Digital library. Electronic library Programs for chess players 2 1 categories

Municipal government institution of additional

Education House children's creativity

Bui, Kostroma region

AGREED: I CONFIRM:

A. B. Lebedev ___________I. V. Tatarintseva

Additional

general education

(general developmental) program:

“Training of young chess players of 3rd – 1st category”

Focus: physical education and sports

Modified (adaptive)

Age group: 7 – 18 years

Implementation period: 3 years

Developer: additional education teacher

Smirnov Nikolay Mikhailovich

Bui, 2017

PROGRAM PASSPORT

-“The procedure for organizing and implementing educational activities for additional general education programs" (Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 N 1008)

SanPiN 2.4.4.3172-14 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode educational organizations additional education for children" (Resolution of the Chief State Sanitary Doctor Russian Federation dated 04.07.2014 N 41).

- “Approximate requirements for additional education programs for children” (appendix to the letter of the Ministry of Education and Science of the Russian Federation dated December 11, 2006 No. 06-1844)

Regulations on the procedure and frequency of intermediate and final certification of students

Customer of the program

Administration of MKU DO Children's Creativity House

Program developer

Additional education teacher N.M. Smirnov

Main goal of the program

through learning the basics of chess. Participation of children in competitions and their obtaining sports qualifications.

Main objectives of the program

Formation of a healthy lifestyle.

Assistance vocational guidance.

Compliance with rank standards. Participation in city, regional,

Program implementers

Additional education teacher MKU DO House of Children's Creativity

N.M. Smirnov

Implementation deadlines

Age range of participants (age)

Type educational process

Educational

Sources of financing

Municipal budget

Expected results of the program implementation

knead, logical thinking develops, sharpness and tenacity of thought appear. The sports outcome is the results of students’ participation in competitions at various levels, their receipt and further improvement of sports qualifications.

System of organization and control over program execution

Administration of Municipal Educational Establishment Children's Creativity House

EXPLANATORY NOTE

The importance of chess in the school education system, based on its many years

experience, was vividly characterized by the famous innovative teacher V. Sukhomlinsky. He wrote:

“In the education of a culture of thinking, a large place was given to chess... Boys

and the girls often sat at the chessboard. Playing chess is disciplined

la thinking, fostered concentration. But the most important thing here is development

memory. Watching young chess players, I saw how children mentally recreate

the situation that was, and represent what will be...".

“It is right to say,” wrote Doctor of Psychology, Grandmaster N.V.

Krogius, - that chess can play a particularly beneficial educational role in

that period of life where the foundations of character and individual style are formed.

for mental activity, that is, in school age».

Chess is one of the means in the formation of personality. Being at the same time

It is through science, art and sports that they educate logical thinking in a person.

cognition, spatial imagination, creative approach to solving various problems,

strong-willed qualities, memory, sharpness and tenacity of thought, independence and responsibility

ness. The game of chess requires determination, courage, a willingness to take risks and

at the same time, responsibility when making decisions, a certain caution.

The struggle of chess pieces turns out to be a projection of two characters, two creative

individuals, equally striving for victory, but taking different paths.

The power of fantasy, memory, attention, orientation in difficult situation, ability to

analysis and synthesis, physical endurance - all these qualities come to the rescue

tournament fighter and become his weapon in choosing the best move and option from

thousands of possibilities. This is how the process of searching for chess truth goes, which

reveals itself not so much on its own, but through a clear contrast with others,

imaginary truths.

Scientists in the field of pedagogy emphasize that education presupposes

has an impact on both rational and emotional sphere love the young man

for chess. Of course, only comprehensive solution problems of education allows

take into account all the diversity of connections, factors and phenomena that determine the results

activity of the teacher’s educational efforts. Specifically speaking, depending on the

cultural and individual characteristics, the mentor-organizer must teach his

pupils to control themselves, show strength of character, will and self-control,

along with professional qualifications. It remains to add that pedagogical

observations and many years of experience in training sessions with children and adolescents

confirm the following. The higher a young chess player rises in terms of qualifications,

tion levels, the more perfect his volitional and physical properties,

the ability to acquire new knowledge and have skills for study and work -

While maintaining the consistency and unity of the proposed program, the interaction

connection between theory and practice, the teacher must take into account the specifics of local conditions,

differences in group composition and time allocated to classes. May also be taken into account

requests from the students themselves.

