"The specifics of the methodology of L. V. Zankov in the process of teaching literary reading"
Content:
Introduction…………………………………………………………………..2
Chapter 1. Theoretical problems of L.V. Zankov's method of developing education in the process of
literary reading.
1.1. The theory of developmental learning L.V. Zankov. Stages of formation of the education system L.V.
Zankova. Characteristics of the learning system of L.V.
Zankov…………………………………………………………………..5
1.2. Didactic principles of L.V. Zankov’s system………………….11
1.3. Methods of developing teaching literary reading in the system of L.V.
Zankov………………………………………………………………….16
Chapter 2. Specifics of teaching "literary reading" according to the system of L.V. Zankov at the initial
stages of education.
2.1. Features of work in the process of literary reading in the system of L.V.
Zankov………………………………………………………………..…20
2.2. Overview of the circle of children's reading…………………………………………………………27
2.3. Generalization of the stage of formation of the learning system by L.V. Zankov…..48
Conclusion………………………………………………………………...63
References…………………………………………………………..65
Introduction
Modern primary education is perceived as the basis for the formation of a child's educational activity,
educational and cognitive motives, skills for planning, monitoring and evaluating educational activities
and their results. In this context, developmental teaching strategies in primary school are of great
relevance for pedagogy.
One of the main problems of education is the relationship between learning and human development.
When researching it, it is important to note that:
a) self-development is a complex involutionary-evolutionary progressive movement, during which
progressive and regressive intellectual, personal, behavioral, and activity changes occur in the person
himself;
b) development, especially personal, continues throughout life, changing only in direction, intensity,
character and quality.
,Exploring the main goal of any education system - the development of the student's personality, it is
necessary, first of all, to note one of the main provisions of modern psychology, according to which
education is not only a condition, but also the basis and means of mental and, in general, personal
development of a person.
The recognition of learning as the main component in the development of a person's natural inclinations
was contained in the works of the founder of pedagogy Ya.A. Comenius. This idea was affirmed by many
educators and psychologists over the following centuries, up to the present. In domestic pedagogy, it is
reflected in the works of K.D. Ushinsky, P.F. Kaptereva, N.X. Wessel, K.N. Wentzel, P.P. Blonsky, L.S.
Vygotsky and others.At the same time, the problem of the nature of the correlation and the role of
learning and development in the socio-cultural development of the individual is debatable in modern
theory and practice of education. This issue was discussed especially acutely at the beginning of the 20th
century, having received an ironic interpretation in science as the problem of "horse and cart", which
was based on the question of what should be in the forefront and lead - training or development.
Different points of view have been put forward regarding the solution of this issue.
Thus, at various historical stages, the solution to this problem has changed, due to a change in
methodological guidelines, the emergence of new interpretations of understanding the essence of
personality development, and the learning process itself, and rethinking the role of the latter in this
development.
Since the 90s. years of the 20th century and up to the present, global changes have taken place in
society: the socio-cultural picture of the world has changed, inter-cultural relations of countries and
peoples have undergone a transformation. Globalization processes have had a great impact both on the
whole world and on individual states. Thus, Russian society has also undergone great changes that
require an appropriate response from the individual. The knowledge and skills acquired by a person 20
years ago cannot fully meet the “challenge” of modern society. Therefore, changes in the education
system, its comprehension and renewal are inevitable.
The relevance of the topic is due to the fact that due to the dynamics of changes in society's call to the
educational system, at present the problem of the relationship between training and development has
become one of the main problems of education.
The object of the study is teaching literary reading according to the system of L.V. Zankov.
The subject of the study is the specifics of teaching literary reading in primary school according to the
method of L.V. Zankov.
Research L.S. Vygotsky, V.V. Davydov laid the psychological foundations for a holistic domestic concept
of developmental education, reflecting all four hypostases of the child's active familiarization with the
world: entry into the world of nature, the world of universal culture, the world of significant others, and
the development of the child's self-awareness.
The purpose of this work is to study the features of teaching literary reading in the system of L.V.
Zankov.
To achieve the stated goal, the following tasks were set:
1) Consider the genesis of L.V. Zankov;
2) To study the conceptual provisions of the L.V. Zankov;
,3) To study the specifics of teaching literary reading according to the system of L.V. Zankov;
4) Carry out practical work on the application of the educational program in the lessons of literary
reading, based on the principles of the system of L.V. Zankov.
Hypothesis: the analysis of this problem will contribute to a deeper understanding of the goals of
developmental education, the structure and organization of education in the system of L.V. Zankov. The
use of the methods of the Zankov system in the lessons of literary reading helps to increase the
efficiency of the educational process.Research methods: theoretical - analysis of methodological
literature, historical method, study and generalization, analysis and synthesis. Empirical: experiment,
comparison.
