A modern lesson in the context of the implementation of the fgos. Formation of meta-subject relationships based on the subject of "technology" within the framework of the fgos. educational and methodological material on technology on the topic

Explanatory note

The technology program was developed taking into account the requirements of the Federal State Educational Standard for the general goals of studying the course. System-activity, health-saving, humane-personal, cultural approaches are used as the conceptual foundations of this educational subject.

primary goal the study of this subject is to deepen the general education of schoolchildren, the formation of their spiritual culture and the comprehensive development of the personality based on the integration of conceptual (abstract), visual-figurative and visual-effective components of cognitive activity. Its study contributes to the development of the creative abilities of the individual, creative abilities, ingenuity, intuition, as well as creative self-realization and the formation of motivation for success and achievements based on subject-transforming activity.

As a result of studying this subject, it is supposed to form universal educational actions of all types: personal, cognitive, regulatory, communicative.

The tasks of studying the discipline:

$1 the formation of ideas about material culture as a product of creative object-transforming human activity, about the most important design rules that must be taken into account when creating objects of material culture;

$1 formation of ideas about the harmonious unity of the natural and man-made world and about the place in it of man with his artificially created objective environment;

$1 expanding cultural horizons, enriching knowledge about cultural and historical traditions in the world of things, forming ideas about the value of previous cultures and understanding the need for their preservation and development;

$1 expansion of knowledge about materials and their properties, technologies of use; the formation of practical skills in the use of various materials in creative transformational activities;

$1 development of the creative abilities of the individual, creative abilities, ingenuity, intuition; creation of conditions for creative self-realization and formation of motivation for success and achievements on the basis of subject-transforming activity;

$1 development of cognitive mental processes (perception, memory, imagination, thinking, speech) and methods of mental activity (analysis, synthesis, comparison, classification, generalization, etc.);

$1 development of sensorimotor processes, hands, eye, etc. through the formation of practical skills;

$1 development of the regulatory structure of activities (including goal setting, forecasting, planning, control, correction and evaluation of actions and performance results in accordance with the goal);

$1 formation of information literacy, the ability to work with various sources of information, select, analyze and use information to solve practical problems;

$1 formation of a communicative culture, development of activity, initiative;

$1 spiritual and moral education and development of socially valuable qualities of a person: organization and culture of work, accuracy, diligence, conscientious and responsible attitude to the work performed, respectful attitude towards the person-creator, etc.

The selection of course content is determined by principles.

According to the principle humanization and cultural conformity the content of the education received is not limited to practical and technological training, but involves the development at an accessible level of the moral, aesthetic and socio-historical experience of mankind, reflected in material culture. In the process of studying the program content, students get acquainted with the traditions in the development of the objective world, study traditional crafts and work methods. As a result, the world of things acts for them as a source of historical and cultural information, and craftsmanship as an expression of a person's spiritual culture; mastering the techniques and methods of transformative practical activity acquires the significance of familiarization with human culture. In addition, they receive the necessary elementary knowledge from the field of design (about the rules for creating objects of the man-made world, its relationship with the natural world) and learn to use them in their own activities.

Principle integration and complexity content involves the organic inclusion of new material in the study of subsequent content and the solution of creative problems; in addition, according to this principle, the content of the studied material takes into account the personal experience of students, the focus of the subject content on the integrated development of all personality structures and the establishment of interdisciplinary links with courses of other academic disciplines, which ensures the deepening of general education of students.

The proposed training course integrates both rational-logical and emotional-evaluative components of cognitive activity and has real connections with the following subjects:

The world around (consideration and analysis of natural forms and structures as a universal source of engineering and artistic ideas for the master; nature as a source of raw materials, taking into account environmental problems, human activity as the creator of the material and cultural environment, the study of ethno-cultural traditions);

Mathematics (modeling - converting objects from a sensual form into models, recreating objects according to a model in a material form, mental transformation of objects, etc., performing calculations, calculations, building forms taking into account the basics of geometry, working with geometric shapes, bodies, named numbers);

Visual arts (the use of means of artistic expression in order to harmonize forms and structures, the manufacture of products based on the laws and rules of arts and crafts and design);

Native language (development of oral speech based on the use of the most important types of speech activity and the main types of educational texts in the process of analyzing tasks and discussing the results of practical activities: a description of the design of the product, materials and methods for their processing; narration about the course of action and building an activity plan; building logically coherent statements in reasoning, justification, formulation of conclusions);

Literary reading (work with textual information, perception and analysis of the literary series in the holistic process of creating an expressive image of the product).

