedosphere). Soil as a natural history formation. Soil structure and fertility. The main factors of soil formation, the main zonal soil types. Man and soil cover.
Geographic envelope, geographic environment
and territorial complexes
The structure, basic properties and patterns of the geographic envelope. Geographic zoning and sectoral nature of the continents. Territorial complexes: natural, natural-anthropogenic, anthropogenic. Composition, structure and properties of natural land and ocean complexes. Man and the Geographic Environment: Mutual Influence and Interdependence.
Nature and human society
The role of the geographic environment in human life and the development of society. Human adaptation to the environment.
Natural conditions and natural resources. Types of natural resources, their classification. Rational and irrational use of natural resources. Mutual influence of economic activity of man and nature. Geoecology. Landscape planning. The problem of preserving landscape and cultural diversity on Earth. Specially protected natural areas and objects of the world natural and cultural heritage. Sustainable Development Strategy. Noosphere. Geographic expertise and monitoring.
Population
Dynamics of the population of the Earth, individual regions and countries. Accommodation of the population. Geography of races, peoples and religions. Population migration. Towns and countryside. Urbanization. Conditions and way of life of people in different types of settlements. Geography of the labor market and employment. Geography of the quality of life of the population.
Geography of the world economy
Geographic model of the global economy, its sectoral and territorial structure. Main industries and regions. The interdependence of the characteristics of nature, the distribution of the population and the economy. Geographic Implications of Globalization.
Regions and countries of the world
Political map of the world, stages of formation. Typologies of modern states. Geopolitics. Comprehensive geographical characteristics and differences of the largest regions and countries of the world, including their homeland. Russia in the world.
Global problems of humanity
Essence of global problems, their interconnection and geographic aspects.
Story
Explanatory note
The need to study history at school is determined by its cognitive and ideological properties. The main task of school history education is the formation of students' historical thinking as the basis for the formation of a civic identity of a value-oriented personality.
The main goals of studying history at school:
· The formation of the younger generation of historical reference points of self-identification in the modern world, civic identity of the individual;
· Mastering by students of knowledge about the main stages of development of human society from antiquity to the present day in the social, economic, political, spiritual and moral spheres; promoting the development in a form accessible to students on the basis of generalizing the factual material of the problematic, dialectical understanding of history; assimilation of an integrative system of knowledge about the history of mankind with special attention to the place and role of Russia in the world-historical process;
Education of students in the spirit of respect for the history of their Fatherland as a single and indivisible multinational state built on the basis of equality of all peoples of Russia, in the spirit of patriotism and internationalism, in mutual understanding and respect between peoples, rejection of chauvinism and nationalism in any form, militarism and propaganda wars; developing students' desire to contribute to solving global problems of our time;
· Development of students' abilities on the basis of historical analysis and a problematic approach to comprehend processes, events and phenomena in their dynamics, interconnection and interdependence, guided by the principles of scientific objectivity and historicism;
· The formation of a social system of values among students on the basis of understanding the regularity and progressiveness of social development and awareness of the priority of public interest over personal and the uniqueness of each personality, which is fully revealed only in society and through society;
· Development of a modern understanding of history in the context of humanitarian knowledge and social life;
· Development of the skills of historical analysis and synthesis, the formation of an understanding of the mutual influence of historical events and processes.
Content
General history
The subject of history. Knowledge of the past. Sources and historians.
Human Origins. Primitive society.
Ancient world
Concept and chronology.
Ancient civilizations of the East: Mesopotamia, Ancient
Egypt, India, China. Social structure, economy. Religion, culture.
Antiquity. Ancient Greece. Hellenism. Ancient Rome. The main stages of historical development, forms of political and social structure. Culture.
Ancient paganism. The emergence and spread of Christianity.
Ancient heritage and its significance for the modern world.
Middle Ages
Concept and chronology.
Formation of the "Christian world". Byzantium.
Western Middle Ages: political and social structure, economic system, religion and church, mentality and culture. Features of the development of various regions of Europe in the Middle Ages.
Eastern Middle Ages. The emergence and spread of Islam. Arab Caliphate. Mongol conquests in the East. India, China, Japan in the Middle Ages.
Mesoamerica.
International relationships. Interaction between West and East in the Middle Ages: religious, diplomatic, cultural, military, trade.
Medieval heritage and its significance for modern times.
New time
Concept and chronology.
Early modern times. The transition from the medieval economic system to the market. "Modernization". Initial capital accumulation.
Great geographical discoveries.
Development of nation states. Absolutism in Europe. International relations of the early modern period.
Renaissance. Reformation and Counter-Reformation.
Education.
English bourgeois revolution. The Great French Revolution and its aftermath. USA education.
New system of international relations. Reunification of Italy and Germany. American Civil War.
Industrial revolution. Countries and nations on the path of modernization. Industrial society. Conservative, liberal, socialist responses to social challenges. Formation of liberal democracy.
Colonial empires. Sovereign states of the East and South America. Ottoman Empire.
The science. Culture. Life.
Modern history
The world at the turn of the XIX-XX centuries. World War I and its aftermath. October revolution in Russia and the world.
Totalitarian and democratic regimes. Fascism. The world economic crisis and its consequences. The state in the life of society. International relations in the interwar period.
World War II and its results. "Bipolar" world. Bipolar system of international relations.
Countries in Europe and North America after World War II. Welfare State.
Countries of the East after World War II. The collapse of the colonial empires.
Scientific and technical progress. The transition from an industrial society to a post-industrial one.
The collapse of the world socialist system. New system of international relations. Local conflicts.
"Asian Leap". Countries of the East and South America on the paths of "catch-up development".
Globalization. Global problems of our time.
Science, culture, religion, everyday life.
The world at the beginning of the XXI century.
Russian history
The subject of national history
The history of Russia as an integral part of the world-historical process. Factors of the originality of Russian history. A natural factor in the history of Northeast Eurasia. Sources on Russian history. Historical space and symbols of Russian history.
The oldest societies and states on the territory of Russia
The emergence and resettlement of man on the territory of Russia. The first cultures and societies. Sarmatians. Scythians. The states of the Volga region, the Caucasus and the Northern Black Sea region. Nomadic and sedentary societies of the era of migration of peoples. Huns and nomadic empires. Finno-Ugrians, Turks, Balts, Germans and Slavs in ethnocultural interaction at the turn of the 1st millennium.
Ancient Russia
Ethnogenesis, early history, material and spiritual culture of the Slavs.
Social & economic and political system of Ancient Russia in the context of world history. Features of the Old Russian statehood. Political fragmentation. Ancient Russia and its neighbors on the international routes between East and West.
Christianity and paganism. Culture of Ancient Rus: unity and regional features. The formation of the ancient Russian people.
Medieval Russia
Features of the feudal system of medieval Russia. The structure of Russian medieval society. Crisis of the XIII century.
Russia in the system of international relations and relations in the Middle Ages. Russian lands and the Golden Horde. Russia and the West.
North-Eastern Russia: centers of consolidation; unification of lands around Moscow. Russian lands as part of the Grand Duchy of Lithuania.
Political centralization and the formation of autocracy.
Moscow state of the 16th century: territory, socio-economic and political development, basic processes in spiritual life.
Religion and Church in Medieval Rus.
Time of Troubles: Causes and Consequences.
Russia in modern times
Main historical sources, chronology and essence of a new stage in Russian history.
Economy, society and power of Russia in the late 17th - early 18th centuries.
Preconditions and significance of the reforms of Peter I. The phenomenon of palace coups.
Changes in the economy, social and political system, culture in the 18th century. Secularization.
Popular movements.
Russia in European and World Politics. The transformation of Russia into a great European power. Patriotic War of 1812
Reforms and society in Russia in the 19th century. The beginning of the industrial modernization of Russia: the main stages and features.
The evolution of Russian power in the 19th century
Formation of the territory of the Russian Empire. Peoples, countries and peculiarities of national politics.
Official ideology and social movements in the 19th century Traditional religions.
Russian culture, science, education in the 19th century.
Contemporary history of Russia
Sources on recent history. Russia at the beginning of the twentieth century: economics, politics, ideology, culture. Russia's role in
world economy and politics.
Reforms in Russia at the beginning of the twentieth century: preconditions and significance.
