An exemplary work program for. Work programs in subjects: recommendations for compilation
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The work program of the subject, the course specifies the relevant educational standard; describes the national-regional level; reflects the specifics of training in this educational institution; takes into account the possibilities of methodological, informational, technical support of the educational process; takes into account the level of preparation of students. Work program in mathematics for grade 5
The structure of the work program: title page explanatory note general characteristics of the subject, course description of the place of the subject, course in the curriculum personal, meta-subject and subject results of mastering a particular subject, course content of the subject, course thematic planning with the definition of the main types of learning activities of students description logistics of the educational process planned results of the study of the subject, course
Title page the working program contains: Full name of the educational institution (in accordance with the license) Stamp of consideration and approval of the program Name of the subject, course (module) Full name the teacher who developed and implements the subject, the course (module) The class in which the subject (course) is studied The year the work program was drawn up
Explanatory note of the work program The purpose of the explanatory note: to briefly and reasonably characterize the essence of this academic subject, its functions, specifics and significance for solving the general goals and objectives of education, defined in the educational program of this stage of education for schoolchildren, to give an idea of how to deploy educational material, in general terms show a methodical system for achieving the goals that are set when studying the subject, describe the means of achieving them
Explanatory note of the Work program It is a link to the regulatory framework, the number of hours, including information: about the curriculum (exemplary and author's) indicating the name, author and year of publication, on the basis of which the work program was developed; on the number of study hours for which the work program is designed, including the number of hours for control, practical work, excursions, projects, research; about the used educational and methodical set, additional literature; the form of intermediate and final certification of students on the changes made to the exemplary or author's curriculum and their justification; on the goals and objectives to be solved in the course of the implementation of the work program; about the planned level of training of graduates in accordance with the established requirements;
Description of the place of the subject in the curriculum classes number of hours for studying the subject in classes number of study weeks number of topics of regional content by class number of practical, control, laboratory work, excursions, etc. current control: oral survey, test, etc. intermediate control: control work, test, etc. final control: test, test, etc.
Personal, meta-subject and subject results of mastering a particular academic subject, course Personal results: readiness and ability of students for self-development, formation of motivation for learning and cognition, value-semantic attitudes of students, reflecting their individual-personal positions, social competencies, personal qualities; Meta-subject results: mastered by students of universal learning activities (cognitive, regulatory, communicative), ensuring the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts , its transformation and application, the system of fundamental elements of scientific knowledge * (FSES, Exemplary Programs, OOP)
The main content of the subject When developing a section, it is necessary to be guided by the following: the numbers of sections and topics, their names must correspond to the thematic plan; the requirements for knowledge and skills on topics must meet the basic requirements for knowledge and skills that students must master after studying the topic and the subject as a whole, specified in the explanatory note of the program in the text, only concepts and terms related to a specific field of science should be used. Designations, units of measurement, etc. must meet the requirements of state standards; foreign words (surnames, names, various terms) should be given in Russian transcription.
The main content of the subject The order of entry in the section: the name of the topic the required number of hours for its study the content of the educational topic: the main issues studied practical work, creative tasks, other forms of classes used in teaching requirements for the level of training of students on a specific topic in accordance with the Federal State Educational Standards and goals and objectives of the educational institution forms and issues of control possible types independent work students
Thematic planning with the definition of the main types of educational activities Educational and thematic plan: the sequence of studying sections and topics indicating the number of study hours, including for conducting tests, control, practical and laboratory work Calendar and thematic planning: sections and topics of the course, the sequence of their study the main activities of students the formed universal actions used organizational forms of training and the number of hours - digital computer equipment
Calendar-thematic planning May include the following sections: the name of the section of the program and the number of hours per section and type of lesson; topics of individual lessons, arranged in sequence and in accordance with the logic of studying educational material types and forms of activities visual aids and technical means requirements for the level of training of students types of control, meters of educational results planned results formulated in an activity form (know, be able, realize, have an idea) homework.
Description of the material and technical support of the educational process; software and methodological support; list of electronic information sources; list of Internet resources; a list of didactic tools, including those developed by the teacher; list of references (additional and reference literature).