Principle variability the content provides for the possibility of differentiating the studied material for the purpose of an individual approach and multi-level development of the program; this principle is implemented by highlighting the main (invariant) component and the variable (additional) part in the content of the topics studied;

The invariant part of the content ensures the development of subject knowledge and skills at the level of mandatory requirements at the time of graduation from primary school; the variable part includes tasks differentiated by the level of complexity and volume, material for expanding and deepening knowledge on the topic, tasks for the implementation of individual interests, for applying the acquired knowledge in new situations, for solving non-standard practical problems.

Principle concentricity and helicity assumes that the advancement of students in mastering the subject, cultural and spiritual-aesthetic content of the course occurs sequentially from one block to another, but at the same time it is not strictly linear. The study of the most important issues, in order to achieve the necessary depth of understanding, is structured in such a way that students can master them gradually, referring to certain topics at different levels of a single course.

In accordance with the principle integrity of personality development in the course of mastering the subject, purposeful stimulation of the intellectual, emotional-aesthetic, spiritual-moral, psycho-physiological spheres of the personality is supposed, which is ensured by the selection of the content of the material and the organization of students' activities for its assimilation.

Mental development in technology lessons is due to the fact that the basis for the development of generalizations and abstract thinking is by no means verbal, but direct practical human activity, combined with mental activity, which is especially important in primary school age. In accordance with this, for the successful formation of new mental actions, the necessary external, material actions are included in the learning process. They make it possible to make invisible internal connections visible, to show their content to students, to make them understandable.

Emotional and aesthetic development due to the fact that students somehow show the appropriate attitude to the objects, conditions, process and results of labor. The fulfillment of tasks in the lessons of artistic design involves taking into account the basics of composition, the means of harmonizing it, the rules of artistic combinatorics, and the peculiarities of the artistic style. Since the content of the work of schoolchildren is built taking into account certain artistic and design rules (laws of design), favorable conditions are created in the lessons for the formation of ideas about the most harmonious things and the environment as a whole, for the development of aesthetic perception and appreciation, artistic taste.

Spiritual and moral development students in the course of technology is due to the focus of its content on the development of the problem of a harmonious human environment, designed taking into account cultural traditions and the rules of modern design. Schoolchildren receive stable and systematic ideas about a decent human lifestyle in harmony with the outside world.

The development of spirituality and moral principles is facilitated by the active study of the images and designs of natural objects, which are an inexhaustible source of ideas for the designer. The world of things emerges from the natural world and exists alongside it, and this program encourages children to think about the relationship between these two worlds, about the ways in which they coexist.

At the technology lessons, schoolchildren also get acquainted with folk crafts, study folk traditions, which in themselves have great moral meaning. They gain knowledge about how the ordinary utilitarian objects of everyday life in the culture of any nation reflected deep and wise ideas about the structure of the universe; how harmonious was the connection of the whole way of human life with the life of nature; how highly moral was the attitude towards nature, things, etc.

Students learn all these questions not at the level of verbal provisions or abstract ideas, but by passing them through their own experience and productive creative activity.

Psychophysiological development in the classroom, technology is ensured by the fact that the work of students combines mental and physical actions. The implementation of practical tasks is associated with a certain muscular work, as a result of which metabolic processes in the body are activated, and with them cell growth and muscle development. The system of practical operations envisaged in the content of the course helps to accelerate the formation of the communication node of the forearm and hand, the development of coordination of hand movements and the harmonization of the physical and general psychophysiological development of students.

When compiling the program, the principles of classical didactics were also taken into account (primarily scientific , accessibility , systematic , sequences ).

General characteristics of the subject

In the system of general education for elementary school students, the technology course plays a special role due to its specificity. The peculiarity of technology lessons is that in them the conceptual (abstract), figurative (visual) and practical (effective) components of cognitive activity occupy an equal position. In this regard, this academic subject, built on the basis of the integration of intellectual and practical activities, is a tangible counterbalance to the total verbalism in education, which has swept the modern school and causes enormous damage to the health of children.

The selection of content and the construction of an academic discipline are determined by the age characteristics of the development of younger students, including functional-physiological and intellectual capabilities, the specifics of their emotional-volitional sphere, communicative practice, the characteristics of life, sensory experience and the need for their further development.

The educational material of each year has a systemic block-thematic structure, which involves the gradual advancement of students in the development of selected topics, sections simultaneously in such areas as: practical and technological (subject) training, the formation of meta-subject skills and the holistic development of the individual.

The content of the program focuses on the development of the objective world as a reflection of the general human culture (historical, social, individual) and familiarization of schoolchildren with the laws and rules of its creation based on the design rules available to them. Design combines both engineering and design (i.e. predominantly rational, rational and logical) aspect, as well as artistic and aesthetic (largely emotional, intuitive), which allows for a more harmonious integration of various types of educational and cognitive and creative activity of students.