The theoretical significance of the study lies in the analysis of the methodological methods of the system
of L.V. Zankov in the process of teaching literary reading.
The practical significance of the study lies in the possibility of creating, based on the results of the work,
a practical guide for teachers on the application of the L.V. Zankov system in literary reading lessons in
elementary school.
Chapter 1. Theoretical problems of L.V. Zankov's method of developing education in the process of
literary reading.
1.1. The theory of developmental learning L.V., Zankova. Stages of formation of the education system
L.V. Zankova. Characteristics of the learning system L.V. Zankova.
In developing his system of education, Zankov relied on Vygotsky's position, according to which
education should lead development.
The general development of younger schoolchildren in the framework of Zankov's experimental work
was considered as the development of observational abilities, the ability to perceive phenomena, facts,
natural, speech, mathematical, aesthetic, etc.; abstract thinking, ability to analyze, synthesize, compare,
generalize, etc.; practical actions, the ability to create some material object, to perform manual
operations, simultaneously developing perception and thinking.
In the 1960s, L.V. Zankov's laboratory developed programs and methods of primary education. The
experimental system affected learning not only in elementary school. Other studies have shown the
possibilities of high school didactics to build the learning process as a developmental one, using a
number of methods and techniques in organizing educational activities.
Stages of formation of the education system L.V. Zankova.
Leonid Vladimirovich Zankov was born on April 23, 1901 in Warsaw, in the family of a Russian officer. In
1916 he graduated from the gymnasium in Moscow and began teaching at a rural school.
Since 1919, L.V. Zankov began to work as an educator, and then became the head of a children's
agricultural colony in the Tambov province.
In 1922He began to study at Moscow State University at the social and pedagogical department of the
Faculty of Social Sciences. During his studies, he met the psychologist Lev Semenovich Vygotsky, who
, was his supervisor. Together with him, Zankov took part in experimental psychological research on
memory problems.
After graduating from the university, L.V. Zankov was left in the graduate school of the Institute of
Psychology at the 1st Moscow State University, where, under the guidance of L.S. Vygotsky began to
study the psyche and learning characteristics of abnormal children, without interrupting research on
general problems of the psychology of memory.
In 1929, the leadership of scientific and pedagogical work in the field of abnormal childhood was
entrusted by the People's Commissariat of Education of the RSFSR to the Experimental Defectological
Institute, where a systematic and systematic study of the psychological characteristics of handicapped
children began. The well-known teacher-defectologist I.I. Danyushevsky, and L.V. Zankov. The first
scientific laboratories in the country in various areas of special pedagogy and psychology were created
at the Institute. The scientific director of psychological laboratories was L.S. Vygotsky.
While working at the Experimental Defectological Institute, the features of the methodological views of
L.V. Zankov, which were so fruitfully unfolded in his further research.He begins to be interested in
questions of the relationship between pedagogy and psychology, questions of the dependence of the
development of the psyche on learning, and at the same time questions of the refraction of external
influences through internal conditions, through the individual capabilities of the child.
These positions are clearly seen, in particular, in the study of memory problems, which were carried out
by L.V. Zankov and his collaborators in the 1930s and 1940s. Reliable facts were obtained about the
features of the memory of younger schoolchildren, differing in the level of learning, by age, individual
variants were identified, conclusions were drawn about the role of the culture of logical memory in
memorizing material.
Since 1951, L.V. Zankov works at the Research Institute of Theory and History of Pedagogy of the
Academy of Pedagogics of the RSFSR and switches to research in the field of general pedagogy.
With laboratory staff L.V. Zankov researched the topic "Interaction of the teacher's word and visual aids
in teaching". Having studied pedagogical normative provisions, he stated the insufficient scientific
validity of many of them, as well as the fact that pedagogical research is poorly oriented towards
transformation, towards restructuring the practice of teaching and education. Zankov put forward the
thesis that for pedagogical science "the main thing is to organically combine in research the creation of
new ways of teaching and the disclosure of objective laws that govern their application."
In 1957 L.V. Zankov and the staff of his laboratory began a psychological and pedagogical study of the
problem of "Education and Development". The scientist devoted the last 20 years of his life to this work,
his students and followers continue to work on this problem. The task that L.V. Zankov set before his
team was to reveal the nature of the objective, regular connection between the construction of
education and the course of the general development of younger students.
L.V.Zankov strongly opposed attributing to elementary school only a propaedeutic function of preparing
children for further education. He singled out primary education from the school system as a special
area, built on other methodological foundations than all subsequent school education. L.V. Zankov felt
he needed to change the idea that elementary education "should give students the foundation in the
form of reading, writing, spelling, numeracy and other skills that are necessary for further education in
the fifth and subsequent grades."