The planned results of the study of the subject, the course is a description of the goals-results of learning, expressed in the actions of students (operational) and actually identifiable with the help of any tool (diagnostic) achievable and measurable described in understandable language. *(FSES, Exemplary Programs, OOP)
An exemplary work program on the subject was created for the line of textbooks in printed and electronic forms "Music" for grades 1-4 T.V. Chelysheva, V.V. Kuznetsova. Textbooks of the line correspond to the federal state educational standard of elementary general education and are included in the federal list.
This manual will help the teacher to competently draw up a work program, as well as organize educational activities and monitor its results.
THE PLACE OF THE SUBJECT IN THE CURRICULUM.
In accordance with the exemplary curriculum for educational institutions using the “Perspective Primary School” teaching materials, the subject “Music” is presented in the subject area “Art”, it is studied from grades 1 to 4 for one hour per week. At the same time, in the 1st grade, the course is designed for 33 hours (33 academic weeks), and in each of the subsequent classes - for 34 hours (34 academic weeks).
The subject "Music" is in organic connection with the subject "Fine Arts", as well as with the subjects of other subject areas, such as "Literary reading", "The world around us", "Fundamentals of religious cultures and secular ethics", etc. In the process of implementing the program, the spiritual and moral foundations of the child's personality are formed, a culture of communication with adults and peers is instilled, the skills of a culture of oral speech are developed, knowledge about a person as a part of nature, a person as a carrier and creator of culture is applied. Music lessons complement and enrich the student's knowledge elementary school about the picture of the world, about the history of Russia, about the cultural traditions of the peoples inhabiting it, the student realizes the place of his native land as an integral part of Russia.
CONTENT
Explanatory note
Goals and objectives of the subject "Music"
Basic principles and leading methods for the implementation of the curriculum in the subject "Music"
The main types of educational activities of students
general characteristics subject
The place of the subject in the curriculum
Value orientations of the content of the subject
Personal, meta-subject and subject results of mastering a subject
Criteria for evaluating the results of mastering a subject
The content of primary general education in the subject "Music"
Thematic planning and main types of learning activities
The system of tasks focused on the formation of UUD
Educational, methodological and logistical support of the educational process
Material and technical equipment of the program implementation process
Educational and methodological equipment for the implementation of the program "Music"
Musical material for the topics of the curriculum in the subject "Music".
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(grades 5-8)
Subject line of textbooks
T. A. Ladyzhenskaya,
M. T. Baranova,
L. A. Trostentsova and others.
2017
EXPLANATORY NOTE
General characteristics of the subject
The Russian language work program for grades 5-9 was compiled using materials Federal State Educational Standard of Basic General Education", An exemplary program in the Russian (native) language for the basic school and a work program in the Russian language to the subject line of textbooks by T. A. Ladyzhenskaya, M. T. Baranov, L. A. Trostentsova and others.
The results of the study of the subject
personal results mastering the Russian (native) language program by graduates of the basic school are:
1) understanding of the Russian language as one of the main national and cultural values of the Russian people; the determining role of the native language in the development of the intellectual, creative abilities and moral qualities of the individual; its significance in the process of obtaining school education;
2) awareness of the aesthetic value of the Russian language; respect for the native language, pride in it, the need to preserve the purity of the Russian language as a phenomenon of national culture; the desire for speech self-improvement;
3) a sufficient amount of vocabulary and acquired grammatical means for the free expression of thoughts and feelings in the process of verbal communication; the ability to self-assessment based on observation of one's own speech.