The nationwide crisis of 1914-1920: causes and consequences. The great Russian revolution and its impact on Russian and world history of the twentieth century.
Civil war in Russia. Formation of the USSR.
The phenomenon of Soviet society. The Soviet Union as a type of society and state: the structure of society, the system of government, law, the educational system, science, ideology and social psychology, traditional religions, the national question.
Soviet modernization model: specificity, result, price.
The decisive role of the USSR in achieving victory in World War II.
The Soviet Union as an industrial society: resources, industry, agriculture, scientific and technological progress and the military-industrial complex.
Causes and consequences of the crisis and collapse of the Soviet system.
Russian Federation at the beginning of the XXI century: revival and development of statehood, economy, science and culture, spiritual values of Russian society. The Russian Federation in the global processes of our time.
Knowledge about the past of our country in modern social and political processes.
Social science
Explanatory note
Social science meaningfully integrates the achievements of various sciences (sociology, philosophy, psychology, economics, cultural studies, political science, jurisprudence, etc.) in order to prepare the student for life in society.
In a broad sense, social science includes school basic and elective courses, a system of extracurricular and club work related to students gaining ideas about the norms and rules of life in society, about social relations and their laws, about the processes of social development, the direction of changes, their place and their country in the outside world, etc.
The main goals of studying social studies at school:
· Socialization of a teenager, his introduction to the values of democracy, the rule of law, civil society, the formation of the civic identity of the individual;
· Mastering by students of different social roles, norms and rules of life in society;
· Active involvement of students in public life and the implementation of social projects.
The content side of social science is based on various aspects of human interaction. The levels of this interaction presuppose a certain social experience, systematization of knowledge and understanding of social phenomena. The legal component does not stand out as a separate area, but becomes a framework for a person to realize his needs when interacting with other people and social institutions.
Content
Man and his personality
Self-determination. Value guidelines. Human nature. Personality and spiritual development. Worldview. Freedom and responsibility (moral, social, economic, legal, civil). Human responsibilities. Healthy lifestyle. Safety. Good and evil. Laws and rules of morality. Moral choice and moral standards. Self-esteem. Interests and needs. Landmarks for achieving success in life.
Humanism. Ways and forms of socialization. Social norms. Leadership. Authoritarian personality. Self-determination of a person. Respect for a person's personal and private life. Ways of knowing the world and society. Activity motivation. Education and self-education. People with disabilities and special needs.
Capacity and legal capacity of a person. Offense. Subject of law. Guilt. Legal liability. Crime and Punishment. Legal liability of minors. Trial. Human rights and freedoms. Human rights protection mechanisms. Presumption of innocence.
Man in family relationships
The family as a cultural and historical phenomenon. Family functions. Historical types of the family. The role of the family in personal development. Family relationships and roles in the family. Family history, traditions and customs. Family values. Caring for and raising children in the family. Family communication. Family conflicts: causes and solutions.
Family relationship. Rights and obligations of spouses, parents and children. Property rights in the family. Family budget. Procedure, conditions for the conclusion and dissolution of marriage. Age of marriage. Nullity of marriage. Marriage contract. Protection of the rights and interests of children left without parental care. Family policy in the Russian Federation. Family Code of the Russian Federation. State support for a young family. Protection of motherhood and childhood in the Russian Federation. Trends in the development of family relations in the period of globalization.
Human in social interaction
Public relations. Functions and subsystems of society. Traditional (agrarian), industrial and post-industrial (information) societies. Social progress is regressing. Hierarchy in society. Public consciousness and values. Respect for social diversity. Civil society. Civil disputes. Conflicts and solutions. Extremism. Migrants and social tensions.
Social communities and groups. Middle class. Communication. Communication styles. Tolerance. Social role. Status. Social mobility. Information and methods of its dissemination. Mass media. Manipulation of consciousness and methods of opposition. Social justice and equity.
Culture: concept, diversity, forms. Cultural differences. Civilization. Language policy. The role of religion in cultural development. Functions (tasks) of religion. Religious groups. Religious norms. Confession. World religions. Ethnic group. Ethnic factors in state development. Discrimination. Nationalism and patriotism. Chauvinism.
Man in economic relations
Economic development. Types of economic systems. Entrepreneurship. Forms of ownership. Ownership and its protection. Market relations. The law of supply and demand. Production, exchange, distribution and consumption. Production factors. Competition and Monopoly. Corporations in the modern global economy. The globalization of the economy. International division of labor. Extensive and intensive economic development. Innovative econo &
mental development. Economic success.
Types of markets. Money and their functions. Inflation. Currency system. Banks. Credit. Gross domestic product. State budgetary, monetary and taxation policies. Economic resources.
The role of human potential in economic development. Consumer rights in the economic field. Employment and unemployment. Living wage. Wage. Rights, obligations and responsibilities of the employee and the employer. Features of the situation of minors in labor relations. Trade unions. Professionalism. Social responsibility of business.
Man in political life
Power relationships. Politics. Public administration. Forms of the state. Functions of the state. Political system. Political regime. Fundamentals of the constitutional structure of the Russian Federation. Democracy and non-democratic regimes. Legitimacy. The rule of law. Procedure for passing laws. Separation of powers. Parliamentarism. Political culture. Local government. Foreign policy. Patriotism. Elections and electoral systems. International political organizations.
The relationship of states: conflicts and cooperation. Causes and consequences of wars. Sovereignty. National security. Federative structure and federalism. Separatism. Terrorism. Pacifism.
Political participation. Citizenship in the Russian Federation. Citizenship. Legal awareness. Political culture. Law enforcement agencies. Sources of law. System of law. Branches of law. System of Russian legislation. Legal proceedings. Corruption.
Man in the global world
Geopolitics. The process of globalization, its paths and directions. Power centers in the global world. Global problems of our time. The relationship of peoples in the modern global world. Leadership in the global world. The impact of globalization on culture. Global contradictions in the modern world. The ecological situation in the modern global world. Environmental responsibility and environmental culture. The global nature of the threat of terrorism. Virtual reality. Diversity and Globalization. Internet in the political and economic spheres of life.
Mathematics
Explanatory note
School mathematics education contributes to mastering a universal mathematical language, universal for natural & scientific subjects, knowledge necessary for existence in the modern world.
School mathematics education "puts the mind in order", develops imagination and intuition, forms the skills of logical and algorithmic thinking.
The main goals of school mathematics education:
· Mastering by students of the system of mathematical knowledge necessary for the study of related school disciplines and practical activities;
· The formation of ideas about mathematics as a form of description and a method of cognizing reality;
· Acquisition of logical and algorithmic thinking skills.
Mathematical education at school is built taking into account the principles of continuity (the study of mathematics throughout all the years of schooling), continuity (taking into account the positive experience accumulated in domestic and foreign mathematics education), variability (the possibility of implementing the same content on the basis of various scientific & methodological approaches ), differentiation (the opportunity for students to receive mathematical training at different levels in accordance with their individual characteristics).
Content
Arithmetic
Integers. Decimal number system. Arithmetic operations on natural numbers. Verbal counting. Estimation and evaluation of calculation results. Degrees and roots of a number.
Prime and composite numbers. Decomposition of a natural number into prime factors. Division with remainder. Whole numbers.
Ordinary and decimal fractions, operations on them. Interest. Proportions.
Properties of numerical equalities and inequalities.
The solution of word problems in an arithmetic way.
Measurement of quantities. Metric systems of units. Measurement of segments.
Algebra
Polynomials and actions on them. Square trinomial.
Abbreviated multiplication formulas. Factoring a polynomial. Algebraic fractions and actions on them.
The numeric value of the literal expression. Identical transformations. Valid variable values.
Equations, inequalities and their systems. Solving linear and quadratic equations. Rational roots of polynomials with integer coefficients. Equivalence of equations, inequalities and their systems.
Drawing up equations, inequalities and their systems according to the conditions of the problems. Solving word problems by the algebraic method. Interpretation of the result, selection of solutions.
Expansion of the concept of number: natural, whole, rational and irrational numbers. Complex numbers and their geometric interpretation. The main theorem of algebra (without proof).
Number sequences. Arithmetic and geometric progressions. Compound interest. The sum of an infinitely decreasing geometric progression. The concept of the method of mathematical induction.