Methodological basis organizing the activities of schoolchildren in the classroom is a system of reproductive, problematic and search-creative methods. Design and creative activity in the design approach to the program material is the essence of educational work and is inseparable from the content being studied. In accordance with this, the program organically integrates creative tasks of a design nature into the systematic development of the course content. In addition, textbooks for grades 2-4 provide for special topics for final projects, but this area of work is not limited to their local implementation; program focuses on systemic design and creative activity students; the main emphasis is shifting from making handicrafts and mastering certain methods of work towards designing things based on the conscious and creative use of materials and technologies.

Thus, the program and the author's educational and methodological kit created on its basis allow the teacher to avoid the verbal approach in mastering the course of technology and direct the main attention and strength of students to the real development of the creative creative potential of the individual.

In general, the technology course in the primary grades is presented as a system for the formation of subject and supra-subject knowledge, skills and personality traits of students, based on creative subject-transformative activity. The course program provides the results necessary for further education in the middle school, for the assimilation of social experience, moral and aesthetic development and creative activity.

The place of the subject in the system of primary general education

According to the curriculum of primary general education, defined by the Federal State Educational Standard, at least 1 hour per week is allocated for the study of the subject "Technology" in all classes of elementary school.

Value orientations formed in the subject

The basic value orientations of the content of general education, which form the basis of this program, are:

- the formation of a student's broad cognitive interests, desire and ability to learn, optimally organizing his activities, as the most important condition for further self-education and self-education;

- the formation of self-awareness of the younger student as a person: his self-respect, the ability to individually perceive the world around him, to have and express his point of view, the desire for creative activity, purposefulness, perseverance in achieving goals, readiness to overcome difficulties, the ability to critically evaluate their actions and deeds ;

- raising a child as a member of society, firstly, sharing the universal values of goodness, freedom, respect for a person, for his work, the principles of morality and humanism, and secondly, striving and ready to cooperate with other people, provide assistance and support , tolerant in communication;

- the formation of self-awareness of a younger student as a citizen, the foundations of civic identity;

- education in the child of a sense of beauty, the development of his aesthetic feelings, taste on the basis of familiarization with the world of domestic and world culture, the desire for creative self-realization;

- fostering a responsible attitude to the preservation of the environment, to oneself and one's health.

The orientation of the educational process towards the achievement of these value orientations is ensured by the creation of conditions for the formation of a complex of personal and meta-subject educational actions in students simultaneously with the formation of subject skills.

The results of the development of the program

Personal

Students will have:

$1 positive attitude and interest in creative transformative subject-practical activity;

$1 awareness of their achievements in the field of creative transformative subject-practical activity; the ability to self-esteem;

$1 respect for work, understanding the meaning and value of work;

$1 understanding of the cultural and historical value of traditions reflected in the objective world;

$1 ideas about the commonality of moral and aesthetic categories (good and evil, beautiful and ugly, worthy and unworthy) among different peoples and their reflection in the objective world;

$1 understanding the need for harmonious coexistence of the objective world with the world of nature;

$1 a sense of beauty, the ability to aesthetically assess the environment;

Can be formed:

$1 a steady desire for creative leisure based on subject-practical activities;

$1 installation on the further expansion and deepening of knowledge and skills in various types of creative subject-practical activity;

$1 the habit of organization, order, accuracy;

$1 adequate self-esteem, personal and social activity and initiative in achieving the goal, ingenuity;

$1 a sense of belonging to the culture of their people, respect for the cultural traditions of other peoples;

subject

Students will learn:

$1 use the techniques of rational and safe work with different tools: drawing (ruler, square, compasses), cutting (scissors, knife), stabbing (sewing needle, awl);

$1 correctly (rationally, technologically) perform geometric constructions of simple-shaped parts and marking operations using appropriate tools and devices: a ruler, square, template, stencil, compass, etc., make an appropriate choice of tools;

$1 on the basis of the received ideas about the variety of materials, their types, properties, origin, practical application in life, consciously select them according to their decorative, artistic and constructive properties, use them sparingly;

$1 select, depending on the properties of the materials and the goals set, the optimal and affordable technological methods for their manual processing when marking parts, separating them, shaping, assembling and finishing the product;

$1 work with the simplest technical documentation: recognize the simplest drawings and sketches, read them and perform markup based on them;

$1 produce planar and volumetric products according to samples, simple drawings, sketches, diagrams, drawings, according to specified conditions;

$1 solve simple problems of a constructive nature to change the type and methods of connecting parts (completing, redesigning) in order to give new properties to the product;