Metasubject outcomes mastering the Russian (native) language programs for graduates of the basic school are
1) possession of all types of speech activity:
Adequate understanding of oral and written information;
Ownership different types reading;
Adequate listening comprehension of texts different styles and genres;
The ability to extract information from various sources, including the media, educational CDs, Internet resources; use dictionaries freely various types, reference literature;
Mastering the methods of selection and systematization of material on a specific topic; the ability to conduct an independent search for information, its analysis and selection;
The ability to compare and compare speech statements in terms of their content, stylistic features and language means used;
The ability to determine the goals of the upcoming educational activities (individual and collective), the sequence of actions, evaluate the results achieved and adequately formulate them orally and in writing;
The ability to reproduce the listened or read text with varying degrees of curtailment;
Ability to create oral and written texts different types, styles of speech and genres, taking into account the intention, addressee and situation of communication;
The ability to freely, correctly express their thoughts orally and in writing;
Possession of various types of monologue and dialogue;
Compliance in the practice of speech communication with the main orthoepic, lexical, grammatical, stylistic norms of the modern Russian literary language; compliance with the basic rules of spelling and punctuation in the process of written communication;
The ability to participate in verbal communication, observing the norms of speech etiquette;
The ability to evaluate one's speech in terms of its content, language design; the ability to find grammatical and speech errors, shortcomings, correct them; improve and edit their own texts;
The ability to speak to an audience of peers with small messages, reports;
2) application of acquired knowledge, skills and abilities in everyday life; the ability to use the native language as a means of gaining knowledge in other academic subjects, to apply the acquired knowledge, skills and abilities of analyzing linguistic phenomena at the interdisciplinary level (at the lessons of a foreign language, literature, etc.);
3) communicatively expedient interaction with people around in the process of verbal communication, joint performance of any task, participation in disputes, discussions; mastering the national and cultural norms of speech behavior in various situations of formal and informal interpersonal and intercultural communication.
Substantive results mastering the Russian (native) language program by graduates of the basic school are:
1) understanding of the main functions of the language, the role of the Russian language as the national language of the Russian people, as the state language Russian Federation and the language of interethnic communication, the connection between the language and culture of the people, the role of the native language in the life of a person and society;
2) understanding the place of the native language in the system of the humanities and its role in education in general;
3) mastering the basics of scientific knowledge about the native language; understanding the relationship of its levels and units;
4) mastering the basic concepts of linguistics: linguistics and its main sections; language and speech, speech communication, oral and written speech; monologue, dialogue and their types; the situation of verbal communication; colloquial speech, scientific, journalistic, official business styles, the language of fiction; genres of scientific, journalistic, official business styles and colloquial speech; functional-semantic types of speech (narration, description, reasoning); text, text types; basic units of the language, their features and features of use in speech;
5) mastering the main stylistic resources of the vocabulary and phraseology of the Russian language, the basic norms of the Russian literary language (orthoepic, lexical, grammatical, spelling, punctuation), norms of speech etiquette; using them in their speech practice when creating oral and written statements;
6) identification and analysis of the basic units of the language, grammatical categories of the language, the appropriate use of language units is adequate to the situation of verbal communication; carrying out various types of word analysis (phonetic, morphemic, derivational, lexical, morphological), syntactic analysis of phrases and sentences, multidimensional analysis of the text in terms of its main features and structure, belonging to certain functional varieties of the language, features of language design, use of expressive means of the language ;
7) understanding of the communicative and aesthetic possibilities of lexical and grammatical synonymy and their use in one's own speech practice;
8) awareness of the aesthetic function of the native language, the ability to evaluate the aesthetic side of a speech statement when analyzing texts of fiction.
competencies.
Section 1. Speech and speech communication
1. Speech and speech communication. speech situation. Spoken and written speech. Speech is dialogic and monologue. Monologue and its types. Dialogue and its types.
2. Awareness of the main features of oral and written speech; analysis of samples of oral and written speech. Distinguish between dialogic and monologue speech. Possession of various types of monologue and dialogue. Understanding the communicative goals and motives of the speaker in different situations of communication. Possession of the norms of speech behavior in typical situations of formal and informal interpersonal communication.
Section 2. Speech activity
1. Types of speech activity: reading, listening (listening), speaking, writing.
Culture of reading, listening, speaking and writing.
2. Mastering the main types of speech activity. Adequate understanding of the basic additional information text perceived visually or aurally. Transmission of the content of the read or listened text in a compressed or expanded form in accordance with the situation of verbal communication. Mastering the practical skills of viewing, introductory, studying reading, methods of working with a textbook and other information sources. Mastering various types of listening. Presentation of the content of the listened or read text (detailed, concise, selective).
Creation of oral and written monologues, as well as oral dialogic statements of various communicative orientations, taking into account the goals and situation of communication. Selection and systematization of material on a specific topic; search, analysis and transformation of information extracted from various sources.
Section 3. Text
1. The concept of the text, the main features of the text (segmentation, semantic integrity, coherence). Theme, the main idea of the text. Microtheme of the text.
Means of communication of sentences and parts of the text. Paragraph as a means of compositional and stylistic division of the text.