Mathematical analysis
Real numbers. Infinite decimal fractions. Rational and irrational numbers. Periodic and non-periodic decimal fractions. Coordinates. Representation of numbers by points of a coordinate line. The absolute value of a number. Cartesian coordinate system on a plane.
Function and methods of its assignment. Reading and graphing functions. The main properties of the function: monotony, intervals of increasing and decreasing, maxima and minima, boundedness of functions, even and odd parity, periodicity.
Elementary functions: linear, quadratic, polynomial, linear fractional, exponential, exponential, logarithmic. Trigonometric functions, formulas for reduction, addition, double angle. Convert expressions containing power, trigonometric, logarithmic, and exponential functions. Solving the corresponding equations and inequalities.
Graphic interpretation of equations, inequalities with two unknowns and their systems.
Composition of functions. Inverse function.
Transformations of graphs of functions.
Continuity. Intervals of constancy of a continuous function. The method of intervals.
The concept of the derivative of a function at a point. The physical and geometric meaning of the derivative. The use of a derivative in the study of functions, plotting. Using the properties of functions when solving text, physical and geometric problems. Solving extremum problems.
The concept of a definite integral as the area of a curvilinear trapezoid. Antiderivative. Newton-Leibniz formula. Certain integral applications.
Geometry
Geometric shapes on a plane and in space. Segment, line, angle, triangles, quadrangles, polygons, circle, polyhedra, ball and sphere, round bodies and surfaces; their main properties. The relative position of the figures.
Parallel design, the image of spatial figures.
Right triangle. Pythagorean theorem. Sine, cosine, tangent of an angle. Relationships between sides and angles in a triangle.
Motion. Symmetry of figures. Similarity of figures.
Geometric quantities and measurements. The length of the segment. Degree and radian measure of angle. Circumference, number π. The concept of area and volume. Basic formulas for calculating areas and volumes.
Coordinates and vectors.
Ideas about the axiomatic method and the geometry of Lobachevsky.
Solving problems for construction, computation, proof. Application in solving geometric problems of considerations of symmetry and similarity, methods of geometric places, design and sections, algebraic methods, coordinate, vector methods.
Geometry applications.
Probability and statistics
Presentation of data, their numerical characteristics. Tables and charts. Random selection, sample studies. Interpretation of statistical data and their characteristics. Random experiments and random events. Frequency and Probability. Calculation of probabilities. Enumeration of options and elements of combinatorics. Bernoulli's tests. Random variables and their characteristics. The law of large numbers.
Mathematical information theory and computer science models
Discrete (including binary) representation of information.
Units for measuring the amount of information. Compression of information.
Encoding and decoding.
Information transformation according to formal rules. Algorithms. Algorithm recording methods; block & diagrams. Boolean values, operations, expressions. Algorithmic constructions (names, branches, cycles). Dividing the problem into subtasks, auxiliary algorithms. Types of processed objects. Examples of algorithms. A winning strategy in the game.
Computable functions, formalization of the concept of a computable function, completeness of formalization. Computational complexity and information object complexity. Non-existence of algorithms, brute force problem.
Physics
Explanatory note
The school physics course is a backbone for natural school subjects, since physical laws underlie the content of chemistry, biology, geography and astronomy courses.
The main goals of studying physics at school:
· Mastering the methods of scientific knowledge of the laws of nature and the formation on this basis of ideas about the physical picture of the world;
· Mastering the skills to conduct observations, plan and carry out experiments, process measurement results, put forward hypotheses and build models, set the boundaries of their applicability;
· Application of the knowledge gained to explain natural phenomena and processes, the principles of operation of technical devices, and the solution of practical problems;
· The formation of ideas about the cognizability of the laws of nature, the need for rational use of the achievements of science for the further development of human society.
Content
Physics is the science of nature. Observation and description of physical phenomena. Measurement of physical quantities. International system of units. Experiment and theory in the process of cognition of nature. Scientific hypotheses. Physical laws. Physical picture of the world.
Mechanics
Mechanical movement. The relativity of mechanical movement. Path. Speed. Acceleration. Inertia. Newton's first law. The interaction of bodies. Weight. Power. Newton's second law. Newton's third law. Pulse. Impulse conservation law. Jet propulsion. Strength of elasticity. Friction force. Gravity. The law of universal gravitation. Kinetic energy. Job. Potential energy. Power. The law of conservation of mechanical energy. Equilibrium conditions for a rigid body. Simple mechanisms. Efficiency.
Pressure. Atmosphere pressure. Pascal's law. Archimedes' law.
Mechanical vibrations. Resonance. Mechanical waves. Sound.
Molecular physics
The structure of matter. Thermal motion and interaction of particles of matter.
Thermal equilibrium. Temperature. Ideal gas equation of state.
The structure of liquids and solids. Evaporation and condensation. Boiling. Air humidity. Melting and crystallization.
Internal energy. Work and heat transfer. Quantity of heat.
The first law of thermodynamics. The second law of thermodynamics. Energy conversion in heat engines. The efficiency of the heat engine. Environmental problems of heat power engineering.
Electrodynamics
Electric charge. Electric charge conservation law. Coulomb's law. Electric field. Electric field strength. Voltage. Potential difference. Capacitor. Electric field energy. Constant electric current. Current strength. Sources of direct current. Electromotive force. Electrical resistance. Ohm's law. Work and power of electric current. Joule-Lenz law. Conductors and dielectrics. Electric current in conductors, electrolytes, semiconductors, gases and vacuum. Semiconductor devices.
Magnetic field of the current. Magnetic field induction. The action of a magnetic field on a conductor with current. Lorentz force. Self-induction. Inductance. The energy of the magnetic field. Magnetic properties of matter. Electric motor. The law of electromagnetic induction. Electric generator.
Electromagnetic vibrations. Alternating current. Transformer.
Electromagnetic waves. Properties of electromagnetic waves. The principles of radio communication and television. The speed of light. Interference, diffraction, light dispersion. Reflection and refraction of light. Lens. Optical devices.
Postulates of the special theory of relativity. Full energy. Rest energy. Relativistic impulse. Mass defect and binding energy.
The quantum physics
Photoelectric effect. Photoeffect laws. Photon.
The structure of the atom. Bohr's quantum postulates. Ruled
spectra.
Atomic nucleus. Nuclear forces. Binding energy of atomic nuclei. Radioactivity. The law of radioactive decay. Nuclear reactions. Nuclear energy. The influence of ionizing radioactive radiation on living organisms.
Elementary particles. Fundamental interactions.
The structure of the universe
Visible movements of heavenly bodies. Geocentric and heliocentric systems of the world. The physical nature of the bodies of the solar system. The physical nature of the sun and stars. The structure and evolution of the universe.
Chemistry
Explanatory note
The school chemistry course includes the amount of chemical knowledge necessary for the formation of a "chemical picture of the world" in the minds of schoolchildren. Chemical knowledge, along with physical knowledge, are at the center of natural science and fill many fundamental ideas about the world with concrete content. In addition, a certain amount of chemical knowledge is necessary both for everyday life and for activities in all areas of science, the national economy, including those not directly related to chemistry. Chemistry education is also necessary to create in the student a clear understanding of the role of chemistry in
the solution of ecological, raw materials, energy, food, medical problems of mankind.
The main goals of studying chemistry at school:
· Formation of ideas about the chemical constituent of the natural & scientific picture of the world, the most important chemical concepts, laws and theories;
· Mastering the methods of scientific knowledge for explaining chemical phenomena and properties of substances, assessing the role of chemistry in the development of modern technologies and obtaining new materials;
· Fostering conviction in the positive role of chemistry in the life of modern society, the need for a competent attitude to one's health and the environment;
· Application of the knowledge gained for the safe use of substances and materials in everyday life, agriculture and production, solving practical problems in everyday life, preventing phenomena that are harmful to human health and the environment.
Content
Chemistry as part of natural science. Chemistry is the science of substances, their structure, properties and transformations. Observation, description, measurement, experiment. Chemical analysis and synthesis. The language of chemistry. Signs of chemical elements, chemical formulas. Calculations based on formulas and equations of chemical reactions.