We must not forget that teaching chess theory (opening and endgame) must

the same pedagogical requirements are presented (from simple to complex, from familiar

go to the unfamiliar), as far as this fits into the sphere of chess improvement

nia. The basis for improvement remains chess practice, participation in training

nal classes and qualifying competitions.

At the same time, the teacher must pay serious attention to good studies in school.

le, educational work, on conscious discipline of those involved and on the necessary

the importance of comprehensive physical development of young chess players.

PROGRAM OBJECTIVE

Development of creative, sports, intellectual abilities of students

through learning the basics of chess. Participation of children in competitions and

obtaining sports qualifications for them.

PROGRAM OBJECTIVES

1. Formation of a healthy lifestyle.

2. Promotion of vocational guidance.

3. Compliance with discharge standards. Participation in city, regional,

interregional, Russian, international levels.

PRINCIPLES OF PROGRAM CONSTRUCTION

The program is implemented through the work of the Chess School association. Age

students: from 7 to 18 years.

Number of groups:

1st year of study (12 – 15 people).

2nd year of study (10 – 12 people).

3rd year of study (10 – 12 people).

The program is designed for three years of study.

1st year of study - children receive initial information about the game of chess.

They study theory and participate in qualifying tournaments. By the end of the school year

Most students fulfill the standard of the third sports category.

2nd year of study – expansion and deepening of knowledge of chess theory. Guys

participate in competitions at city, regional and interregional levels.

At the end of the third year of study, many students fulfill the norm for the second

sports category.

3rd year of study – study of opening patterns, typical middlegame positions and

endgame. Students take part in city, regional,

interregional, Russian and international levels. Most prepared-

Advanced athletes reach the level of the first sports category.

Classes are held 2 times a week and combine theoretical and practical

tic parts.

BASIC FORMS OF CONDUCTING CLASSES

Lectures, competitions for solving problems and sketches, analysis of played games, work with

computer programs, training games, simultaneous games,

qualifying tournaments. Participation in city, regional, interregional competitions

regional, Russian, international levels. The main form is employment

tia in a group, combining theoretical and practical parts.

CONDITIONS OF IMPLEMENTATION OF THE PROGRAM

Premises for training, necessary sports equipment, furniture and equipment

tion, financial support participation of students in various competitions

LOGISTICS

Chess tables, chess sets, chess clocks, educational magnetic

demonstration boards, stands for positions, standings, diplomas, photos

graphs, advertisements. Portraits of world champions, cabinets for storing equipment and

chess literature. Forms for recording games, forms of competition protocols,

tournament tables. Personal Computer with internet connection.

REQUIREMENTS FOR KNOWLEDGE, ABILITIES, SKILLS

AND CRITERIA FOR THEIR EVALUATION

At the end of the first year of study, students must master the following knowledge:

skills and abilities: learn the basics of strategy and tactics of the chess game. Master the elements

tare techniques for playing pawns, light-pieces, rooks, queens, heavy-pieces

ny, mixed endings. Know the basics of positional play. Be able to apply tactics

ical blows. Know the basic ideas of open openings. Keep a record of games during

tournaments. Participate in city-level competitions. At the end of the academic year

reach the level of the third sports category.

At the end of the second year of study, students must master the following

knowledge and skills: start forming your own opening repertoire.

Be able to independently work with reference chess literature. Self-employed

but analyze and comment on the games played. Master the basic principles -

mi positional game. Participate in city, regional and interregional competitions

national levels. At the end of the academic year, reach the level of the second sports category

At the end of the third year of study, young chess players must master the following:

general knowledge and skills: master the methodology of independent study of opening

schemes, be able to work effectively with chess programs on a personal computer

tere. It is good to navigate and know the techniques of playing in typical middlegame positions.