Functional-semantic types of speech: description, narration, reasoning. The structure of the text. Text plan and abstracts as types of information processing of the text.
2. Analysis of the text in terms of its theme, main idea, structure, belonging to the functional-semantic type of speech. Dividing the text into semantic parts and drawing up a plan. Determining the means and ways of linking sentences in the text. Analysis of linguistic features of the text. The choice of language means depending on the purpose, topic, main idea and situation of communication. Creation of texts of various types, styles, genres. Compliance with the norms of text construction (logicality, consistency, coherence, relevance to the topic, etc.). Evaluation and editing of oral and written speech statements.
Section 4. Functional varieties of the language
1. Functional varieties of language: spoken language; functional styles: scientific, journalistic, official business; the language of fiction.
2. The main genres of scientific (review, speech, report), journalistic (speech, interview), official business (receipt, power of attorney, statement) styles, colloquial speech (story, conversation).
Regulation on developmentcurriculum
main documents,
- state educational standard (federal and national-regional component);
- the basic curriculum of schools in the Russian Federation (distribution of the content of education by educational areas, academic disciplines, years and weeks);
- standard (exemplary) curricula;
- educational program and curriculum of the educational institution;
- work program on the subject of a particular teacher.
Exemplary programs in the subject
- reflect the leading ideological ideas of the development of society,
- determine the main directions for the implementation of the content of education and the requirements for the organization of the educational process, for basic knowledge, skills and abilities, taking into account the specifics of a particular academic subject;
- calculated for the number of hours allotted for the study of each educational area in the invariant part of the Basic Curriculum of the Educational Institution of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation No. 1312 dated 09.03.2004;
- serve as the basis for the preparation of work programs for training courses and disciplines.
An exemplary (typical) curriculum is a document that details the mandatory (federal) components of the content of training and the parameters of the quality of assimilation of educational material in a specific subject of the basic curriculum. Recommended by the Ministry of Education and Science of the Russian Federation and is advisory in nature
Sample Program Functions
Information and methodological function
(gives an idea of the goals, content, general strategy for teaching, educating and developing students by means of this subject).
Organizational planning function
(highlights the stages of training, structuring the educational material, determining its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students)
a document created on the basis of the state educational standard and the Model Program and having the author's concept of building the content of a training course, subject, discipline (module). The author's program is developed by one or a group of authors
Work program of the subject
this is a set of educational and methodological documentation, which is independently developed by the teacher (teachers) of the educational institution on the basis of working curriculum And sample programs training courses, subjects, disciplines (modules) recommended by the Ministry of Education and Science of the Russian Federation, copyright programs With taking into account the goals and objectives of the main educational program at the school level and which reflects ways of implementation the content of the subject in a particular educational institution.
The difference between the exemplary and working program
Sample program defines basic knowledge, abilities, skills and reflects the system of leading worldview ideas, general recommendations methodical nature.
Working programm specifies the appropriate educational standard, taking into account the necessary requirements for its construction, and also describes the national-regional level, takes into account the possibilities of methodological, informational, technical support of the educational process, the level of training of students, reflects the specifics of education in this educational institution
The compiler of the working curriculum can independently
- expand the list of didactic units within the limits regulated by the maximum classroom load of students, and subject to continuity with the mandatory minimums of adjacent levels of education;
- disclose the content of the sections, topics indicated in the state educational standard, relying on teaching aids (from the federal list) that he considers appropriate;
- concretize and detail didactic units;
- establish the sequence of studying educational material;
- distribute the time allotted for studying the course between sections and topics according to their importance;
- supplement the list of practical exercises;
- specify the requirements for knowledge and skills of students;
- include the material of the regional component in the amount of teaching hours allocated for this subject;
- choose based on the tasks facing the subject, teaching technologies and monitoring the preparedness of students in the subject.
Aspects reflected and taken into account in the work program
- requirements of federal components of state educational standards;
- mandatory minimum content curricula;
- the maximum amount of educational material for students;
- requirements for the level of training of graduates;
- the volume of study hours determined by the curriculum of the educational institution for the implementation of academic subjects, modules, special courses, workshops, research and project activities in each class;
- cognitive interests of students;
- goals and objectives of the educational program of the school;
- selection by the teacher of the necessary set of educational and methodological support.