$1 understand the general rules for creating objects of the man-made world: the conformity of the product to the situation, convenience (functionality), aesthetic expressiveness - and be able to be guided by them in their own practical activities;

Students will have the opportunity to learn :

$1 to determine the utilitarian-constructive and decorative-artistic possibilities of various materials, to carry out their purposeful choice in accordance with the nature and objectives of subject-practical creative activity;

$1 creatively use mastered work technologies, decorative and constructive properties of form, material, color to solve non-standard design or artistic tasks;

$1 understand that things contain historical and cultural information (that is, they can tell about some features of their time and about the people who used these things);

$1 understand the most common traditional rules and symbols that were historically used in things (orderliness of form and finish, special signs in the decoration of household items).

Metasubject

Regulatory

Students will learn:

$1 independently organize their workplace, depending on the nature of the work performed, maintain order in the workplace;

$1 plan future practical work, correlate their actions with the goal;

$1 follow the teacher's instructions or those presented in other information sources of various types when doing work: a textbook, didactic material, etc .;

$1 be guided by the rules when performing work;

$1 establish cause-and-effect relationships between the actions performed and their results and predict actions to obtain the necessary results;

$1 carry out self-control of performed practical actions, adjustment of the course of practical work;

$1 independently determine creative tasks and build the optimal sequence of actions to implement the plan;

$1 predict the final result and independently select the means and methods of work to obtain it;

cognitive

Students will learn:

$1 find the information necessary to complete the work in the materials of the textbook, workbook;

$1 analyze the proposed information (product samples, simple drawings, sketches, drawings, diagrams, models), compare, characterize and evaluate the possibility of using it in your own activities;

$1 analyze the structure of the product: identify and name the parts and parts of the product, their shape, relative position, determine how the parts are connected;

$1 perform educational and cognitive actions in a materialized and mental form, find an appropriate speech form for their explanation;

$1 use sign-symbolic means to solve problems in a mental or materialized form; perform symbolic actions of modeling and model transformation, work with models;

Students will have the opportunity to learn:

$1 search and select the necessary information from additional available sources (reference books, children's encyclopedias, etc.);

$1 independently combine and use the mastered technologies in accordance with a constructive or decorative and artistic task;

$1 create a mental image of a structure in order to solve a certain design problem or convey certain artistic and aesthetic information; embody this image in the material;

$1 understand the features of project activities, put forward a simple project idea in accordance with the goal, mentally create a constructive idea, make a choice of means and methods for its practical implementation, reasonably defend the product of project activities;

Communicative

Students will learn:

$1 organize, under the guidance of a teacher, joint work in a group: assign roles, cooperate, provide mutual assistance;

$1 to formulate own opinions and ideas, to state them reasonably;

$1 listen to the opinions and ideas of comrades, take them into account when organizing their own activities and joint work;

$1 in a benevolent form to comment and evaluate the achievements of comrades, to express their suggestions and wishes to them;

$1 show an interested attitude to the activities of their comrades and the results of their work;

Students will have the opportunity to learn:

$1 independently organize elementary creative activities in small groups: development of an idea, search for ways to implement it, implementation, protection.

1st class (33 hours)

Learn how masters work (1 hour)

What is taught in technology classes. Materials and tools for technology lessons. Rules of conduct and organization of work in technology lessons.

Learning to work with different materials (12 hours)

Modeling from plasticine. Tools and devices for working with plasticine, preparing plasticine for work, plasticine processing techniques. Making simple shapes from plasticine: molding from a model, from memory and from imagination.

Paper work. Simple paper handling techniques: bending, folding, cutting. Safety rules for working with scissors. Making simple shapes out of paper by folding. Work with the scheme, graphic instruction. Making a square from a rectangular strip.

Features of working with natural materials. Application of dried leaves.

Working with egg shells Creating an image by association with the original form.

Foil as an ornamental material. Foil molding.

Climbing the ladder of excellence (12 hours)

Template, its purpose; marking parts according to the template. Methods of rational markup. Marking forms by ruler and bending (combined method). New methods of working with plasticine. Creation of forms and images in different ways: from separate parts and from a whole piece of plasticine. Crepe paper as an ornamental material; crepe paper processing techniques to create different shapes.

New paper processing techniques; folding cardboard and thick paper, processing folds. Simple techniques for working with thread and needle. Making brushes, thread frames; button sewing. Measuring threads for making tassels and for sewing. Tying a knot. Needle safety rules.

Foam rubber as an ornamental material; features of marking parts on foam rubber, processing of foam rubber. Use of recycled materials for crafts.

