Zankov training system. School guide

28.12.2016 12:00

Leonid Vladimirovich Zankov (1901–1977) is one of the most famous scientists in the field of pedagogy, psychology and defectology. His developmental teaching methodology underlies one of the recognized state education systems in primary schools. According to data provided by methodologists, on average, every 4th Russian primary school student is taught according to the L.V. system. Zankova. This ranges from 15% to 40% of all schoolchildren in the Russian Federation, depending on the region. So what is the methodology of developmental training of L.V. Is Zankova different from the traditional education system?

The essence and goals of the methodology

Methodology of developmental training L.V. Zankova covers the education of children from 6 years old until they enter high school. The scientist did not consciously create a teaching method in high school - he believed that all the best can only be developed in. For example, a sixth-grader’s poor memory is a consequence of ignoring its development at an earlier age. Most likely, she will not get better.

The goal of training according to the Zankov method is the overall development of the child. It should be aimed not at individual components (memory, imagination, attention, etc.), but at the entire psyche as a whole. By general development we need to understand the development of several areas:

Mind (logic, observation, memory, imagination, abstract thinking, etc.);

Communication skills (methods of communication, ability to find a solution to a problem situation);

Will (consists in developing the child’s ability not only to set a goal, but also to motivate himself to achieve it);

Feelings (aesthetic, ethical);

Moral.

However, one should not think that training according to Zankov diminishes the value of factual knowledge. It simply shifts the emphasis to the development of the child’s personality, because all of the listed areas of a person’s life are necessary precisely for him to achieve success in the modern world.

Another goal of education is to instill in the child a desire for, rather than simply obtaining from the teacher the necessary knowledge, skills and abilities.

Basis of the technique

In the narrow sense, the methodology of developmental education by L.V. Zankova is based on three pillars: the leading role of education, consistent with a reverent attitude towards the child’s inner world and providing a field for the manifestation of his individuality.

Training, education, development - united, as if merged into one process.

Individual, personality-oriented approach. Every child must be accepted as he is. There is no need to “pull” a “weak” student to a “strong” one; you need to work on the development of any child and believe in his success, in his strength.

There must be established between teacher and student good, trusting relationships. Only such relationships can become fertile ground for the development of a child’s cognitive activity. Otherwise, his interest and thirst for knowledge will never awaken. L.V. Zankov argued: “A child is the same person, only small.” Adults should not forget about this - physical punishment, rudeness, and humiliation should never be used against a child.

When students answer any mistakes are allowed. “A mistake is a godsend for a teacher,” Zankov believed. The point is that a student’s mistake gives the teacher the opportunity to find his “weak spot”, understand the child’s train of thought and, if necessary, direct him in the right direction.

Of course, a good relationship between teacher and student, and the assumption of possible mistakes exclude evaluative attitude towards the child. Outstanding innovative teacher V.V. Sukhomlinsky once compared the assessment to “a stick in the hands of a teacher.” Perhaps this comparison is also relevant for the Zankov system. A child can speak, assume, make mistakes - he knows that he will not receive, for which he will definitely be punished.

As you know, one of the directions of modern education is the implementation of a system-activity approach. We can say that in the last century it was Leonid Vladimirovich who took it as the basis for his methodology. After all, according to the scientist, a child should be able to gain knowledge and overcome difficulties encountered along the way on your own. The teacher can only interest and guide him. The lesson itself takes place in the form of a discussion - students can disagree with the teacher, start an argument in which they express their arguments and try to defend their own point of view.

2 rules for parents arising from L.V.’s methodology. Zankova:

Parents should not cook with their children or, worse, do homework instead of the children. Otherwise, the teacher simply will not be able to notice in time that the child does not understand something.

Parents should not punish a child for failure, which is due to his individual characteristics, and not, say, laziness.

Didactic principles

The level of training and didactic material (tasks) is higher than that accepted in the traditional education system.

As a consequence of the first point, there is no division of material “for strong” and “weak” students. Work is underway to develop each student.

High speed of studying the material.

The priority role of theoretical knowledge.

Forming students' motivation to learn through their emotions. The main “impetus” to awakening the desire to know is to surprise. It is surprise that gives the child creative and moral principles.

The important role of repetition.

Features of training

The forms of training are very diverse: these can be classes in the classroom, in the library, in nature, excursions to museums, theaters, enterprises, and going to concerts.