Theoretical Foundations of Chemistry
DI Mendeleev's periodic law. Atoms, nuclei, protons, neutrons, electrons. Chemical element. Periods and groups. Nuclides, radionuclides. Half life. "Tagged" atoms. The concept of the structure of electronic shells. Valence electrons. Oxidation state. How to use the periodic table.
Molecules. The electronic nature of the chemical bond. Electronegativity. Ions and ionic bond. Oxidation state and valence of chemical elements. Polar and non-polar covalent bonds. Spatial structure of molecules. Metallic bond. Hydrogen bond.
Substances of molecular and non-molecular structure. Conditionality of the properties of substances by their structure. Simple and complex substances. Concepts about the structure of gaseous, liquid and solid substances. The reasons for the variety of substances: isomerism, homology, allotropy, isotopy. Pure substances, mixtures, solutions. Dissolution as a physicochemical process. Hydration of ions. True and colloidal solutions. Solutions of gases, liquids and solids. Methods for expressing the concentration of solutions.
Physical and chemical phenomena. A chemical reaction is the process of rearranging atoms in molecules. Preservation of atoms in chemical reactions. Absolute and relative masses of atoms and molecules. A mole is a measure of the amount of a substance. Avogadro's law and the volume of praying gas. Avogadro's number. Signs and conditions of chemical reactions. Classification of chemical reactions in inorganic and organic chemistry.
Solutions. Solubility. Solutions of gases, liquids and solids. Saturated and unsaturated solutions. Solution concentration and its calculation. Thermal phenomena during dissolution. True and colloidal solutions.
Electrolytes and non-electrolytes. Cations and anions. Strong and weak electrolytes. Dissociation of salts, acids and bases. The acidity of solutions, the concept of pH. Conditions for the irreversibility of reactions in solutions. The concept of analytical qualitative reactions.
Chemistry and electric current. Electrolysis. Cathode and anode. Obtaining alkali metals and aluminum. Redox reactions as a source of electric current. Galvanic cells and accumulators. Fuel cell concept. Chemical and electrochemical corrosion of metals. Corrosion protection methods. Anti-corrosion coatings.
Thermal effects of chemical reactions. The law of conservation of energy in chemistry. Binding energy and heat of formation of compounds. Standard condition. Exo- and endothermic reactions. Heats of combustion and dissolution. Hess's law. Fuel and its varieties.
The speed of reactions, its dependence on various factors. Activation energy. Catalysis.
Reversibility of reactions. Chemical equilibrium and methods of its displacement.
Fundamentals of Inorganic Chemistry
Metals and non-metals, their position in the periodic table. Atomic structure of non-metals. Physical and chemical properties. Hydrogen and oxygen compounds of elements of the subgroups of halogens, oxygen, nitrogen, carbon.
General characteristics of metals of the main and secondary subgroups. Physical properties of metals. Alkali and alkali & earth metals, aluminum, iron, copper, zinc and their compounds. Reducing properties of metals. Electrochemical series of metal voltages. Ferrous and non-ferrous metals, methods of obtaining them. Alloys. Corrosion of metals and methods of corrosion protection.
The main classes of inorganic compounds and the reactions between them. Oxides. Hydrogen. Hydrides. Hydroxides. Acids, bases, alkalis, salts. Amphotericity. Neutralization reaction. Acid-base indicators. The relationship between the main classes of inorganic substances.
Fundamentals of Organic Chemistry
The electronic structure of the carbon atom is the reason for the uniqueness of its compounds. The ability of carbon atoms to form chains. Homology and isomerism are the reasons for the variety of organic compounds. Simple and multiple connections. Saturated, unsaturated and aromatic hydrocarbons. Methane, ethylene, acetylene, benzene are the ancestors of homologous series. Natural sources of hydrocarbons: oil and natural gas.
Functional organic compounds: alcohols, phenols, aldehydes, ketones, carboxylic acids, esters, amines, amino acids. The concept of heterocycles. Nitrogenous bases. Genetic relationship between classes of organic compounds.
Chemistry and life
High molecular weight compounds. Monomers and Polymers. Polymerization and polycondensation. Rubbers, plastics, chemical fibers. High molecular weight compounds are the basis of biopolymers and modern materials.
Proteins. Nucleic acids (DNA and RNA). Fats. Carbohydrates. Chemistry and health. Balanced diet. Calorie content of food. Vitamins. Medicinal substances. Harm caused by drugs.
Agricultural chemistry. The cycle of nitrogen and phosphorus in nature. Mineral and organic fertilizers (nitrogen, phosphorus, potash). Plant protection products.
Household surfactants. Detergents and cleaning agents. Organic solvents. Household aerosols. Safety rules when working with household chemicals.
General principles of chemical production. Basic products (fertilizers, ethylene, styrene, butadiene, acetic acid). The concept of petrochemistry.
Biology
Explanatory note
Biology occupies a special place among the natural sciences. Many biological processes cannot be understood without referring to chemical and physical laws. Thus, it is through the example of biology that schoolchildren can most fully get acquainted with how a single scientific picture of the world is formed, how to most effectively use knowledge that initially "lies on different shelves" in the head to solve real problems. The study of biological objects makes it possible to analyze the processes of interaction in complex multilevel systems - organisms of plants and animals, ecosystems, etc., to understand the mechanisms of regulation, the resistance of systems to external influences. Biological problems are also optimal for acquaintance with the ideas of development - starting with the formation of individual organisms and ending with the development of life on Earth as a whole.
Studying a biology course at school provides personal, social, general cultural, intellectual and communicative development of the individual.
The main goals of studying biology at school:
· The formation of a scientific worldview based on knowledge about living nature and its inherent laws, biological systems;
· Mastering knowledge about the structure, life, diversity and environmental role of living organisms;
· Mastering the methods of cognition of living nature and the ability to use them in practical activities;
· Upbringing of a value attitude towards wildlife, one's own health and the health of others, a culture of behavior in the environment, i.e., hygienic, genetic and ecological literacy;
· Mastering the skills to comply with hygienic norms and rules of a healthy lifestyle, assess the consequences of their activities in relation to the environment, the health of other people and their own body.
Content
The organic world system
Kingdoms of wildlife
Viruses are non-cellular forms.
Bacteria. Diversity of bacteria. Bacteria are the causative agents of diseases. The role of bacteria in natural communities (ecosystems).
Mushrooms. The variety of fungi, their role in natural communities and human life. Lichens are symbiotic organisms, their ecological role.
Plants. Cells and tissues of plants. Life processes. Growth, development and reproduction. The variety of plants, the principles of their classification. The value of plants in nature and human life. Major plant communities. Complication of plants in the process of evolution.
Animals. The structure of animals. Life processes and their regulation in animals. Reproduction, growth and development. Behavior. Diversity (types, classes of chordates) animals, their role in nature and human life, complication in the process of evolution. Adaptation to various habitats.
Human anatomy and physiology
The human body is an integral system. Cells, tissues, organs and organ systems.
Nervous system and senses. Nervous regulation of body functions. Conditioned and unconditioned reflexes. Organs of sight, hearing, smell, taste, balance.
Endocrine system: structure and function. Hormones, mechanisms of their action on cells. Disorders of the endocrine system.
The musculoskeletal system: structure and function. Human movements, movement control. Injury prevention. First aid techniques for injuries of the musculoskeletal system.
Circulation. The internal environment of the body, the meaning of its constancy. The circulatory and lymphatic system. Blood. Blood groups. Blood transfusion. Immunity. Antibodies. Allergic reactions. The structure and work of the heart. Pathology of the circulatory system. First aid techniques for bleeding.
Breath. The structure of the respiratory system, the mechanism of gas exchange. Respiration regulation. Respiratory hygiene. First aid techniques for carbon monoxide poisoning, rescuing a drowning man.
Digestion. Digestive system. Nutrition. Nutritional requirements. Vitamins. Disorders of the digestive system and their prevention.
Selection. The structure and function of the excretory system.
Metabolism and energy conversion.
Body integument: structure and function. Skin, hair, nail care. First aid techniques for injuries, burns, frostbite and their prevention.
The reproductive system. Fertilization, intrauterine development, childbirth. Genitourinary infections, measures to prevent them.
Cytology and Biochemistry
Cell theory. The structure, function and variety of cells. Eukaryotes and prokaryotes. The chemical composition of the cell.