We design and solve problems (8 ocloc'k).

Designing on a plane according to a sample, according to a model and given conditions. Applications from geometric and other shapes. Construction of three-dimensional forms by simple plastic transformations of a paper sheet. Creating an artistic image based on imagination and creative use of materials. Decorative and artistic applications.

Working with the "Designer" set. The main parts and methods of assembling structures from the "Designer" set (of any kind). Analysis of the device of the sample, selection of the necessary parts, reconstruction of the design according to the sample.

1 class

Students should know:

$1 basic requirements of culture and labor safety:

About the need for timely preparation and cleaning of the workplace, maintaining order in the workplace during the lesson;

Rules for safe work with scissors and a needle;

Techniques for marking parts on paper in various ways (by bending, according to a template, by eye, by hand);

Rules for rational marking (marking on the wrong side of the material; saving material when marking);

Rules for careful work with glue;

$1 names and purpose of the main tools and devices for manual labor (ruler, pencil, scissors, template, stack, ironing board, modeling board);

$1 names of individual materials (paper, cardboard, foil, plasticine, natural materials, etc.) and methods of their processing (bending, tearing, crushing, cutting, molding, etc.);

$1 names of the main technological operations (marking, preparation, assembly) and methods of processing materials in art and design activities (cutting, cutting, cutting out, gluing, tearing, bending, stretching, flattening, etc.);

$1 names of individual techniques used in art and design activities (application, modeling);

$1 the appointment of the simplest graphic instruction and the organization of work in accordance with it.

Students should be able to:

$1 prepare the workplace and maintain order on it during the lesson;

$1 observe the work culture and safety precautions when working on products;

$1 perform markup by bending, according to a template, by eye and by hand;

$1 use the rules and techniques of rational markup;

$1 carefully and evenly bend thick paper and cardboard, use a trowel;

$1 carefully cut paper parts along a straight and curved contour;

$1 carefully and accurately cut out parts from paper by cutting off;

$1 gently, evenly apply glue and glue paper parts;

$1 carefully stick dried leaves and flowers on thick paper;

$1 make simple shapes and designs from plasticine, use a stack;

$1 sew on buttons;

$1 perform combined work from different materials;

$1 perceive instructions (oral or graphic) and act in accordance with the instructions;

$1 carefully consider and analyze samples that are simple in design and use adequate methods of working to recreate them;

$1 perform work on the manufacture of products based on the analysis of a simple sample.

Students may know:

$1 properties of individual materials and the dependence of the choice of ornamental material for work on its properties;

$1 the origin of individual ornamental materials and how they are prepared for work;

$1 different types of parts from the "Designer" set, methods of assembling products from various sets.

Students can be able to:

$1 independently select materials for crafts, select and use the most appropriate methods of practical work that correspond to the task;

$1 establish simple logical relationships in the form and arrangement of individual parts of the structure and find adequate ways to work on its creation;

$1 on the basis of a sample or model, analyze simple patterns in accordance with which a structure is created or changed, and find adequate ways to work on its creation;

$1 mentally transform simple forms and combine new designs from them in accordance with the conditions of the task;

$1 create in the imagination a simple artistic concept that corresponds to the task, and find adequate ways to implement it in practice;

$1 use diagrams, graphic instructions, reference literature;

$1 establish cooperation and carry out joint work;

$1 carry out elementary independent care of their belongings (at school and at home).

2nd grade (34 hours)

New methods of work and means of expression in products (8 ocloc'k).

Properties of materials, their change and use in work on products. Making a square. Origami. Composition. General concept of composition. Composition errors.

Simple symmetrical shapes. Marking and cutting symmetrical shapes. Symmetry and asymmetry in the composition. The use of symmetry and asymmetry in the product.

Features of the properties of natural materials and their use in various products to create an image. Techniques for working with various natural materials. Composition of dried plants. Creation of products from natural materials on an associative-figurative basis (“Transformations”; “Forest Sculpture”).

Marking a rectangle from two right angles. Design and decoration of products for the holiday (9 hours).

Rules and techniques for marking a rectangle from two right angles. Exercises. What is a sweep of a volumetric product. Obtaining and building a rectangular sweep. exercises in the construction of rectangular sweeps. Solving problems for the mental transformation of forms, calculation-measuring and computational. The use of design and design features in products to solve artistic and design problems. Production of products for the celebration of the New Year and Christmas (greeting card, box, gift wrapping, flashlight, Christmas tree).

Products based on folk designs (4 hours).

Features of the manufacture and use of things in certain areas of folk life; reflection of cultural traditions in household products. Spring cookies "Teterki". Previously from straw - now from threads. Folk clay toy. Bird-sun made of wood and wood chips. Manufacture of products from various materials based on the rules and canons of folk culture.