As mentioned above, the lesson takes place in the form of a discussion, a kind of polylogue.

Students look for answers to emerging questions on their own, without prompting from the teacher. However, he can ask leading questions, pre-give appropriate homework, and guide in some way. In this way, a kind of cooperation is established between students and teacher.

The main types of tasks are observation, comparison, grouping, classification, identifying patterns, drawing conclusions and analyzing conclusions.

The tasks are aimed at the child’s search activity. They should be unexpected and surprising, capable of awakening the student’s curiosity and encouraging him to learn. For example, this could be the creation of a problematic situation.

Formation of a general picture of the world in children based on areas with rich content. These are science, natural science, geography, history, philosophy, literature and other types of art, foreign languages. There is also a lot of attention in lessons using L.V.’s method. Zankov should devote himself to fine arts, music, reading fiction, and work.

Disadvantage of the system

In addition to all the advantages, the system has an important and obvious drawback, which even the followers of L.V. themselves talk about. Zankova. Since the scientist’s methodology covers exclusively elementary school, it is very difficult for children who have been brought up on its principles for several years to later adapt to high school, which nevertheless sets somewhat different goals at its core.

Yulia Levasheva

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

The correct training system is based on the acquisition of all these qualities. The child will be able to gain communication skills from the beginning, solve problem situations, develop perseverance and a sense of curiosity.

A special Zankov education system has been developed, which in the era of computer development allows a person to quickly master the situation.

The general goal of teaching schoolchildren is to develop knowledge based on various educational subjects.

This means the development and strengthening of memory, feelings, and will without harming the child’s psyche.

The Zankov system was developed on the basis of the general education system, setting priorities depending on the situation. The priority is the child's mastery of the material, not the amount of material subtracted. This program involves all students (weak and strong), which allows everyone to reach the highest level in the learning process.

The assimilation and consolidation of the material is aimed at the collective work of the whole class, where each child participates, thereby developing himself as an individual whose opinion is important to others.

There is no primary or secondary subject in the system: each subject contributes its own skills to the development and education of the student.

Many years of experience have shown that children who began learning according to the Zankov system from an early age have very high scores in comparison with their peers. Such students often become winners of various Olympiads and competitions and easily enter higher educational institutions.

Advantages of the Zankov technique

• Suitable for indecisive children (thanks to the individual approach, children quickly join the team and actively take part in conversations);
• Stimulates independence and learning new knowledge.

What is Zankov’s developmental system based on?

The training system is built on three criteria:

1. Development of every child.
2. Studying the characteristics and abilities of the student.
3. Achieving maximum results.

All training courses are designed to motivate and develop the child’s creative talents, taking into account the age-specific individuality of each person. The educational material is designed so that when studying it, the student can be surprised, which motivates the child to think about different options, analyze and draw the right conclusions.

The approach to the younger age category takes into account the unity of thinking. That is, consider the facts not separately, but by connecting them, which allows the child to perceive them more easily. Children begin to analyze the material they read, and a greater interest in studying it arises.

In addition, the Zankov method is developed in such a way that after completing it, a child can safely transfer to a secondary school and easily continue his education.

The main priorities are as follows:

• Perception of information is individual;
• Work requires an emotional attitude and motivation.

At first glance, it may seem that the training course is quite complicated. However, the wealth of variety of material and the manner of teaching it greatly captivates children and develops their personal qualities. The child becomes more diversified and is able to correctly and concisely express his thoughts and assumptions.

How are lessons conducted in classes with the Zankov method of education?

The course of the lesson and its construction are noticeably different from the usual classical methodology.

• Trust and respect.

The beginning of classes is about building mutual understanding and trust between the teacher and students, as well as between the students themselves. At the same time, you should not think that students can do whatever they want.

The teacher, without losing his authority, reveals in each child his abilities and main interests. Pays attention to the student’s personal qualities, monitors his ability to respond to various situations, avoiding rudeness and humiliation.

A child is a person who has his own opinion and character. It is very important to approach each child correctly and direct him to achieve maximum results.

• Self-learning and control.

Education is based on the student obtaining information on his own, and the teacher guiding and helping him in every possible way. All information is presented in the form of a discussion with students, and not simply proofreading the material.

This way, children can argue and defend their opinions and visions. This helps to not be afraid of making mistakes, but to teach them how to correct them using the information they read and their conclusions.