The structure of the teacher's curriculum
- title page;
- explanatory note;
- the content of the training course program;
- educational and thematic plan thematic planning with the definition of the main types of educational activities of students);
- requirements for the level of training of students (personal, meta-subject (competence-based) and subject results of mastering a particular academic subject, course);
- educational and methodological teaching aids (description of material and technical, educational and methodological and information support educational process
Title page of the program
- full name of the founder and educational institution in accordance with the charter;
- where, when and by whom the working curriculum was approved;
- name of the subject (course);
- indications of the belonging of the working curriculum to the stage, level of general education;
- the duration of this program;
- an indication of the exemplary program and its authors, on the basis of which this working curriculum has been developed;
- Full name. the teacher who created this work curriculum
- title, author and year of publication of a particular program(approximate, author's), on the basis of which the Work Program was developed;
- goals and objectives of this program training in the field of forming a system of knowledge, skills (tasks are formulated in accordance with the standard and taking into account the given educational institution);
- logical connections this subject with other subjects of the curriculum;
- rationale for content selection and the general logic of the sequence of its study, the distinctive features of the work program compared to the exemplary program (change in the number of hours for studying individual topics, structural rearrangement of the order of studying topics, expanding the content of educational material, revealing the links between basic and additional education, etc.) and justification the feasibility of making these changes;
- general characteristics of the educational process: forms, methods and means of teaching, technologies
The content of the topics of the training course
- An abstract description of each section according to the numbering in the educational and thematic plan. The presentation of educational material in a given sequence provides for the specification of all didactic content units.
- The content of the educational topic:
- main research questions,
- practical and laboratory works, creative
and practical tasks, excursions and other forms of classes used in training, - requirements for the knowledge and skills of students,
- forms and issues of control,
- possible types of independent work of students.
- Topic title.
- The required number of hours to study it.
Educational and thematic plan
- reflects the sequence of studying sections and topics of the program shows distribution of training hours by sections and topics;
- determines the conduct credits, control, practical and other types of work due to the time provided for by the maximum teaching load;
- compiled for the entire period of study (usually for the academic year);
- presented in the form of a table
Requirements for the level of preparation of students
- Description of learning outcomes expressed in the actions of students (operational) and actually identifiable with the help of some tool (diagnostic).
- This list of learning outcomes includes special subject and general learning skills and activities.
- The basis for identifying requirements for the level of training of students is the state educational standard of general education and the curriculum (exemplary or author's), on the basis of which the Work Program is developed. Therefore, the requirements for the level of training of students, prescribed in the Work Program, must not be lower than the requirements formulated in the federal component of the state standard for general education and the curriculum adopted as the basis.
Features of the formulation of requirements for the level of training of students
They have to :
- be described through the actions of students;
- indicate a certain level of achievement;
- be achievable and measurable;
- be described in a language understandable to students.
Educational and methodical teaching aids
include
- basic and additional educational literature(textbooks, manuals, collections of exercises and tasks, control tasks, tests, practical work and laboratory workshops, anthologies);
- reference manuals (dictionaries, reference books);
- visual material (albums, atlases, maps, tables);
- equipment and appliances...
Three groups:
- "Literature (basic and additional)";
- "Didactic material";
- "Equipment and Appliances".
Literature is drawn up in accordance with GOST bibliographic description
Possible options for the use and design of work programs by the teacher
- Use of an exemplary program, an exemplary program as amended;
- Using the existing author's program (as a rule, the program of the author of the textbook);
- Use of the author's program with the changes made;
- The author's program of the teacher.
Work Program Approval Path
1. Considered at the methodological association, is adopted at the scientific and methodological council. The decision of the SHMO and the NMS is documented in a protocol. A preliminary external examination is possible (June)
2. The school principal issues an order on the approval of each curriculum. Each program must be labeled acceptance of the program (MS), the results of the examination (if any), the school principal's mark on the approval of the program (date and number of the order). Approval of all programs until August 31.