Fabric processing. Fabric products (7 o'clock).

Marking details on the fabric according to the template. Cutting pieces from fabric. Plain weave of threads in fabrics. Marking by thread pulling. Fringe execution. Seam "forward needle", embroidery with a seam "forward needle". Production of fabric products using the mastered methods of work (travel and decorative needle beds, napkins).

Decorative and applied products for various purposes (6 hours).

Construction of toys from spherical shapes (balls, pompons). Ways of connecting parts; product finishing. Mosaic. The use of mosaics in the decoration of buildings; mosaic materials. Features of mosaic as an artistic technique. Basic rules for making mosaics. Bas-relief manufacturing technology. Plots for bas-reliefs. Processing the forms of nature and the surrounding world into decorative and artistic forms in bas-relief. Making a decorative plate in bas-relief technique. Decorative vase. The connection of the shape, size, decoration of a vase with a bouquet. Various ways of manufacturing and finishing the product. Plasticine vase modeling and decoration (bas-relief, mosaic, painting).

Decorative book-calendar. The relationship between the image and design of the book with the purpose of the product. Making a notebook. Marking, manufacturing of parts and assembly of the product using the mastered methods and techniques of work.

Basic requirements for the level of preparation of students

Grade 2

Students should know:

$1 the simplest types of technical documentation (drawing, sketch, drawing, diagram);

$1 a way to use a ruler as a drawing and measuring tool for building and marking parts on a plane;

$1 a method for constructing a rectangle from two right angles using a ruler;

$1 what is a sweep of a volumetric product (general representation), a method for obtaining a sweep;

$1 symbols used in technical drawings, drawings and sketches of sweeps;

$1 ways of marking and cutting out a symmetrical shape from paper (half and ¼ of the shape);

$1 what is a composition (general idea), about the use of the composition in the product to convey the idea;

$1 what is a bas-relief, the technique of making a bas-relief;

$1 what does the plain weave of threads in the fabric look like;

$1 that the marking of parts on the fabric can be performed according to the pattern and the method of pulling the thread;

$1 how to make a fringe along the edge of a rectangular fabric product with plain weave;

$1 seams "forward needle" and "over the edge", how to perform them;

$1 about the technological and decorative-artistic differences between appliqué and mosaic, how they are made;

$1 about the symbolic meaning of folk clay toys, its main images;

Students should be able to:

$1 correctly use the ruler as a drawing and measuring tool for making constructions on a plane;

$1 using a ruler to build a rectangle from two right angles;

$1 perform simple calculations of the dimensions of product parts, focusing on a sample or technical drawing;

$1 draw simple rectangular sweeps (without following the conventions);

$1 mark a square on a rectangular sheet of paper by folding;

$1 perform markup on the subject;

$1 perform images in the technique of bas-relief;

$1 sculpt a round sculpture from a whole piece, use a special stick and a stack;

$1 make simple figures out of paper using the origami technique;

$1 create simple frontal and volumetric compositions from various materials;

$1 perform marking on the fabric by pulling the threads;

$1 perform marking on the fabric according to the template; cut out simple shapes from fabric;

$1 perform a fringe along the edge of a product made of fabric with a plain weave of threads;

$1 perform seams "forward needle" and "over the edge";

$1 perform simple images using the mosaic technique (from paper and natural materials);

$1 analyze the design of the product and perform work according to the sample;

$1 come up with and implement a simple design of the product in accordance with its purpose.

Students may know:

$1 that ornamental materials (paper, fabric, plasticine) can change their structural and decorative properties as a result of appropriate processing (soaking, crushing, heating, etc.);

$1 that things should fit the environment and the character and appearance of their owner;

$1 that under different conditions of use, the same thing in its function will have a different device and a different appearance;

$1 that in folk life things had not only a practical meaning, but also a magical meaning, and therefore were made strictly according to the rules;

$1 about the symbolic meaning of images and patterns in some works of folk art;

$1 what is symmetry (asymmetry) and rhythm in the form of objects, in the composition of products and what is their constructive and aesthetic meaning;

$1 what is project activity, requirements for the implementation and protection of projects.

Students can be able to:

$1 plan the upcoming practical work, build a technological sequence for the manufacture of simple products according to a model or one's own design;

$1 perform simple sketches of product developments using symbols;

$1 make simple changes and additions to the design and design of the product in accordance with the conditions set;

$1 create creative frontal and three-dimensional compositions according to one's own design in accordance with the artistic and design task; select materials and methods of their processing;

$1 paint plasticine products with paints (gouache);

$1 perform project assignments in accordance with the content of the studied material on the basis of the acquired knowledge and skills.