After just two months of training, children are not afraid to express this or that position, they see their classmates as interlocutors, they try to get ahead of their peers, and behave correctly in various situations.

• Not conservative teaching methods.

Along with regular school programs, Zankov believes that constant visits to museums, theaters, excursions, and libraries allow the active development of knowledge and abilities.

Learning is not easy as some people think. However, it is this system that makes it possible to raise a thinking, responsible and developed person who will easily reach heights in education and career.

Who can teach using the Zankov method?

The current education system allows the teacher to choose teaching methods that will help him raise a strong and smart generation. Therefore, the teacher independently chooses the system that he considers most acceptable for children.

Remembering my childhood and my teachers, I always wanted to learn from a teacher with an extraordinary position. Where it was not scary to express your opinion, not afraid that you would be humiliated or yelled at. It is these teachers who can be called Zankovskys. That is, they have always been there. However, today they are becoming increasingly in demand in the educational industry.

And there are a number of irrefutable explanations for this:

• The child attends such lessons with pleasure (you can express yourself, show your skills and talents);
• An unconventional approach to teaching motivates them;
• Such a teacher becomes a true friend for children. In such classes, children are very friendly with each other, there is no aggression or bullying.
• Such children have a stable psyche and the ability to correctly assess the situation.

Many parents noted that although this technique is considered complex, it is very interesting for children. The child does not even understand that he is several steps higher than his peers, he simply learns and develops.

Is it taught only in elementary school or in high school as well?

Today, the research team is developing educational materials for grades 5-9, which will allow them to continue their education. Teachers who wish to work in this system undergo appropriate training. Today textbooks are being tested in schools across the country.

However, many years of practice have shown that students who have completed the junior year using the Zankov method find it much easier to accept the senior school program and guarantee admission to higher education institutions.

In conclusion, I would like to note that such a training system is aimed at developing the child’s abilities and talents, taking into account his inner world. This helps teach the child to explore the world, not to stop there, to develop, and not to be afraid to express themselves.

Often, such children very easily find a profession for themselves, are active, and enterprising. All this will allow the child to overcome difficult situations with dignity and become a successful person.

(FSES NOO 2009)

Developmental education system L.V. Zankova (academician, doctor of pedagogical sciences, professor, years of life 1901-1977) was introduced as a variable state system of primary education from the 1995-1996 academic year (along withtraditional system And developmental education system D.B. Elkonina-V.V. Davydova). Since 2003, scientific director of the Federal Scientific and Methodological Center named after. L.V. Zankova - N.V. Nechaeva, candidate of pedagogical sciences, professor of the Federal Scientific and Medical Center.

UMK systems L.V. Zankova includes textbooks on all main subjects:
- Teaching literacy and reading.
ABC. Authors: Nechaeva N.V., Belorusets K.S.
- Russian language. Nechaeva N.V.
- Literary reading(2 lines).
Author: Sviridova V.Yu., Churakova N.A.
Lazareva V.A.
- Mathematics(2 lines).
Authors: Arginskaya I.I., Benenson E.P., Itina L.S. (1st grade) and Arginskaya I.I., Ivanovskaya E.I., Kormishina S.N. (grades 2-4).
Author: Vantsyan A.G. (1 class).
- The world.Authors: Dmitrieva N.Ya., Kazakov A.N.
- Technology. Authors: Tsirulik N.A., Prosnyakova T.N.
- Music. Rigina G.S.

The educational and methodological set for primary and secondary levels was developed in accordance with the main directions of modernization of Russian education, with the Federal component of the state educational standard for primary and general education and with the new Basic curriculum. The textbooks have passed state examination at the Federal Textbook Council and are included in the Federal lists of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation for use in the educational process of general education institutions. Textbooks comply with current sanitary standards.

Initial training in accordance with the views of L.V. Zankova main task puts the overall development of students, which is understood as the development of the mind, will, feelings of schoolchildren and as a reliable basis for their acquisition of knowledge, skills and abilities.

The Zankov system is characterized by a richer content of education, providing a variety of activities for students.

In the L.V. system Zankov implements one of the main provisions: in primary education there are no main and non-main subjects, each subject is significant for the overall development of the child, which means the development of his cognitive, emotional-volitional, moral and aesthetic capabilities.