Metabolism and energy conversion in the cell. Energy and plastic exchange. Photosynthesis. Protein biosynthesis. Gene, genetic code.
Cell life cycle: interphase and mitosis. Somatic and germ cells. Meiosis. Life cycles in different groups of organisms. Individual development of organisms.
Genetics
Heredity and variability. Genetic terminology and symbology. Genes and traits. G. Mendel's laws of heredity. Chained inheritance. T. Morgan's law. Determination of gender. Gender-linked inheritance. Interaction of genes. Chromosomal theory of heredity. Genetic maps.
Modification variability. Reaction rate. Hereditary variability, its types. Mutations, mutagens. Measures for the prevention of hereditary human diseases and protection of the environment from contamination with mutagens.
Evolution
Charles Darwin's theory of evolution. J. B. Lamarck's doctrine of evolution. Driving forces and results of evolution. Synthetic theory of evolution. Population genetics. Microevolution and macroevolution. Ways and directions of evolution.
Signs of living organisms. Hypotheses of the origin of life on Earth. The main stages of the evolution of the organic world on Earth. Hypotheses of human origin. Human evolution. The origin of the human races, their unity.
Ecology
Environmental factors. Ecological niche. Ecosystems. Sustainability and dynamics of ecosystems. The cycle of substances and the conversion of energy in ecosystems. The rules of the ecological pyramid. Consequences of the impact of human activities on ecosystems. The teachings of V.I. Vernadsky about the biosphere. Evolution of the biosphere. Global anthropogenic changes in the biosphere. The problem of sustainable development of the biosphere.
Universal learning activities
Explanatory note
The changes taking place in modern society require the accelerated improvement of the educational space, the definition of educational goals, taking into account state, social and personal needs and interests. In this regard, the provision of the developing potential of new educational standards is becoming a priority area. Personal development in the education system is ensured primarily through the formation of universal educational actions (ULE), which are the invariant basis of the educational and upbringing process. The mastery of universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create an opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e., the ability to learn. This opportunity is provided by the fact that universal learning actions are generalized modes of action that open up a broad orientation of students in various subject areas.
In a broad sense, the term "universal educational actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (strictly psychological) sense, the term "universal learning actions" can be defined as a set of student's modes of action (as well as related learning skills) that ensure their ability to independently acquire new knowledge and skills, including the organization of this process.
Functions of universal learning activities include:
- providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
- creation of conditions for the harmonious development of the individual and his self-realization based on the readiness for continuous education, the need for which is due to the multiculturalism of society and high professional mobility;
- ensuring the successful assimilation of knowledge, the formation of skills, skills and competencies in any subject area.
Universal educational actions should form the basis for the choice and structuring of the content of education, techniques, methods, forms of education, as well as the construction of a holistic educational process.
The mastery of universal educational actions by students occurs in the context of various academic subjects and ultimately leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, i.e., the ability to learn.
This ability is ensured by the fact that universal educational actions are generalized methods of action that open up to students the possibility of a broad orientation both in various subject areas and in the structure of the educational activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn presupposes the full-fledged mastering of all components of educational activity, which include: 1) educational motives, 2) educational goal, 3) educational task, 4) educational actions and operations (orientation, material transformation, control and assessment).
The so-called meta-subject educational activities should also take an essential place in the teaching of school disciplines. Under "metasubject" (i.e. other students) laboratory experiment in physics or chemistry.
Types of universal learning activities
In the composition of the main types of universal educational actions, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including self-regulation actions); 3) cognitive; 4) communicative. It is assumed that a clear identification of these types of educational activities will allow them to be given a priority in the study of specific academic subjects. Let us present the named UUD blocks in somewhat more detail.
Into the block personal universal educational actions include life, personal, professional self-determination; actions of meaning formation and moral and ethical assessment, implemented on the basis of the value-semantic orientation of students (readiness for life and personal self-determination, knowledge of moral norms, the ability to highlight the moral aspect of behavior and correlate actions and events with accepted ethical principles), as well as orientation in social roles and interpersonal relationships.
Self-determination - a person's determination of his place in society and life in general, the choice of values, the definition of his "way of life" and place in society. In the process of self-determination, a person solves two problems: the construction of individual life meanings and the construction of life plans in the time perspective (life projection). With regard to learning activities, two types of actions should be emphasized that are necessary in student-centered learning. This is, firstly, the action of meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result - the product of learning that stimulates the activity, and for the sake of which it is carried out. The student should ask the question: What is the meaning and meaning of the teaching for me? - and be able to answer it. Secondly, it is the action of a moral and ethical assessment of the assimilated content based on social and personal values.
Into the block regulatory actions include actions that ensure the organization of students of their educational activities: goal-setting as the formulation of an educational task on the basis of correlating what is already known and assimilated by the student and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize strength and energy, to volitional effort (to make a choice in a situation of motivational conflict), to overcome obstacles.
In the block of universal actions cognitive orientation, it is advisable to distinguish between general educational, including sign-symbolic and logical *, actions of posing and solving problems. General educational activities include: independent identification and formulation of a cognitive goal;
* Special-subject actions are determined by the content of a specific academic discipline.
Search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that determine this subject area); the ability to structure knowledge; the ability to consciously and arbitrarily build a speech utterance in oral and written form; selection of the most effective ways to solve problems, depending on specific conditions; reflection of methods and conditions of action, control and assessment of the process and results of activity; semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official-business styles; understanding and adequate assessment of the language of the media; the ability to adequately, in detail, concisely, selectively convey the content of the text, compose texts of various genres, observing the norms for constructing the text (compliance with the topic, genre, style of speech, etc.).
Along with general educational ones, universal logical actions are also distinguished: analysis of objects in order to highlight features (essential, insignificant); synthesis as composing a whole from parts, including independent completion, replenishment of missing components; selection of grounds and criteria for comparison, serialization, classification of objects; summing up under concepts, deriving consequences; establishing causal & effect relationships, building a logical chain of reasoning, proof; putting forward hypotheses and their justification.
The actions of posing and solving problems include formulating a problem and independently creating ways to solve problems of a creative and exploratory nature.
Communicative actions provide social competence and consideration of the position of other people, a communication partner or activity, the ability to listen and engage in dialogue, participate in collective discussion of problems, the ability to integrate into a peer group and build productive interaction with peers and adults. Accordingly, the composition of communicative actions includes: planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; permission
conflicts - identifying, identifying a problem, searching for an assessment of alternative ways of resolving a conflict, making a decision and its implementation; partner behavior management - control, correction, evaluation of the partner's actions; the ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.
The development of a system of universal educational actions as part of personal, regulatory, cognitive and communicative actions is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of universal learning actions.
CONTENT
FUNDAMENTAL CORE CONCEPT
CONTENT OF GENERAL EDUCATION
. . . ................ . . 3
FUNDAMENTAL CORE OF CONTENT
GENERAL EDUCATION
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Russian language. ... ... ... ... ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... eight
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 9
Foreign languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .eleven
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .12
Literature. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .14
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .14
Geography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .sixteen
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .17
Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .nineteen
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .twenty
Social science.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 23
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 24
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .26
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .27
Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 29
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... thirty
Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 32
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 32
Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 35
Content. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 36
Universal learning activities . . . . . . . . . . . . . . . . . . 38
Explanatory note. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 38
Types of universal educational activities. ... ... ... ... ... ... ... ... ... ... ... ... ... ... 39
Educational edition
Second Generation Standards Series
Fundamental core of content
general education
Head edited by L. I. Linyanaya
Editor L. N. Kolycheva
Artistic editor A. G. Ivanov
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FUNDAMENTAL CORE CONCEPT
The fundamental core of general education is a document that fixes the fundamental elements of scientific knowledge that are required for study at school, as well as a generalized description of the types of universal educational actions. The fundamental core of the content of general education is the basic document required to create basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of regulatory support of standards is to determine:
1) the system of basic national values that determine the self-awareness of the Russian people, the priorities of social and personal development, the nature of a person's relationship to family, society, state, work, the meaning of human life;
2) a system of basic concepts related to the areas of knowledge presented in secondary school;
3) a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational results.