3rd grade (34 hours)

Forms and images of nature - a model for the master (10 hours).

The man-made world is the world of "second nature". Computer technologies in the service of man, the possibility of their use in creating a man-made world.

Images of nature in the products of masters. Transfer of the most characteristic details in conventional origami forms. New techniques for making paper products by folding. Silhouette: the beauty of lines and shapes. Features of silhouette images, their varieties and methods of cutting out of paper. Expressiveness of silhouette images. Production of patterns-silhouettes in a square and in a strip. Processing images of nature in the manufacture of household items: in dishes, beadwork, etc. Technology for the manufacture of decorative beadwork.

The nature and mood of the thing (9 hours).

The dependence of the choice of shape, color, finishing details in the product on its purpose. Designing products for a specific purpose (transferring “character and mood” in things): invitation cards and greeting cards, desktop cards, gift wrapping, Christmas tree decorations.

New techniques for constructing forms and marking product parts. Marking on a sheet of irregular shape with a square. Paper plastic. Design of volume products from paper. Circular tricks. Marking parts, building forms with a compass. Design and manufacture of products using a compass.

The beauty and comfort of our home. Style harmony(9 hours).

The general concept of stylistic harmony in sets of things. Design and manufacture of things, taking into account the requirements of style harmony; new methods of textile processing. Making a simple paper pattern. Marking and cutting of paired parts. Sintepon; marking of details on a synthetic winterizer. Assembly and finishing of fabric products.

Style features of notebooks for various purposes. Paperback notebook design.

From the world of nature to the world of things (6 hours).

Wonderful material - straw. Straw product design. The use by man of the design features of natural objects in man-made products. Fixed and movable joints and their use in structures. Design of products with fixed and movable connections of parts.

Basic requirements for the level of preparation of students

3rd grade

Students should know:

$1 about the objective world as the main habitat of modern man;

$1 about the value and significance of studying objects of nature for creating a harmonious objective world (a person borrows a lot from nature in the forms and arrangement of products);

$1 general rules for creating objects of the man-made world: compliance of the product with the situation, ease of use, aesthetic expressiveness;

$1 the most common types of connection of parts in products (fixed and movable), methods for creating some types of fixed and movable joints in structures made of various materials;

$1 rules for safe work with a compass, an awl and a clerical knife;

$1 on the construction and marking of the details of the corresponding forms (circle, equilateral triangle inscribed in a circle) using a compass;

$1 about the construction of rectangular figures on an irregularly shaped sheet using a square;

$1 about a personal computer as a technical tool and the possibilities of its use for solving simple artistic and design problems;

$1 about the features of silhouette images, their artistic expressiveness and methods of cutting silhouettes of various types from paper;

Students should be able to:

$1 evaluate the feasibility of the design and appearance of the product in terms of its utilitarian function;

$1 solve simple problems of a constructive nature related to changing the type and methods of connecting parts (additional design or partial redesign of the product) in accordance with new requirements and conditions for using the product;

$1 perform the construction and marking of figures using a compass;

$1 construct a rectangle on an irregularly shaped sheet using a square and a ruler;

$1 observe safe working methods with new tools - a compass and a clerical knife, use them correctly;

$1 follow safe computer practices;

$1 perform a “back needle” seam and use it in the manufacture of products;

$1 to make products from beads according to simple schemes; purposefully make changes to the schemes in accordance with simple tasks of a constructive and decorative plan;

$1 manufacture products from various plastic materials;

$1 use combined techniques in the manufacture of products in accordance with a constructive or decorative and artistic task.

Students may know:

$1 about the primacy of the natural world in relation to the artificially created world of things;

$1 about bionics as a science that uses "constructive inventions" of nature to solve technical and technological problems;

$1 about individual laws of mechanics used in the design of the subject environment (at the level of general ideas);

$1 about the need to change and creative processing (stylization) of natural forms in everyday things in accordance with their function, about the methods of stylization of natural forms in things;

$1 that pretentiousness in the design and decoration of a thing narrows the scope of its application; universal things are distinguished by rigor and simplicity.

Students can be able to:

$1 consciously select materials for products based on the received ideas about their constructive and decorative and artistic properties and in accordance with the task;

$1 invent and produce simple sets of products according to the principle of style harmony;

$1 perform a stalk seam and use it in the manufacture of products;

$1 design simple products (or modify structures) taking into account certain requirements and laws of mechanics.

4class (34 hours)

From time immemorial to the present day (8 ocloc'k).