Target primary education according to Zankov - to give students a general picture of the world. General, not pieces, details, not individual school subjects. You can't split up something that hasn't been created yet. What is in the L.V. system Zankov there are no major and minor subjects, which is also very important from the point of view of increasing the status of natural science, fine arts, physical education, labor, that is, subjects that provide the opportunity for the development of a sensory base.

Using the possibilities of subject content, the natural curiosity of a small schoolchild, his experience and desire to communicate with smart adults and peers, it is necessary to reveal to him a broad picture of the world, creating such conditions for educational activity that lead him to cooperation with fellow students and to co-creation with the teacher.

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

Didactic principles L.V. systems Zankova: training at a high level of difficulty in compliance with the measure of difficulty; the leading role of theoretical knowledge; awareness of the learning process; fast pace of learning material; purposeful and systematic work on the overall development of all students, including weak ones.

1. The principle of training at a high level of difficulty while observing the measure of difficulty. This is a search activity in which the child must analyze, compare and contrast, and generalize. At the same time, he acts in accordance with the developmental characteristics of his brain. Teaching at a high level of difficulty involves tasks that “grope” for the upper limit of students’ capabilities. This does not mean that the measure of difficulty is not observed; it is ensured by reducing the degree of difficulty of tasks, if necessary.
Children do not immediately form clear, precise, grammatically formatted knowledge. This is built into the training system. Then it is completely clear that there should be a categorical ban on the use of marks. What mark can be given for unclear knowledge? They should be unclear at certain stages, but already included in the general sensory field of the world.
The construction of knowledge begins with right-hemisphere unclear knowledge, then it is transferred to the left hemisphere, a person reflects on it, tries to classify it, identify patterns, and give verbal justification. And when the knowledge finally became clear, integrated into the general system of world knowledge, it finds itself again in the right hemisphere and now no longer needs tools, supports from rules and formulations - it has grown into the holistic system of knowledge of this particular person.
The problem with many modern teaching systems is that they try to force first-graders to classify meaningless material. Words are alienated from the image. Children, having no sensory basis, simply try to remember mechanically. It’s a little easier for girls than for boys, and easier for left-hemisphere people than right-hemisphere people. But by exploiting mechanical memorization of uninterpreted material, we deny children the opportunity to develop both holistic and logical thinking, replacing it with a set of algorithms and rules.

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

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

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

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

So, the principles of the educational system of L.V. Zankov are consistent with the age characteristics of a primary school student and allow them to reveal the individual capabilities of each person.

Let's name the important ones features of the educational and methodological kit, which is based on modern knowledge about the age and individual characteristics of a primary school student. The kit provides:
- understanding of the relationships and interdependencies of the objects and phenomena being studied due to the integrated nature of the content, which is expressed in the combination of material of different levels of generalization (supra-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional richness;
- mastery of concepts necessary for further education;
- relevance, practical significance of the educational material for the student;
- conditions for solving educational problems, social-personal, intellectual, aesthetic development of the child, for the formation of educational and universal (general educational) skills;
- active forms of cognition in the course of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue (discussion of different opinions, hypotheses), etc.;
- carrying out research and design work, developing information culture;
- individualization of learning, which is closely related to the formation of motives for activity, extending to children of different types according to the nature of cognitive activity, emotional and communicative characteristics, and gender characteristics. Individualization is realized, among other things, through three levels of content: basic, extended and in-depth.

In the learning process, a wide range of teaching forms is used: classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, the characteristics of the class and the individual preferences of students.

To study the effectiveness of mastering curricula and teaching materials developed on their basis, the teacher is offered materials on qualitative recording of the success of schoolchildren’s learning, including integrated testing, which corresponds to the position of the Ministry of Education and Science of the Russian Federation. Only the results of written work from the second half of 2nd grade are assessed with grades. No lesson score will be awarded.

The initial focus of educational programs and teaching materials on the development of each student creates conditions for its implementation in all types of educational institutions (general education, gymnasiums, lyceums).

Experts say that at an early age a child learns some skills and knowledge much faster and easier than when he gets a little older. That is why today various early development methods are very popular, aimed at the comprehensive and complete development of the baby literally from the first days of his life. One of these methods is the system of Leonid Vladimirovich Zankov, which is very popular in Russian pedagogy.