Play confidently in different types of endings. Take part in go competitions

national, regional, interregional, Russian and international levels. By

by the end of the academic year, reach the level of the first sports category.

RESULTS OF CHILDREN'S LEARNING ACCORDING TO THE PROGRAM

The results of teaching children under this program are that students

strong-willed qualities are cultivated, a creative approach to problem solving, pa-

knead, logical thinking develops, sharpness and tenacity of thought appear. Dispute-

The main result is the results of students’ participation in competitions of various

level, obtaining and further improving their sports qualifications.

FORMS FOR ASSESSMENT OF CHILDREN'S LEARNING

To assess the level of training of pupils, assess their knowledge and skills using

The following forms are accepted: open classes, competitions for solving problems and sketches, session

simultaneous games, qualifying tournaments, analysis of performances in official

competitions, fulfillment of rank standards, occupied places in various tournaments

1ST YEAR OF STUDY

PREPARATION OF YOUNG CHESS PLAYERS OF THE 3rd DIGIT

Thematic curriculum

TOPICS LEARNED

QUANTITY

INITIAL INFORMATION

1. Chessboard

2. Pieces and pawns

3. Checkmate with heavy pieces

4. Checkmate with light pieces

5. Pawn promotion

DEBUT

1. Main opening principles

2. Debut: concept of tactics

3. Debut: concept of strategy

4. Open openings

5. Half-open openings

6. Closed openings

7. Methodology for studying the opening

MITTELSPIRE

1. Solving problems and studies

2. Chess techniques

3. The concept of tactics

4. Complex combinations

5. Game plan and position assessment

6. How to calculate options

7. Attack on the king

8. Combinations in the middlegame and realization of material advantage

ENDINGS

1. Pawn endings

2. Queen versus pawn

3. King, minor piece and pawn against the king

4. Rook endings

5. Bishop versus knight

6. Monochrome elephants

7. Multi-colored elephants

8. Promoting a pawn to queen

9. Opposition

10. Rule of the square

11. Bishop versus pawn

12. Knight versus pawn

13. Bishop and pawn against bishop

14. Knight and pawn against knight

15. Rook versus pawn

TOPICS LEARNED

QUANTITY

PRACTICE

1. Qualifying tournaments

TOTAL

2 classes per week for 2 academic hours (144 hours per year).

1. Initial information : study of the chessboard, pieces and pawns; matting

king with heavy and light pieces; promotion of a pawn.

2. Debut: main opening principles, tactics and strategy; open, semi-open and

closed openings; methodology for studying opening formations.

3. Middlegame: tactics - solving problems and studies, tactical techniques, combinations,

attack on the king; strategy – game plan and position assessment, calculation of options.

4. Endings: pawn, light piece, rook, queen; moving a pawn to the fer-

zi, opposition, square rule.