Content:
Introduction…………………………………………………………………..2
Chapter 1. Theoretical problems of L.V. Zankov's method of developing education in the process of
literary reading.
1.1. The theory of developmental learning L.V. Zankov. Stages of formation of the education system L.V.
Zankova. Characteristics of the learning system of L.V.
Zankov…………………………………………………………………..5
1.2. Didactic principles of L.V. Zankov’s system………………….11
1.3. Methods of developing teaching literary reading in the system of L.V.
Zankov………………………………………………………………….16
Chapter 2. Specifics of teaching "literary reading" according to the system of L.V. Zankov at the initial
stages of education.
2.1. Features of work in the process of literary reading in the system of L.V.
Zankov………………………………………………………………..…20
2.2. Overview of the circle of children's reading…………………………………………………………27
2.3. Generalization of the stage of formation of the learning system by L.V. Zankov…..48
Conclusion………………………………………………………………...63
References…………………………………………………………..65
Introduction
Modern primary education is perceived as the basis for the formation of a child's educational activity,
educational and cognitive motives, skills for planning, monitoring and evaluating educational activities
and their results. In this context, developmental teaching strategies in primary school are of great
relevance for pedagogy.
One of the main problems of education is the relationship between learning and human development.
When researching it, it is important to note that:
a) self-development is a complex involutionary-evolutionary progressive movement, during which
progressive and regressive intellectual, personal, behavioral, and activity changes occur in the person
himself;
b) development, especially personal, continues throughout life, changing only in direction, intensity,
character and quality.
,Exploring the main goal of any education system - the development of the student's personality, it is
necessary, first of all, to note one of the main provisions of modern psychology, according to which
education is not only a condition, but also the basis and means of mental and, in general, personal
development of a person.
The recognition of learning as the main component in the development of a person's natural inclinations
was contained in the works of the founder of pedagogy Ya.A. Comenius. This idea was affirmed by many
educators and psychologists over the following centuries, up to the present. In domestic pedagogy, it is
reflected in the works of K.D. Ushinsky, P.F. Kaptereva, N.X. Wessel, K.N. Wentzel, P.P. Blonsky, L.S.
Vygotsky and others.At the same time, the problem of the nature of the correlation and the role of
learning and development in the socio-cultural development of the individual is debatable in modern
theory and practice of education. This issue was discussed especially acutely at the beginning of the 20th
century, having received an ironic interpretation in science as the problem of "horse and cart", which
was based on the question of what should be in the forefront and lead - training or development.
Different points of view have been put forward regarding the solution of this issue.
Thus, at various historical stages, the solution to this problem has changed, due to a change in
methodological guidelines, the emergence of new interpretations of understanding the essence of
personality development, and the learning process itself, and rethinking the role of the latter in this
development.
Since the 90s. years of the 20th century and up to the present, global changes have taken place in
society: the socio-cultural picture of the world has changed, inter-cultural relations of countries and
peoples have undergone a transformation. Globalization processes have had a great impact both on the
whole world and on individual states. Thus, Russian society has also undergone great changes that
require an appropriate response from the individual. The knowledge and skills acquired by a person 20
years ago cannot fully meet the “challenge” of modern society. Therefore, changes in the education
system, its comprehension and renewal are inevitable.
The relevance of the topic is due to the fact that due to the dynamics of changes in society's call to the
educational system, at present the problem of the relationship between training and development has
become one of the main problems of education.
The object of the study is teaching literary reading according to the system of L.V. Zankov.
The subject of the study is the specifics of teaching literary reading in primary school according to the
method of L.V. Zankov.
Research L.S. Vygotsky, V.V. Davydov laid the psychological foundations for a holistic domestic concept
of developmental education, reflecting all four hypostases of the child's active familiarization with the
world: entry into the world of nature, the world of universal culture, the world of significant others, and
the development of the child's self-awareness.
The purpose of this work is to study the features of teaching literary reading in the system of L.V.
Zankov.
To achieve the stated goal, the following tasks were set:
1) Consider the genesis of L.V. Zankov;
2) To study the conceptual provisions of the L.V. Zankov;
,3) To study the specifics of teaching literary reading according to the system of L.V. Zankov;
4) Carry out practical work on the application of the educational program in the lessons of literary
reading, based on the principles of the system of L.V. Zankov.
Hypothesis: the analysis of this problem will contribute to a deeper understanding of the goals of
developmental education, the structure and organization of education in the system of L.V. Zankov. The
use of the methods of the Zankov system in the lessons of literary reading helps to increase the
efficiency of the educational process.Research methods: theoretical - analysis of methodological
literature, historical method, study and generalization, analysis and synthesis. Empirical: experiment,
comparison.