To implement these functions of the Fundamental core of the content of general education, it contains:
basic national values stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions;
basic elements of scientific knowledge methodological, system-forming and ideological character, both of a universal nature and related to certain branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
universal learning activities , on the formation of which the educational process is directed. These include personal universal learning activities; indicative actions; specific ways of transforming educational material; communicative actions.
Determination of the Fundamental core of the content of general education is an important component of the new concept of standards for general education, proceeding, in particular, from the thesis about the need for separation generalized requirements problems to educational outcomes and problems of specific content general education.
The first problem- socio-political. It is associated with the identification and fixation of generalized modern requests and expectations in the field of education and the requirements for it from the point of view of the individual, family, society and state. Second problem has a scientific and methodological the nature and, accordingly, should be decided by the scientific and pedagogical professional communities.
The need to define the Fundamental core of the content of general education arises from new social demands reflecting the transformation of Russia from an industrial to a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, acceleration of the introduction of new scientific discoveries, the rapid renewal of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and lifelong education. New social demands determine new goals of education and a strategy for its development. The fundamental core of the content of general education, in turn, concretizes goals as the results of general cultural, personal and cognitive development of students.
Thus, the Fundamental core of the content of general education actually normalizes the content of curricula and the organization of educational activities in individual academic subjects. It also defines the elements of scientific knowledge, culture and functional literacy, without mastering or acquaintance with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century cannot be recognized as sufficient for the full continuation of education and subsequent personal development.
The fundamental core as a means of universalizing the content of general education makes it possible to realize the most important requirements of society for the educational system:
preserving the unity of the educational space, the continuity of the levels of the educational system;
ensuring equality and accessibility of education with different starting opportunities;
achievement of social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of Russian identity and community of all citizens and peoples of Russia;
the formation of a common activity basis as a system of universal educational actions that determine the ability of an individual to learn, cognize, cooperate in cognizing and transforming the world around him.
The methodological basis of the Fundamental core of the content of general education is made up of the principles fundamentality and consistency, traditional for the national school. In this context, the divergence of views is fundamental: a) supporters of the preservation of the historically established Russian education system, focused on the fundamental nature of knowledge (i.e., a high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the foundations of the sciences in comparison with the level of the Russian school.
With all the previous development of educational standards, the obligatory minimum of educational content was used as the initial methodological basis for determining the scope of the content of education. As a result, most teachers perceived the concepts of “educational standard” and “mandatory minimum” as synonyms.
The key difference between the new educational standard and previous developments is that the essence of its ideology is the transition from a minimization approach to the design of educational space based on the principle of fundamental education, which is captured by the term "Fundamental core of the content of general education." Such a transition fundamentally changes not only the organization, but also the essence of the educational process. In the era of the formation of the knowledge economy, the importance of the fundamental principle of education not only increases, but becomes the most important factor in the development of innovative technologies that determine the country's competitiveness. At the same time, realizing this principle, it is necessary to decisively get rid of outdated, secondary, pedagogically unjustified material.
Along with fundamental knowledge, the document defines the main forms of activity and the types of tasks corresponding to them, the ability to solve which indicates functional literacy.
The theoretical basis of the Fundamental core of the content of general education is the ideas previously formulated in domestic pedagogy:
“Cores” and “shells” of school courses (AI Markushevich);
the allocation of "the amount of knowledge" on the subject (AN Kolmogorov);
a culturological approach to the formation of the content of education (M.N. Skatkin, I.Ya. Lerner, V.V. Kraevsky);
system-activity approach (L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, L. V. Zankov, V. V. Davydov, A. G. Asmolov, V. V. Rubtsov).
During the reform of basic general education, carried out in our country in the 60-70s. XX century, to solve problems associated with the fundamental novelty of the content on a number of subjects and overload, A.I. Markushevich put forward the idea of identifying the “core” of the school course (ie the most important part of it) and its “shells”, which vary depending on the interests and abilities of the student, the type of school, etc. This idea is at the heart of educational variability. It has not been fully implemented in relation to the content of education: the "core" of the content of education has not been explicitly identified.
At the same time, anticipating the development of a new program in mathematics, the Commission for Mathematical Education of the Academy of Sciences of the USSR, chaired by Academician A.N. Kolmogorova has developed a short document "Amount of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master at the end of an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document. After extensive discussion, detailed curricula were developed based on this document. In the early 80s. XX century similarly, a mathematics curriculum was created, describing the content of education at each stage of education and leaving more freedom to the authors' teams of textbooks.
According to the concept of a culturological approach to the formation of the content of education (M.N. Skatkin, I.Ya. Lerner, V.V. Kraevsky), the source of the formation of the content of general education is culture, that is, the most significant forms of sociocultural experience.
In accordance with this concept, the formation of the content of general education is carried out in several stages:
Stage I (pre-subject) - formation of general theoretical ideas about the composition and structure of the content of education.
II stage (subject)- determination of the composition of academic subjects, their specific content and distribution by levels of education.
Stage III - creation training materials.
Stage IV - organization learning process.
Stage V - appropriation students of new content.
The creation of the Fundamental core is an important part of the pre-subject stage of content formation. This scheme of work is significantly different from those previously adopted by the fact that the curriculum (distribution of study time and a list of subjects) is not postulated at the very beginning, but is preceded by a large analytical work.
The structure of the educational activity of students, as well as the basic psychological conditions and mechanisms of the assimilation process, today is most fully described by the system-activity approach based on the theoretical provisions of L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin, P. Ya. Galperin, V.V. Davydova, A.G. Asmolova, V.V. Rubtsov. The basic proposition is the thesis that personality development in the education system is ensured, first of all, by the formation of universal educational actions (ULE), which act as the basis of the educational and upbringing process. The concept of universal learning actions also takes into account the experience of the competence-based approach, in particular, its legitimate emphasis on the achievement of students' ability to effectively use the knowledge and skills gained in practice.
Adherence to this theory in the formation of the content of general education presupposes, in particular, an analysis of the types of leading activities (play, educational, communication), the allocation of UUD that generate competencies and ZUN.
The concept of the Fundamental Core synthesizes the described ideas of the “core” and “shells”, the volume of knowledge, the allocation of the pre-subject stage, the system-activity approach.
The development of the Fundamental Core was carried out taking into account framework constraints, such as:
1) brevity of recording the generalized contours of the scientific content of education;
2) rejection of details of a purely methodological nature and specific methodological solutions. The fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content in specific subjects and levels of education;
3) description in a concise form areas of knowledge represented in modern school, but not specific subjects.
The short format of the Fundamental Core opens up the opportunity to create a zone of consensus for the formation of a now-absent holistic view of the content of school education and, on its basis, to start solving the problem of interdisciplinary connections, harmonizing the scientific knowledge of various fields at the stage of preliminary development.
The criteria for the selection and inclusion of material in the Fundamental Core, due to its enormous diversity, can hardly be formalized. In this case, the criteria for non-inclusion are more important, i.e. the Fundamental Core should not include archaic, insignificant and overly detailed material; it should not include concepts and ideas, the meaning of which cannot be sufficiently popular and fully disclosed to the student.
The creation of the Fundamental core is the initial stage in the development of the new content of general education. The subsequent stages involve the development of concepts of subject areas, planned learning outcomes at the exit from the levels of education (primary, basic and secondary (complete) schools), basic curriculum (educational) plan and sample programs in subjects, educational and methodological complexes of a new generation. At the same time, a broad discussion of the content of the Fundamental Core in the scientific and pedagogical communities and the organization of experimental work to test and introduce new content are of no small importance. In parallel with the development of the new content of school education, work should be carried out on the appropriate renewal of the content of pedagogical education.
FUNDAMENTAL CORE OF CONTENT
GENERAL EDUCATION
The revival of the interrelated principles of fundamentality and consistency on a new substantive basis is the key difference between the second generation standards from previous developments based on a minimized approach to the design of educational space. (Dronov V.P., 2009.) The main thing today is to ensure the indissoluble duality of knowledge and functional components of the educational process.