5. Practice: qualifying tournaments.

2ND YEAR OF STUDY

PREPARATION OF YOUNG CHESS PLAYERS OF THE 2nd DIGIT

Thematic curriculum

TOPICS LEARNED

QUANTITY

TACTICS

1. Attack on the king

2. Competitions for solving combinations and miniature problems

3. Calculation technique training

BASICS OF STRATEGY

A. Various mobility (activity) of figures

1. Good and bad elephants

2. The bishop is stronger than the knight

3. The horse is stronger than the bishop

4. Opposite-colored bishops in the middlegame

5. Removing a piece from the game

B. Open and semi-open lines

1. Use of open and semi-open lines

2. Open and half-open lines and attack on the king

3. Outpost on an open and semi-open line

4. Fight for the open line

IN. The problem of the center

1. Strong pawn center

2. Undermining the pawn center

3. Pieces against the pawn center

4. Piece-pawn center

5. The role of the center in flank operations

G. Two elephants

1. Two bishops in the middlegame

2. Two bishops in the endgame

3. Successful fight against two elephants

D. Weak and strong fields

1. Weak fields in the enemy camp

2. Weakness of the field complex

3. About some strong fields

E. Features of the location of pawns

1. Pawn weaknesses

2. Doubled pawns

3. A backward pawn on a half-open line

4. Passed pawn

STRUGGLE WITH AN UNUSUAL RELATION OF FORCES

AND COMPENSATION FOR MATERIAL

1. Queen against different material

2. Compensation for the queen

3. Two rooks against three minor pieces

4. Two minor pieces against a rook (with pawns)

5. Rook against a minor piece and two pawns

6. Compensation for the rook

7. Minor piece against three pawns

TOPICS LEARNED

QUANTITY

8. Compensation for a light figure

ENDINGS

A. Pawn

1. Training positions

2. Board geometry. Reception of "repulsion"

3. Endings with passed pawns on both sides

5. Best pawn position

6. Spare tempos

7. King's activity

8. Transition to a pawn endgame as a method of implementing material

th or positional advantage

9. About the sketch composition. Some sketch ideas in practice

B. Rooks

1. Some training positions

2. Mastery of the 7th horizontal line

3. Using an open line

4. Endings with passed pawns

5. On activity in rook endings

6. Exploiting pawn weaknesses

7. Some protective resources

8. Realization of material superiority

9. Realization of positional advantage

10. Some rook studies

PRACTICE

1. Simultaneous play sessions

2. Qualifying tournaments

3. Training games

TOTAL

1. Tactics: attack on the king, competitions for solving combinations and problems, calculation techniques.

2. Basics of strategy: activity of figures, open and half-open lines, problem

center, two bishops, strong and weak squares, features of the location of pawns.

3. Fighting with an unusual balance of forces and compensation for material : queen against

different materials, two rooks against three minor pieces, two minor pieces against

rooks (with pawns), a rook against a minor piece and two pawns, a minor piece against

three pawns; compensation.

4. Endings: pawns – “repulsion”, breakthrough, king activity, transition to pawn

final endgame as a method of realizing material or positional advantage; rook-

nal – possession of the 7th rank, open line, activity, pawn weaknesses, real-

lization of material and positional advantage.

5. Practice: simultaneous games, qualifying tournaments, practice games.

3RD YEAR OF STUDY

PREPARATION OF YOUNG CHESS PLAYERS OF THE 1ST DIGIT

Thematic curriculum

TOPICS LEARNED

QUANTITY

TACTICS

1. Competitions for solving combinations, problems, miniatures and sketches

2. Calculation technique training

BASICS OF STRATEGY

1. Pawn advantage on one of the flanks

2. Pawn chain

3. Qualitative pawn superiority

4. Blockade

5. Pawn pair “c 3+d 4” on half-open lines

6. Isolated pawn in the center of the board

7. Hanging pawns

8. "Carlsbad structure"

9. Closed center

10. Compensation for a pawn

ENDINGS

1. Bishop versus pawns

2. Monochrome elephants

3. Multi-colored elephants

4. Knight versus pawns

5. Horse endings

6. Bishop versus knight

7. Rook versus pawns

8. Rook endings

9. Rook versus minor piece

10. Queen endings

11. Queen versus rook

PRACTICE

1. Simultaneous play sessions

2. Qualifying tournaments

3. Training games

TOTAL

2 lessons per week for 2 academic hours (144 hours per year)

1. Tactics: competitions for solving combinations, problems, miniatures and sketches, calculation techniques.

2. Basics of strategy: pawn advantage, chain, superiority, blockade; pawn pair

“c 3+d 4” on half-open lines, isolated and hanging pawns, compensation for pawns

ku; "Carlsbad structure", closed center.

3. Endings: bishop, knight, bishop against knight, rook, queen, queen against

4. Practice: simultaneous games, qualifying tournaments, training

REFERENCES

1. Chess for school. Compiled by: B. S. Gershunsky, A. N. Kostiev. Under

Edited by B. S. Gershunsky, N. V. Krogius, V. S. Helemendik. – M.:

"Pedagogy", 1991.

2. Training program for young chess players of 4 and 3 categories. V. Golenishchev.

M.: Publication of the All-Russian Chess Club, 1969.