Experts say that at an early age a child learns some skills and knowledge much faster and easier than when he gets a little older. That is why today various early development techniques, aimed at the comprehensive and complete development of the baby literally from the first days of his life. One of these methods is the system of Leonid Vladimirovich Zankov, which is very popular in Russian pedagogy.

Let us immediately note that Zankov’s method is somewhat different from most early development systems used today (such as the Montessori method, the Waldorf system or the Cecile Lupan method), since the main emphasis in it is not on the development of attention, memory and imagination, but on the general development of personality - feelings, will and mind of the child. Maybe this is why parents’ attitude to this system is twofold: some scold it, while others consider it one of the best development methods.

A few words about Zankov

Leonid Vladimirovich Zankov is a famous Soviet psychologist who has achieved significant results in the field of educational psychology, memory, memorization and defectology. In the course of his professional activities, he conducted a number of studies, the results of which formed the basis of the author’s didactic system that promotes the mental development of children, the main principle of which is built on the development of sincere interest in learning and the desire to independently search for answers to the questions posed.

Leonid Vladimirovich devoted almost his entire life to issues related to the psychology of children with mental retardation and the problems of their education and upbringing. In his numerous works, Zankov convincingly proved that a mentally retarded child is not so much delayed by several years in development compared to normally developing children, but rather develops differently as he grows up. He also proved that during classes with mentally retarded children, it is necessary to take as a basis correctional and educational influences that take into account the developmental characteristics of each individual child and rely on his compensatory capabilities.

Features of the Zankov technique

primary goal Zankov's techniques is to instill in a child an attitude towards himself as a self-sufficient Person who has the right to his own opinion, is able to defend it with reason and is able to reason sensibly. That is why the entire system of classes is built on the child’s independence, when the teacher does not “drive” knowledge into the children’s heads, but forces each of them to “get to the bottom” of it on their own. The didactic principles of the Zankov system are:

• high level of learning difficulty (however, with mandatory compliance with the measure of difficulty, that is, without forcing development);
• rapid mastery of the material, which is achieved, among other things, through constant enrichment of the subject by the teacher;
• the child’s awareness of the learning process, where all knowledge is a single whole (therefore, new knowledge, connecting with already learned material, is easily absorbed);
• the leading role of theoretical knowledge (in other words, questions are posed to the child in a general way in order to encourage him to an independent thought process);
• work on the development of each child, regardless of his level of development.

According to Zankov's didactic system The main motivation for a child’s educational activity should be cognitive interest. Therefore, the methodology involves involving students in discussions, various activities, didactic games, as well as the use of various teaching methods aimed at enriching thinking, imagination, speech and memory.

How are classes conducted using the Zankov method?

The construction of classes according to the Zankov system has a number of distinctive features that are not accepted in modern Russian pedagogy. And, above all, this is manifested in building a trusting relationship between students and the teacher. At the same time, the teacher does not give up his leadership role and adequately responds to the child’s mistakes and misdeeds. The atmosphere in Zankov’s class is best characterized by the famous expression of Zankov himself: “A child is also a person, only a small one.”

The immediate learning process is structured in such a way that the child strives to acquire knowledge on his own - for this purpose, the lesson is conducted in the form of a discussion, during which the student can argue not only with his classmates, but also with the teacher. Activity in the lesson is encouraged in every possible way, even if the child made an erroneous judgment.

So that the child develops comprehensively and fully Zankov system provides a wide variety of forms of education: simultaneously with classroom lessons, excursions to theaters, museums, nature, concerts, various enterprises, etc. are practiced. In other words, this system covers not only the learning process, but also extracurricular activities.

Disadvantages of the Zankov technique

The main drawback of Zankov’s system is that not every child is able to learn according to his method (although the author assured that any child can cope with it, regardless of the level of mental development). And it’s not so much the complexity of the tasks, but the fast pace of learning the material.

An equally important disadvantage of this early development method is the lack of a developed program for training in middle and high school. As a result, the children from Zankov's classes move to classes in which training took place according to traditional programs, and begin to be frankly bored, since they had already studied most of the material in the lower grades. Zankov training program.

And most importantly, the effectiveness of teaching using the Zankov method depends entirely on the teacher and his ability to “move away” from traditional teaching methods and create a friendly and trusting atmosphere in the classroom. Unfortunately, practice convincingly proves that today in our country there are very few teachers who admit that a child can have his own vision of a particular issue and allow children to challenge their own judgments.