Primary school education is the basis, the foundation of all subsequent education. In the Basic Curriculum, Model Primary School Programs, the fundamental elements of scientific knowledge, culture, fundamental literacy are laid, without the development of which, the level of primary general education cannot be considered sufficient for continuing education in the middle link and subsequent personal development. Those. it is supposed to arm the child with the essential, freeing him from the obsolete and unjustified. And most importantly, it is assumed that a transition from a minimized transition to the construction of an educational space is based on the principle of the fundamental nature of education and its consistency. This is fixed by the term "The fundamental core of the content of general education." To implement this main task in the Fundamental core of the content of general education, the following are recorded:
the fundamental elements of scientific knowledge of a methodological, system-forming, value and ideological nature, both universal properties and those related to certain branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
universal learning activities, the formation of which the educational process is directed. These include personal universal learning activities; regulatory actions; cognitive actions; communicative actions.
In other words, the Fundamental Core defines all those elements of scientific knowledge, culture and functional literacy, without mastering or acquaintance with which the level of general education achieved by a graduate of a Russian school at the beginning of the 21st century cannot be considered sufficient for the full continuation of education and subsequent personal development. ...
The essence of modern global challenges, manifested in the obvious tendencies of the formation of a fundamentally new economy based on knowledge, the rapid updating of knowledge and the emergence of new professions, in our opinion, determines that the methodological basis of the Fundamental core of general secondary education should be the principles of fundamentality and consistency.
The revival on a new substantive basis of these principles, which were once the cornerstones for national education; the key difference between the new educational standard and previous developments based on the ideology of the minimization approach to the design of educational space, which is unproductive in modern conditions; placing at the forefront of the principle of fundamental education, which is captured by the term "The fundamental core of the content of general education", fundamentally changes not only the organization, but also the focus of the educational process: only the fundamental nature of education can ensure the development of innovative technologies that determine the country's competitiveness. At the same time, proceeding from this, in the content of education it is necessary to decisively get rid of outdated, secondary and unjustified material.
Along with fundamental knowledge, the document defines the main forms of activity and the corresponding types of tasks, the ability to solve which indicates functional literacy.
In addition to these general methodological guidelines, a number of framework constraints were also taken into account when developing the Fundamental Core:
1) brevity of recording the generalized contours of the scientific content of education;
2) rejection of details of a purely methodological nature and specific methodological solutions (the Fundamental core determines the amount of knowledge that a school graduate must master, but not the distribution of the proposed content in specific subjects and levels of education);
3) a description in a concise form of the areas of knowledge presented in the modern school, but not specific subjects.
The fundamental core of the content of general education is the basic document required to create concepts of educational areas, basic curricula, sample programs, teaching materials and manuals. In general, the short format of the Fundamental Core opens up the opportunity to create a zone of consensus for the formation of a now-missing holistic view of the content of school education and, on a new basis, to start solving the problem of interdisciplinary connections, coordinating the scientific content of various fields of knowledge at the stage of preliminary development.
The fundamental core of general education is a document that fixes the fundamental elements of scientific knowledge that are required for study at school, as well as a generalized description of the types of UUD.
The revival of the interrelated principles of fundamentality and consistency on a new substantive basis is the key difference between the second generation standards from previous developments based on a minimized approach to the design of educational space. (Dronov V.P., 2009.) The main thing today is to ensure the indissoluble duality of knowledge and functional components of the educational process. universal educational actions.
Along with fundamental knowledge, the concept of the fundamental core of the content of general education defines the main forms of activity and the corresponding types of tasks, the ability to solve which testifies to the fundamental literacy of the student.
The above regulatory documents of the Requirements for the structure of basic educational programs laid down the conditions for the formation of UUD, providing the ability to learn, the basis for the formation of educational activities.
Thus, the Fundamental core of general education is designed to determine the amount of knowledge, without understanding, assimilation or acquaintance with which a modern person cannot be considered sufficiently educated, and the amount of universal educational skills that will allow a person to learn throughout his life. (G. Pisarenko, 2009)
And on the basis of the Fundamental core of general education, the amount of knowledge is accordingly determined, without understanding, assimilation or acquaintance with which a graduate of an elementary school will not be able to successfully study in a basic school. This volume of knowledge is included in the general educational program of primary general education (OOPNO).
So far, two projects of the Federal State Educational Standard of general education (primary general education) have only been developed, are being considered and are being prepared for approval. Authors of projects:
1) The team led by Academician of the Russian Academy of Education A.A. Kuznetsov and Corresponding Member of RAO A.M. Kondakov.
2) Working group of the Institute for Educational Policy Problems "Eureka" under the leadership of A. I. Adamskiy.
We hope that their developers will not repeat the mistakes of previous years: excess of theoretical knowledge; unjustified "running ahead" by introducing material that will be studied in high school (or may not be studied - and this happens!); introduction of a different "independent" terminology for concepts accepted in science.
Program
... common education 2nd generation, The fundamental kernels content common education common education presented in the Federal State Standard common education ...
Basic Educational Program of Primary General Education (2)
Plan; The fundamental kernels content common education; Formation programs ... common education are based on Concepts content continuous education(preschool and primary level), modern pedagogical technologies, general concepts ...
Educational program of basic general education of the Municipal budgetary educational institution
Educational program... The fundamental kernels content common education and Requirements for the results of the main common education presented in the federal state educational standard common education... initial common education and Concepts spiritually ...
Basic educational program of primary general education for 2014-2018
Basic educational program... Concepts standard of the second generation, requirements for the results of mastering the basic general education program of primary common education, fundamental kernels content common education ...
The main educational program of basic general education for the period 2013-2017
Basic educational programBasic steps common education», « Concept spiritual and moral education and development of the personality of a citizen of Russia "," Fundamental core content common education", in which...
Slide 4 To implement the functions of the Fundamental core of the content of general education, it contains:
- basic national valuesstored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions;
- basic elements of scientific knowledgemethodological, system-forming and ideological character, both of a universal nature and related to certain branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
- universal learning activities, on the formation of which the educational process is directed. These include personal universal learning activities; indicative actions; specific ways of transforming educational material; communicative actions.
Slide 5 The definition of FSOO is an important component of the new concept of standards for general education, originating from the need for separationgeneralized requirements problemsto educational outcomes and specific content problemsgeneral education.
The first problem is socio-political.It is associated with the identification and fixation of generalized modern requests and expectations in the field of education and the requirements for it from the point of view of the individual, family, society and state. The second problem has a scientific and methodologicalthe nature and, accordingly, should be decided by the scientific and pedagogical professional communities.
New social demands determine new goals of education and a strategy for its development. The fundamental core of the content of general education, in turn, concretizes goals as the results of general cultural, personal and cognitive development of students.
What is the property? The ability of a person to enter into a relationship with the external environment and adapt and function in it as quickly as possible. In particular, this includes the ability to freely use reading and writing skills in order to obtain information from the text and in order to convey such information in real communication, communication through texts and other messages.
How does the property manifest itself? How can we estimate that a graduate has it?
Unlike literacy as a stable personality trait, functional literacy is a situational characteristic of the same personality. Functional literacy finds itself in a concrete, static situation.
How is the underdevelopment of a property manifested? What does the underdevelopment of a property lead to?
We most often learn about the existence of functional literacy only when faced with its absence. Functional illiteracy reveals itself when the situation, lifestyle or type of professional activity changes. For instance, when a person can formally write, but at the same time does not know how to express his thoughts in writing (or in some other sign or symbolic form). It is often detected in situations of a person's collision with technologies that are new to him. So, a person cannot make out diagrams, instructions, cannot use any device, for example, a mobile phone, an ATM and others.
What properties, qualities, skills, competencies are associated with this property?
The ability to learn throughout life, the ability to choose technologies, the ability to ask questions, formulate your information request.
The methodological basis of the Fundamental core of the content of general education is made up of the principlesfundamental and systematic(system connections and dependence on other elements of the system and environmental factors), traditional for the domestic school. In this context, the divergence of views is fundamental: a) supporters of preserving the historically established Russian education system focused onfundamental knowledge (i.e. high scientific level of the content of general education); b) supporters of the expediency of the transition to the system of education adopted in a number of countries of the world, which is characterized by a significantly lower level of presentation of the foundations of the sciences in comparison with the level of the Russian school. With all the previous development of educational standards as the initial methodological basis,defining the volumeeducational content, usedcompulsory minimum educational content... As a result, the concepts of "education standard" and "mandatory minimum" are synonyms.