3. Chess for youth. Y. G. Rokhlin. - Yaroslavl. Verkhne-Volzhskoe

book publishing house, 1985.

4. Training program for young chess players of the 1st category. V. Golenishchev. –

M.: “Soviet Russia”, 1980.

5. Journey to the chess kingdom. Yu. L. Averbakh, M. A. Beilin.

2nd edition, corrected and expanded. – M.: “Physical education and sports”,

1976.

6. Ways of improvement. V. G. Zak. – M.: “Physical Education and Sports”, 1981.

7. Computer at the chessboard: A book for middle and high school students

shih classes. E. Ya. Gik. – M.: “Enlightenment”, 1991.

8. Step by step. N. I. Zhuravlev. - M.: “Physical Education and Sports”, 1986.

9. Chess textbook. H. R. Capablanca. - M.: “RUSSIANCHESS

HOUSE", 2010.

10. Chess for the whole family (+CDwith educational video lessons and simulation

rami games). Kalinichenko N. M. - St. Petersburg: “Peter”, 2009.

11. Training of young chess players of the 2nd category. Program. 2nd edition.

V. Golenishchev. - M.: “Soviet Russia”, 1979.

12. Training program for chess players of 4 - 2 categories. V. Chekhov, S. Archi-

pov, V. Komlyakov. - M.: “Mozhaisk Printing Plant”, 2007.

13. Teacher about chess: A manual for teachers. A. N. Kostiev. - M.: “Enlighten-

education", 1986.

AGREED: I CONFIRM:

Executive Director of FSHKO: Director of MKUDO DDT in Buya:

A. B. Lebedev _____________I. V. Tatarintseva

2017 ____________________2017

CALENDAR THEMATIC PLAN

teacher of additional education Smirnova N.M.

1st year of study. Training of young chess players of the 3rd category

2. Pieces and pawns. Starting position

5. King. Shah. Mat

9. Castling

10. Five cases of draw

11. Comparative strength of figures

12. Checkmate with heavy pieces

13. Checkmate with heavy pieces (end)

14. Checkmate with light pieces

15. Checkmate with light pieces (end)

16. Promoting a pawn to queen

17. Opposition

18. Square rule

19. Debut: concept of tactics

20. Debut: concept of strategy

21. The concept of open openings

22. The concept of half-open openings

23. The concept of closed openings

24. Solving problems and studies

25. Qualifying tournament

26. Qualifying tournament

27. Qualifying tournament

28. Chess game techniques

29. Double Strike

30. Revealed check

31. Enticement. Abstraction

32. Freeing up space

33. Overlap

34. Bunch

35. Blocking

36. Destruction of protection

37. Intermediate move

38. "X-ray"