The theoretical significance of the study lies in the analysis of the methodological methods of the system
of L.V. Zankov in the process of teaching literary reading.
The practical significance of the study lies in the possibility of creating, based on the results of the work,
a practical guide for teachers on the application of the L.V. Zankov system in literary reading lessons in
elementary school.
Chapter 1. Theoretical problems of L.V. Zankov's method of developing education in the process of
literary reading.
1.1. The theory of developmental learning L.V., Zankova. Stages of formation of the education system
L.V. Zankova. Characteristics of the learning system L.V. Zankova.
In developing his system of education, Zankov relied on Vygotsky's position, according to which
education should lead development.
The general development of younger schoolchildren in the framework of Zankov's experimental work
was considered as the development of observational abilities, the ability to perceive phenomena, facts,
natural, speech, mathematical, aesthetic, etc.; abstract thinking, ability to analyze, synthesize, compare,
generalize, etc.; practical actions, the ability to create some material object, to perform manual
operations, simultaneously developing perception and thinking.
In the 1960s, L.V. Zankov's laboratory developed programs and methods of primary education. The
experimental system affected learning not only in elementary school. Other studies have shown the
possibilities of high school didactics to build the learning process as a developmental one, using a
number of methods and techniques in organizing educational activities.
Stages of formation of the education system L.V. Zankova.
Leonid Vladimirovich Zankov was born on April 23, 1901 in Warsaw, in the family of a Russian officer. In
1916 he graduated from the gymnasium in Moscow and began teaching at a rural school.
Since 1919, L.V. Zankov began to work as an educator, and then became the head of a children's
agricultural colony in the Tambov province.
In 1922He began to study at Moscow State University at the social and pedagogical department of the
Faculty of Social Sciences. During his studies, he met the psychologist Lev Semenovich Vygotsky, who
, was his supervisor. Together with him, Zankov took part in experimental psychological research on
memory problems.
After graduating from the university, L.V. Zankov was left in the graduate school of the Institute of
Psychology at the 1st Moscow State University, where, under the guidance of L.S. Vygotsky began to
study the psyche and learning characteristics of abnormal children, without interrupting research on
general problems of the psychology of memory.
In 1929, the leadership of scientific and pedagogical work in the field of abnormal childhood was
entrusted by the People's Commissariat of Education of the RSFSR to the Experimental Defectological
Institute, where a systematic and systematic study of the psychological characteristics of handicapped
children began. The well-known teacher-defectologist I.I. Danyushevsky, and L.V. Zankov. The first
scientific laboratories in the country in various areas of special pedagogy and psychology were created
at the Institute. The scientific director of psychological laboratories was L.S. Vygotsky.
While working at the Experimental Defectological Institute, the features of the methodological views of
L.V. Zankov, which were so fruitfully unfolded in his further research.He begins to be interested in
questions of the relationship between pedagogy and psychology, questions of the dependence of the
development of the psyche on learning, and at the same time questions of the refraction of external
influences through internal conditions, through the individual capabilities of the child.
These positions are clearly seen, in particular, in the study of memory problems, which were carried out
by L.V. Zankov and his collaborators in the 1930s and 1940s. Reliable facts were obtained about the
features of the memory of younger schoolchildren, differing in the level of learning, by age, individual
variants were identified, conclusions were drawn about the role of the culture of logical memory in
memorizing material.
Since 1951, L.V. Zankov works at the Research Institute of Theory and History of Pedagogy of the
Academy of Pedagogics of the RSFSR and switches to research in the field of general pedagogy.
With laboratory staff L.V. Zankov researched the topic "Interaction of the teacher's word and visual aids
in teaching". Having studied pedagogical normative provisions, he stated the insufficient scientific
validity of many of them, as well as the fact that pedagogical research is poorly oriented towards
transformation, towards restructuring the practice of teaching and education. Zankov put forward the
thesis that for pedagogical science "the main thing is to organically combine in research the creation of
new ways of teaching and the disclosure of objective laws that govern their application."
In 1957 L.V. Zankov and the staff of his laboratory began a psychological and pedagogical study of the
problem of "Education and Development". The scientist devoted the last 20 years of his life to this work,
his students and followers continue to work on this problem. The task that L.V. Zankov set before his
team was to reveal the nature of the objective, regular connection between the construction of
education and the course of the general development of younger students.
L.V.Zankov strongly opposed attributing to elementary school only a propaedeutic function of preparing
children for further education. He singled out primary education from the school system as a special
area, built on other methodological foundations than all subsequent school education. L.V. Zankov felt
he needed to change the idea that elementary education "should give students the foundation in the
form of reading, writing, spelling, numeracy and other skills that are necessary for further education in
the fifth and subsequent grades."