3. One copy of the curriculum are part of the PLO and are with the administration in accordance with the nomenclature. The second copy from the teacher
- Federal List of Extremist Materials (as of 12/09/2019) Open
- Federal Law No. 114 "On counteracting extremist activity" Open
- Federal Law No. 112-FZ of July 05, 2002 “On Amendments and Additions to the Legislative Acts of the Russian Federation in Connection with the Adoption of the Federal Law “On Counteracting Extremist Activity”Open
- Decree of the President of the Russian Federation of March 23, 1995 No. 310 (as amended on November 3, 2004) "On measures to ensure coordinated actions of state authorities in the fight against manifestations of fascism and other forms of political extremism in the Russian Federation"
Basic general education, secondary (complete) general education) in educational areas, approved by order of the Ministry of Education of Russia dated March 5, 2004 No. 1089;
Federal state standard for basic general education, approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897;
An exemplary program in the Russian language;
Program of the Ministry of Education and Science of the Russian Federation for secondary schools “Russian language. Grades 10-11 "N. G. Goltsova.
In connection with the goal, the following tasks that ensure the implementation of a student-centered approach to learning:
Mastering knowledge about the Russian language, its structure and functioning in various areas and situations of communication; about the stylistic resources of the Russian language; about the basic norms of the Russian literary language; about Russian speech etiquette; the formation of skills to identify, analyze, classify linguistic facts, evaluate them from the point of view of normativity, compliance with the situation and the sphere of communication; ability to work with text, carry out information search, extract and transform the necessary information
Education of citizenship and patriotism, a conscious attitude to language as a cultural phenomenon, the main means of communication and gaining knowledge in various fields of human activity; education of interest and love for the Russian language;
Improving speech and thought activity, communicative skills that ensure fluency in the Russian literary language in various areas and situations of its use; enrichment of vocabulary and grammatical structure of students' speech; development of readiness and ability to speech interaction and mutual understanding, the need for speech self-improvement;
The period of study in grades 5-11 covers almost all stages of the formation of a linguistic personality. The task of teaching in grades 10-11 is the development and improvement of students' abilities for speech interaction and social adaptation. At the basic level of education, it is envisaged to deepen and expand knowledge about the language norm and its varieties, the norms of speech behavior in various areas of communication, improve the skills to model one's speech behavior in accordance with the conditions and tasks of communication.
General characteristics of the subject
The Russian language is an essential part of the national culture of the Russian people. As an academic discipline, it is of paramount importance, since it is not only the subject of study, but also the most important means of learning other sciences, a means of intellectual, spiritual, aesthetic development of students. The meta-subject educational functions of the native language determine the universal, generalizing nature of the impact of the subject "Russian language" on the formation of the student's personality in the process of studying at school. The Russian language is the basis for the development of thinking, imagination, intellectual and creative abilities of students; the basis of self-realization of the individual, the development of the ability to independently assimilate new knowledge and skills, including the organization of educational activities. The native language is a means of familiarizing with the spiritual wealth of Russian culture and literature, the main channel for the socialization of the individual, introducing him to the cultural and historical experience of mankind. As a form of storage and assimilation various knowledge, the Russian language is inextricably linked with all school subjects, affects the quality of their assimilation, and later on the quality of mastering professional skills. The ability to communicate, to achieve success in the process of communication, high social and professional activity are those personality characteristics that largely determine a person’s achievements in almost all areas of life, contribute to his social adaptation to the changing conditions of the modern world. The Russian language is the basis for the formation ethical standards the child's behavior in different life situations, the development of the ability to give a reasoned assessment of actions from the standpoint of moral standards
In grade 11, in the course of the Russian language, the study of syntax and punctuation takes place in close connection with morphology and spelling. In order to prepare students for the exam, a system of practical and test work has been thought out, including typical examination tasks in the 11th grade, complex text analysis, work with means of artistic expression, and various types of linguistic analysis. A special place is given to phonetic analysis, showing the change in sound quality in the flow of speech, orthoepy difficulties, types of morphemic and word-formation analysis.
Description of the place of the Russian language in the curriculum
In 11th grade basic level 34 hours are allotted for the study of the Russian language, that is, 1 hour per week for 34 academic weeks.