39. Pawn promotion

40. Complex combinations

41. Complex combinations (ending)

42. Pawn endings

43. Pawn endings (ending)

44. Queen versus pawn

45. Queen versus pawn (end)

46. King, minor piece and pawn against the king

47. King, minor piece and pawn against the king (end)

48. Qualifying tournament

49. Qualifying tournament

September

51. Rook endings

52. Rook endings (continued)

53. Rook endings (ending)

54. Bishop versus knight

55. Monochrome elephants

56. Multi-colored elephants

57. Three main opening principles

59. How to study the opening?

60. Italian party. Ideas, plans, options

61. Is it difficult to learn to combine?

62. How is a game plan made?

63. Attack on the uncastled king

64. Attack during short castlings. Attack with long castlings

65. Position assessment technique

66. How to calculate options

67. How to realize material superiority

68. Bishop versus pawn

69. Knight versus pawn

70. Bishop and pawn against bishop

71. Knight and pawn against knight

72. Rook versus pawn

2nd year of study. Training of young chess players of the 2nd category

2. Attack on the king during one-sided castling

3. Attack on the king with versatile castlings

4. Simultaneous game session

5. Training games

6. Combination solving competition

7. Combination solving competition

8. Competition for solving two-move problems

9. Calculation technique training

10. Calculation technique training (continued)

11. Training in calculation techniques (end)

12. Good and bad elephants

13. The bishop is stronger than the knight

14. The horse is stronger than the bishop

15. Multi-colored bishops in the middlegame

16. Removing a piece from the game

17. Use of open and half-open lines

18. Open and half-open lines and attack on the king

19. Outpost on an open and semi-open line

20. Fight for the open line

21. Strong pawn center

22. Undermining the pawn center

23. Pieces against the pawn center

24. Piece-pawn center

25. The role of the center in flank operations

26. Two bishops in the middlegame

27. Two bishops in the endgame

28. Successful fight against two elephants

29. Weak fields in the enemy camp

30. Weakness of the field complex

31. About some strong fields

32. Pawn weaknesses

33. Doubled pawns

34. Backward pawn on a half-open line

35. Passed pawn

36. Queen versus two rooks

37. Queen versus rook and minor piece

38. Queen against three minor pieces

39. Compensation for the queen

40. Two rooks against three minor pieces

41. Two minor pieces against a rook (with pawns)

42. Rook against a minor piece and two pawns

43. Compensation for a rook

44. Minor piece against three pawns

45. Compensation for easy pieces

46. Qualifying tournament

47. Qualifying tournament

48. Qualifying tournament

49. Qualifying tournament

September

51. Qualifying tournament

52. Training positions

53. Board geometry. Reception of "repulsion"

54. Endings with passed pawns on both sides

55. Endings with passed pawns on both sides (ending)

56. Breakthrough

57. Best pawn placement

58. Spare tempos

59. King's activity

60. Transition to a pawn endgame as a method of realizing the mother-

nal or positional advantage

61. About the sketch composition. Some sketch ideas in practice

62. Training positions

63. Mastery of the 7th horizontal line

64. Using an open line

65. Endings with passed pawns

66. Endings with passed pawns (ending)

67. About activity in rook endings

68. Exploiting pawn weaknesses

69. Some protective resources

70. Realization of material superiority

71. Realization of positional advantage

72. Some rook studies

3rd year of study. Training of young chess players of the 1st category

2. Combination solving competition

3. Problem solving competition

4. Blitz competition

5. Calculation technique training

6. Calculation technique training (continued)

7. Calculation technique training (continued)

8. Training in calculation techniques (end)

9. Simultaneous game session

10. Using pawn advantage on the queenside

11. Using pawn advantage in the center or on the queen

on the flank

12. Fighting pawn advantage on the flank

13. Pawn chain

14. Pawn chain (end)

15. Training games

16. Qualitative pawn superiority

17. Restriction of mobility and blockade

18. Restriction of mobility and blockade (end)

19. Pawn pair “c 3+d 4” on half-open lines

20. Pawn pair “c 3+d 4” on half-open lines (end)

21. Isolated pawn in the center of the board

22. Isolated pawn in the center of the board (end)

23. Hanging pawns

24. Hanging pawns (end)

25. Qualifying tournament

26. Qualifying tournament

27. Qualifying tournament

28. Qualifying tournament

29. Qualifying tournament

30. Qualifying tournament

31. "Carlsbad" structure

32. “Carlsbad” structure (end)