Slide 7 A. I. Markushevich put forward the idea of isolating the "core" of the school course
(ie, the most important part of it) and its "shells", varying depending on the interests and abilities of the student, the type of school, etc. This idea underlies the variability of education.
A.N. Kolmogorov developed ( commission ) a short document "Amount of knowledge in mathematics for an eight-year school." It contained a description of the key facts, concepts, ideas, methods, theories that a student should master at the end of an eight-year school. The distribution of material by class, as well as the distribution of study time by topic, was not carried out in this document.
According to (M. N. Skatkin, I. Ya. Lerner, V. V. Kraevsky) the source of the formation of the content of general education is culture, that is, the most significant forms of socio-cultural experience. In accordance with this concept, the formation of the content of general education is carried out in several stages:
Stage I (pre-subject) - formation of general theoreticalideas about the composition and structure of the content of education.
Stage II (subject) - determination of the composition of academic subjects, their specific content and distribution by levels of education.
Stage III - creationtraining materials.
Stage IV - organizationlearning process.
Stage V - assignment students of new content.
The structure of the educational activity of students, as well as the basic psychological conditions and mechanisms of the assimilation process, today is most fully described by the system-activity approach. The basic proposition is the thesis that personality development in the education system is ensured primarily by the formation of universal educational actions (ULE), which act as the basis of the educational and upbringing process. The concept of universal educational actions also takes into account the experience of the competence-based approach, in particular, on the achievement of students' ability to effectively use the acquired knowledge and skills in practice.
Slide 9 The most important goal of modern education and one of the priority tasks of society and the state is the upbringing of a moral, responsible, proactive and competent citizen of Russia and the process of personal development, acceptance of spiritual, moral, social, family and other values.
The main results of education, expressed in educational tasks. Their content reflects the main directions of personality development.: personal culture;
social culture; family culture.
Slide 13 Basic elements of scientific knowledge in high school. Mathematics - the science of the most general and fundamental structures of the real world, is the most important source of fundamental ideas for all natural sciences and modern technologies. All scientific and technological progress of mankind is directly related to the development of mathematics. Therefore, on the one hand, it is impossible to develop an adequate understanding of the world without knowledge of mathematics. On the other hand, it is easier for a mathematically educated person to enter into any objective problematic that is new to him.
Mathematics is the most accurate of the sciences. The subject "Mathematics" has an exceptional educational potential: it fosters intellectual correctness, critical thinking, the ability to distinguish between justified and unfounded judgments, and teaches people to long-term mental activity.
The course is divided into sections: "Arithmetic", "Algebra", "Geometry", "Mathematical Analysis", "Probability and Statistics". Acquaintance with the history of mathematics and mastering the following general mathematical concepts and methods:
- Definitions and initial (undefined) concepts. Proof; axioms and theorems. Hypotheses and refutations. Counterexample. Typical errors in reasoning.
- Direct and converse theorem. Existence and uniqueness of an object. Necessary and sufficient condition for the correctness of the statement. Proof by contradiction. Method of mathematical induction.
- Mathematical model. Mathematics and problems of physics, chemistry, biology, economics, geography, linguistics, sociology, etc.
Slide 19 In a broad sense, the term "Universal learning activities" means learning , i.e. the ability of the subject for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (in its own psychological meaning) the term "universal learning actions" can be defined asset of ways of student action(as well as related study skills),ensuring his ability to independently assimilate new knowledge and skills , including the organization of this process.
Universal educational actions should be the basis for the choice and structuring of the content of education, techniques, methods, forms of teaching, as well as the construction of a holistic educational and educational process. Achievement of “learning ability” presupposes full-fledged mastering of all components of educational activity, which include: 1) educational motives, 2) educational goal, 3) educational task, 4) educational actions and operations (orientation, material transformation, control and assessment).
Under meta-subject(ie, "oversubject") actions are mental actions of students aimed at analyzing and managing their cognitive activity, be it determining a strategy for solving a mathematical problem, memorizing factual material on history, or planning a joint laboratory experiment in physics or chemistry.
Slide 21 Self-determination- a person's determination of his place in society and life in general, the choice of values, the definition of his "way of life" and place in society. The student should ask the question “what meaning, meaning does the teaching have for me”, and be able to find the answer to it.
The block of regulatory actions includes actions that ensure the organization of students their learning activities: goal-setting as setting an educational task on the basis of correlating what is already known and assimilated by the student and what is still unknown; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions; forecasting - anticipation of the result and the level of assimilation, its temporal characteristics; control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, awareness of the quality and level of assimilation. Finally, the elements of volitional self-regulation as the ability to mobilize forces and energy, the ability to volitional effort - to make a choice in a situation of motivational conflict, to overcome obstacles.
The general educational includes: self-selection and formulation of a cognitive goal; search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that determine this subject area); the ability to structure knowledge; the ability to consciously and arbitrarily build a speech utterance in oral and written form; selection of the most effective ways to solve problems, depending on specific conditions; reflection of methods and conditions of action, control and assessment of the process and results of activity; semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official-business styles; understanding and adequate assessment of the language of the media; the ability to adequately, in detail, concisely, selectively convey the content of the text; compose texts of various genres, observing the norms of text construction (compliance with the topic, genre, style of speech, etc.).
Along with general educational ones, universal logical actions are also distinguished.: analysis of objects in order to identify features (essential, insignificant); synthesis as the compilation of a whole from parts, including independently completing, replenishing the missing components; selection of grounds and criteria for comparison, serialization, classification of objects; summing up under concepts, deriving consequences; establishing causal relationships, building a logical chain of reasoning, proof; putting forward hypotheses and their justification.
Communicative actions provide social competence and taking into account the position of other people, a communication partner or activity, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. Accordingly, the composition of communicative actions includes planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, identification of the problem, search and assessment of alternative ways to resolve the conflict, decision making and its implementation; partner behavior management - control, correction, evaluation of the partner's actions; the ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.
The fundamental core of the content of general education is the basic document required to create basic curricula, programs, teaching materials and manuals. The main purpose of the Fundamental Core in the system of regulatory support of standards is to determine:
1) the system of basic national values that determine the self-awareness of the Russian people, the priorities of social and personal development, the nature of a person's relationship to family, society, state, work, the meaning of human life;
2) a system of basic concepts related to the areas of knowledge presented in secondary school;
3) a system of key tasks that ensure the formation of universal types of educational activities that are adequate to the requirements of the standard for educational results.
3. To implement this function of the Fundamental core of the content of general education, it contains:
· Basic national values stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed on from generation to generation and ensuring the effective development of the country in modern conditions;
· The fundamental elements of scientific knowledge of a methodological, system-forming and ideological nature, both of a universal nature and related to certain branches of knowledge and culture, intended for compulsory study in a general education school: key theories, ideas, concepts, facts, methods;
· Universal educational actions, the formation of which is aimed at the educational process. These include personal universal learning activities; indicative actions; specific ways of transforming educational material; communicative actions.
4. Determination of the Fundamental core of the content of general education is an important part of the new concept of standards for general education, proceeding, in particular, from the thesis about the need to separate the problem of generalized requirements for educational outcomes and the problem of the specific content of general secondary education.
The first problem is socio-political. It is associated with the identification and fixation of generalized modern requests and expectations in the field of education and the requirements for it from the point of view of the individual, family, society, state.
The second problem is of a scientific methodological nature and, accordingly, should be solved by the scientific and pedagogical professional communities.
The need to define the Fundamental core of the content of general education arises from new social demands reflecting the transformation of Russia from an industrial to a post-industrial (information) society based on knowledge and high innovative potential. The processes of globalization, informatization, acceleration of the introduction of new scientific discoveries, the rapid renewal of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and lifelong education. New social demands determine new goals of education and a strategy for its development. The fundamental core of the content of general education, in turn, concretizes goals as the results of general cultural, personal and cognitive development of students.
5. Thus, the Fundamental core of the content of general education actually normalizes the content of upbringing and curricula, the organization of educational and educational activities in individual academic subjects, defining the elements of scientific knowledge, culture and functional literacy, without mastering or acquaintance with which the level of general education achieved a graduate of a Russian school at the beginning of the 21st century, cannot be recognized as sufficient for the full continuation of education and subsequent personal development.
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