Personal, meta-subject and subject results of mastering the Russian language
personal The results of mastering the Russian language program by graduates of the basic school are:
1) understanding the Russian language as one of the main national and cultural values of the Russian people, which determines the role of the native language in the development of the intellectual, creative abilities and moral qualities of the individual, its significance in the process of obtaining school education;
2) awareness of the aesthetic value of the Russian language; respect for the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture; the desire for speech self-improvement;
3) a sufficient amount of vocabulary and acquired grammatical means for the free expression of thoughts and feelings in the process of verbal communication; the ability to self-assessment based on observation of one's own speech.
metasubject
1) possession of all types of speech activity:
Adequate understanding of oral and written information;
Possession of different types of reading;
The ability to extract information from various sources, including the media, CDs educational purposes, Internet resources;
Mastering the methods of selection and systematization of material on a specific topic; the ability to conduct an independent search for information, its analysis and selection; the ability to transform, store and transmit information obtained as a result of reading or listening, including with the help of technical means and information technologies;
The ability to determine the goals of the upcoming educational activities (individual and collective), the sequence of actions, evaluate the results achieved and adequately formulate them orally and in writing;
The ability to freely, correctly express their thoughts orally and in writing;
The ability to speak to an audience of peers with small messages, a report;
2) application of the acquired knowledge, skills and abilities in everyday life; the ability to use the native language as a means of obtaining knowledge in other academic subjects, to apply the acquired knowledge, skills and abilities of analyzing linguistic phenomena at the interdisciplinary level (in the classroom foreign language, literature, etc.);
3) communicatively expedient interaction with people around in the process of verbal communication, joint performance of any task, participation in disputes, discussions; mastering the national and cultural norms of speech behavior in various situations of formal and informal interpersonal and intercultural communication.
Subject The results of mastering the Russian (native) language program by graduates of the basic school are:
1) the idea of 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; about the connection between the language and culture of the people; the role of the native language in the life of a person and society;
2) understanding the decisive role of the language in the development of the intellectual and creative abilities of the individual, in obtaining education, as well as the role of the Russian language in the process of self-education;
2) possession of all types of speech activity:
listening and reading:
Adequate understanding of the information of oral and written messages (goals, topics of the text, basic and additional information);
Possession of the skills of information processing of the read text (plan, theses); methods of working with books, periodicals;
The ability to freely use dictionaries of various types, reference literature, including on electronic media;
Adequate listening comprehension of texts of different styles and genres; possession of various types of listening (with a full understanding of the audio text, with an understanding of its main content, with selective extraction of information);
The ability to compare speech utterances in terms of their content, belonging to a certain functional variety of language and language means used;
speaking and writing:
The ability to reproduce orally and in writing the listened or read text with a given degree of curtailment (retelling, plan, theses);
The ability to freely and correctly express one's thoughts orally and in writing, to comply with the norms of constructing a text (logicality, consistency, coherence, relevance to the topic, etc.); adequately express their attitude to the facts and phenomena of the surrounding reality, to what they read, heard, saw;
The ability to create oral and written texts of different types and styles of speech, taking into account the intention and situation of communication; create texts of various genres (story, review, letter, receipt, power of attorney, statement), while making a conscious choice and organization of language means in accordance with the communicative task;
3) presents the material consistently and correctly in terms of the norms of the literary language.
Rating "4" it is set if the student gives an answer that meets the same requirements as for the grade "5", but makes 1-2 mistakes, which he himself corrects, and 1-2 shortcomings in the sequence and language of the presentation.
Grade "3" is put if the student reveals knowledge and understanding of the main provisions of this topic, but:
1) presents the material incompletely and allows inaccuracies in the definition of concepts or the formulation of rules;
2) does not know how to substantiate his judgments in sufficient depth and convincingly and give his own examples;
3) presents the material inconsistently and makes mistakes in the language of the presentation.
Grade "2" is set if the student reveals ignorance of most of the relevant section of the material being studied, makes mistakes in the formulation of definitions and rules that distort their meaning, randomly and uncertainly presents the material.
A score of "2" indicates such shortcomings in the preparation of the student, which are a serious obstacle to the successful mastery of subsequent material.
Rating "1" is set if the student reveals complete ignorance or misunderstanding of the material.
A mark ("5", "4", "3") can be given not only for a one-time answer (when a certain time is allotted to check the student's preparation), but also for a dispersed one, i.e. for the sum of the answers given by the student during the lesson (a lesson score is displayed), provided that during the lesson not only the student's answers were heard, but also his ability to apply knowledge in practice was tested.