33. Training games

34. Closed center

35. Closed center (end)

36. Dynamic pawn sacrifice

37. Dynamic pawn sacrifice (end)

38. Positional pawn sacrifice

39. Positional pawn sacrifice (end)

40. Bishop versus pawns

41. Monochrome elephants

42. Monochrome elephants (end)

43. Multi-colored elephants

44. Multi-colored elephants (end)

45. Knight against pawns

46. Horse endings

47. Horse endings (continued)

48. Horse endings (ending)

September

50. The bishop is stronger than the horse

51. The bishop is stronger than the knight (end)

52. The horse is stronger than the bishop

53. The horse is stronger than the bishop (ending)

54. Qualifying tournament

55. Qualifying tournament

56. Qualifying tournament

57. Qualifying tournament

58. Qualifying tournament

59. Qualifying tournament

60. Rook versus pawns

61. Rook endings

62. Rook endings (ending)

63. Rook versus bishop

64. Rook is stronger than bishop

65. Bishop is stronger than rook

66. Rook versus knight

67. Rook is stronger than knight

68. Knight is stronger than rook

69. Queen endings

70. Queen endings (ending)

71. Queen versus rook

72. Simultaneous game session

A monthly magazine dedicated to the game of chess and its literature. Published by M. Chigorin 1880-1881. St. Petersburg. Printing house V.O. Demakova. The great Russian chess player, the founder of the national chess school, Mikhail Ivanovich Chigorin, published the magnificent magazines “Chess List” (1876-1881) and “Chess Bulletin” (1885-1887) for ten years. He was the main and sometimes the only author there. Needless to say, these brightest examples of Russian chess thought long ago became practically inaccessible to the modern reader. Thanks to this work, it becomes possible to get acquainted with our invaluable chess, historical and literary heritage. “It is pleasant to note that the luxurious, elite execution of this three-volume edition has no analogues in world chess literature,” writes multiple world champion Anatoly Karpov in “A Word to the Reader.” The third volume includes two years: 1880-1881 A WORD TO THE READER “Chigorin is the founder of the national chess school, an outstanding theorist, a contender for the world crown.” How often have we read and heard these words, which from frequent use have become worn out and began to seem like an empty banality. Meanwhile, Mikhail Ivanovich Chigorin (1850 - 1908) was truly a brilliant creative personality. A gambling, captivating person, he spared no effort and time in order to search for chess truth, unravel the mysteries of an intricate opening or seemingly simple endgame position. In those early years, universality had not yet become a “vital necessity” in chess, and therefore each major master had a clearly defined individual style, with its own advantages and disadvantages. The Russian champion believed in the dynamic potential of the pieces, strived for open figure play, and willingly donated material for the initiative. His powerful opponent Wilhelm Steinitz put above all else unshakable positional values: the reliability of the pawn structure, dominance in the center, superiority in space. Chigorin and Steinitz played two world championship matches, many tournament and easy games, but their fundamental dispute was not only waged at the chessboard. Polemically sharp, uncompromising discussions of these titans and their followers adorned the pages of newspapers and magazines of those years. Chigorin loved chess passionately, and he was depressed by the lack of public interest to this wise game in our country. He sought to prove that chess was not an empty pastime; they can become the work of a lifetime, a real profession. In order to show chess in the most favorable light and attract the attention of an enlightened public, Chigorin published for ten years, mainly at his own expense, the magazines “Chess List” (1876-81) and “Chess Bulletin” (1885-87). He was the main and sometimes the only author there. Needless to say, these brightest examples of Russian chess thought have long ago become a bibliographic rarity. The modern reader is spoiled by the abundance of chess literature. However, without the historical aura that envelops the creative essence of a chess player, our inner world would be much poorer. The publishing house "Russian Chess House" accomplishes a real feat, giving everyone the opportunity to get acquainted with our priceless chess, historical and literary heritage. It is pleasant to note that the luxurious, elite execution of this four-volume edition has no analogues in world chess literature. Anatoly Karpov, multiple world champion

1900.00 rub.

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Golenishchev Viktor Evgenievich

“Program for training young chess players of IV and III categories”

Publisher: Moscow. "Moskovskaya Pravda", 1969, 61 pp.

The program, compiled by the honored coach, master of sports of the USSR V. Golenishchev, is intended for teaching chess in palaces and houses of pioneers and is intended for coaches, teachers and leaders of clubs working with beginning young chess players. The program assumes that students know the moves of the pieces and understand the purpose of the game, although they are unfamiliar with the more complex rules of the game.
The curriculum is designed for 75 lessons (2 per week, 2 hours each), a total of 150 hours.
The lesson outline is something like this: checking homework, explanation of theoretical material, students recording homework and practical part. The duration of the theoretical part of the lesson should not exceed 20-30 minutes, since most of the students are junior schoolchildren. Chess attracts them, first of all, as a game, and in an effort to embrace the immensity, the teacher can kill the keen interest of young listeners.