Ceramics in the culture of the peoples of the world. Features of ceramic dishes from different peoples; reflection in the dishes of lifestyle and customs; shape and painting of vessels. architectural ceramics; tile.

Weaving from a rod, birch bark, wood chips; imitation of these materials in weaving from paper strips.

Jewelry in the culture of the peoples of the world. The use of ancient traditions in modern products. Manufacture of products based on folk traditions.

Traditions of masters in products for the holiday (8 ocloc'k).

Corrugated paper pendant. Traditional techniques for making folds and designing products. Folding postcard; design features of folding postcards, product composition. Gift packaging; connection of packaging with a gift, dependence of design and decoration on the purpose of packaging. Carnival. Traditions of different peoples in the organization of carnivals, their cultural, historical and modern meaning. Festive gingerbread. Traditional festive treat in folk culture. Creative use of traditional canons in modern life.

Decorative photo frame. The dependence of the shape, decor of the frame on the features of the framed photo or picture. Techniques for making a decorative frame in the technique of bas-relief. Production of holiday souvenirs and gifts for the New Year and Christmas.

Masters and apprentices. Winter needlework (11 o'clock)

Crochet; materials, tools, knitting technology. Manufacturing of simple items. Loop seam; buttonhole seam technology, its functional and decorative purpose. Manufacture of products using a buttonhole seam; decorative pockets. Hardcover, its components and purpose. Technology for performing simple binding works. Cover for travel ticket. Book repair. Production of gifts, souvenirs using mastered technologies.

Every business has its own secrets. (7 o'clock).

Straw craftsmen; decorative and artistic properties of straw. Processing and use of straw as an ornamental material in various types of products. Reflection of cultural and historical traditions in straw products. Replacement of straws with other fibrous materials. Straw and thread toys. Straw applique.

Metal in the hands of the master. Crafts related to metal processing; coinage. Foil stamping as a simplified analogue of metal stamping. Preparation of materials and tools, methods of work. Making a decorative plate by foil stamping.

Secrets of the paper sheet. Technology and cultural traditions in the art of origami. New types of folds and working methods.

Traditional crafts as a reflection of the peculiarities of the national culture of the peoples of the world.

Material and technical support of the subject

For the full implementation of the technology course in primary general education and the achievement of the planned results, an appropriate material base is needed. At the same time, this program has been developed taking into account a significant variety of real conditions in which a modern domestic primary school exists, and assumes that its content can be implemented with minimal costs for material resources.

To work, each child needs:

the following materials: sets of colored paper for application, cardboard, fabric, plasticine, sewing threads, embroidery threads, knitting yarn, natural and recycled materials, gouache;

and tools: scissors (school), cutting knife, pencils and colored pencils, ruler, square, compasses, sewing and embroidery needles, glue and paint brushes, modeling board, cutting board.

In addition to the listed materials and tools, the necessary material base includes textbooks, printed workbooks and other educational and methodological materials that make up the technology educational and methodological kit.

The composition of the educational and methodological kit for technology:

1 class

N.M. Konyshev. Technology. 1 class. Textbook. – Smolensk: Association XXI Century;

N.M. Konyshev. Technology. 1 class. Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konyshev. Technology: Guidelines for a textbook for grade 1 educational institutions. - Smolensk: Association XXI Century;

N.M. Konyshev. Didactic materials and visual aids for technology lessons. 1 class. - Smolensk: Association XXI Century.

Grade 2

N.M. Konyshev. Technology. Grade 2 Textbook. – Smolensk: Association XXI Century;

N.M. Konyshev. Technology. Grade 2 Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konyshev. Technology: Guidelines for a textbook for grade 2 educational institutions. - Smolensk: Association XXI Century.

3rd grade

N.M. Konyshev. Technology. Grade 3 Textbook. – Smolensk: Association XXI Century;

N.M. Konyshev. Technology. Grade 3 Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konyshev. Technology: Guidelines for a textbook for grade 3 educational institutions. - Smolensk: Association XXI Century.

4th grade

N.M. Konyshev. Technology. 4th grade. Textbook. – Smolensk: Association XXI Century;

N.M. Konyshev. Technology. 4th grade. Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konyshev. Technology: Guidelines for a textbook for grade 4 educational institutions. - Smolensk: Association XXI Century.

Additional literature for the organization of extracurricular work and project activities of students

N.M. Konyshev. Project activity of younger schoolchildren at technology lessons: A book for the teacher. - Smolensk: Association XXI Century;

S.V. Petrushin. Cut out the silhouettes. - Smolensk: Association XXI Century;

N.M. Konyshev. We give people beauty and joy: Materials for organizing circle work with students in grades 1-4 (planned for publication).