Methodology for extracurricular activities. Forms of extracurricular work. Planning extracurricular activities
Deputy Director's speech
according to UR Bulavko E.V.
PEDESCouncil
"Extracurricular work on the subject as a factor in increasing the educational motivation of students and the quality of knowledge on the subject"
“All our designs, all searches and constructions
turn to dust if the student has no desire to learn ”
Vasily Andreevich Sukhomlinsky.
The question of the motivation for learning is
the question of the learning process itself.
P.Ya. Halperin
Currently, the modern school is faced with the task of increasing the effectiveness of the pedagogical process.
Every teacher wants his students to study well, to study with interest and desire at school. The parents of the students are also interested in this. But sometimes both teachers and parents have to state with regret: “he doesn’t want to study,” “he could study well, but there is no desire.” In these cases, we are faced with the fact that the student has not formed a need for knowledge, there is no interest in learning.
We know that a student cannot be successfully taught if he is indifferent to learning and knowledge, without interest and without realizing the need for them. Therefore, the school is faced with the task of forming and developing a child's positive motivation for learning activities in order to increase the effectiveness of the learning process.
The problem of motivation has been studied extensively. Observing the work of teachers shows that they do not always pay due attention to the motivation of students. Many teachers, often without realizing it themselves, proceed from the assumption that since a child has come to school, he should do everything that the teacher recommends.
An ancient wisdom is quoted a thousand times in relation to the school: you can lead a horse to a watering place, but you cannot make him drink. Yes, you can put children at their desks, achieve perfect discipline. But without the awakening of interest, without internal motivation, the mastering of knowledge will not happen, it will only be an appearance of educational activity.
How to awaken the desire of the guys to "get drunk" from the source of knowledge? What is the essence of the need for knowledge? How does it arise? How is it developing? What pedagogical tools can be used to motivate students to acquire knowledge?
Increasing the level of educational motivation is a long, painstaking and purposeful process.
Vasily Andreevich Sukhomlinsky wrote:
“School becomes a hotbed of spiritual life if teachers give lessons that are interesting both in content and in form ... But there are wonderful brilliant lessons where there is something else wonderful, besides lessons, where there are various forms of student development outside the classroom. " ...
Pedagogical science has proven, and in school practice, it has been verified that in increasing the educational motivation of students for any subject, and as a result and improving the quality of knowledge in the subject, a significant place, along with lessons, is given to extracurricular activities.
Extracurricular work with schoolchildren is of great educational value. It promotes the expansion and deepening of knowledge, the development of inclinations, creative activity, and serves as a means of career guidance.
Extracurricular work opens up scope for the implementation of moral education, as it allows you to attract additional and varied material that reveals the achievements of science, scientific and technological progress.
The most complete need for communication, self-expression and self-realization, the need for new activities, games can be realizedthrough extracurricular activities... This activity can successfully take into account age characteristics and is much more free in the choice of means and methods than educational activity.
Extracurricular work on the subject is a system of non-uniform in content, purpose, methodology and forms of educational extracurricular activities.
It is impossible to satisfy all the students' questions during the lessons. Extracurricular work in conjunction with educational work serves as an effective means that mobilizes the student's activity in the search for knowledge and helps to better satisfy the interests of schoolchildren. With all the variety of forms, extracurricular work should be organically linked to the school curriculum, go beyond and at the same time supplement it, that is, there should be a close relationship between educational and extracurricular work.
The essence extracurricular work is determined by the activities of schoolchildren during extracurricular hours with the organizing and guiding role of the teacher.
But this organization is carried out in such a way that the creativity and initiative of students should always come to the fore.
In the literature, there are many formulations of the goals of extracurricular work on the subject. There are many definitions of the goals of extracurricular activities for different subjects:
Academic subject
Formulation of objectives for extracurricular activities in the subject
Geography
Expansion and deepening of the basic knowledge and skills of schoolchildren; development of students' abilities; the development of the cognitive interest of students; familiarizing schoolchildren with research work; organization of social activities of students.
Physics
Formation of the student's personality; development of independent and creative activity; expansion and deepening of knowledge in physics
Biology
Deepening and expanding students' knowledge of the subject; deepening the connection between theory and practice; development of independence and creative activity of students.
Chemistry
Fostering interest in chemistry, development and improvement of skills in chemical experiment; development of creative activity; preparing students for practical activities; organization of students' recreation in combination with their aesthetic and moral education.
As can be seen from the listed objectives of the extracurricular work of several school subjects, the expansion and deepening of knowledge on the subject is commonaim .
It can also be noted that extracurricular work sets itself still veryimportant goals - this is
- formation and development of the student's creative personality , and
- development of cognitive activity of students ,
- formation of professional interests .
Concerningtasks, then extracurricular work on the subject solves the following maintasks
:
- developing interest in the subject, deepening knowledge;
- organization of students' free time with the aim of their general development and upbringing;
-connection of the theoretical and practical side of the program material;
-comprehensive study of subjects;
- overcoming the subject isolation of knowledge.
There are commonprinciples extracurricular activities typical of all school subjects:
- voluntariness (a principle that takes into account the desire of students to take part in extracurricular activities),
The principle of volunteering is one of the most important principles of extracurricular work. The student should express a sincere desire to take part in extracurricular activities in the subject, without any coercion. It is known that pupils differ from each other in terms of the levels of general development, orientation of interests and character traits. Ignoring these differences makes it impossible to achieve success in extracurricular work. As you know, extracurricular work on a subject is called such educational work that students voluntarily perform under the guidance of a teacher outside of school hours, in addition to the curriculum.
- taking into account the individual characteristics of students (the principle of taking into account the differences in the orientation of interests and character traits of students).
The principle of taking into account the individual characteristics of students is also important when organizing extracurricular work. It allows you to take into account the developmental levels of each student and, on this basis, correct all types of work carried out with each student.
As in teaching any school subject, in extracurricular work, the determining factor iscontent , which is selected at random. Extracurricular activities are very diverse. In extracurricular work, more than in any other, the influence of the teacher's personality, his outlook, interests, theoretical and moral baggage is manifested.
The content of extracurricular activities is subject to strictly defined requirements:
- scientific (establishes a certain correlation between the content of a school subject and the content of science);
- accessibility (the content should correspond to the age characteristics of students, not go far from the school curriculum, stimulate the desire for knowledge, to work with additional literature, to research activities);
- relevance and practical relevance (connection with life);
- amusement (the student should be interested in the extracurricular activities).
The functions of extracurricular work on the subject include:
- developing;
- organizational;
-creative;
-communicative;
- educational, etc.
Consideration should be given to the great opportunities in organizing extracurricular work at school, arising in connection with various activities that go beyond the scope of school work, as such: participation in olympiads, competitions, quizzes, exhibitions of technical creativity, scientific and practical conferences, discussions on reports on the work carried out and abstracts, independent work with literature, and finally, the implementation of available research work - all this can be considered as a means of increasing the educational motivation of students.
The forms of extracurricular work are:
Extracurricular activities
Subject weeks
Olympiad
Mugs
We have tested teachers in order to identify the most popular forms of extracurricular work. The test results are presented in the table.
Popularity
among teachers
Out-of-class work form
1st place (26%)
Extracurricular activities
2nd place (23%)
Additional (paid) lessons
3rd place (20%)
Research activities
4th place (17%)
Olympiad
5th place (14%)
Subject weeks
We found that in the system of extracurricular work of our school, such active forms of learning as extracurricular activities of practical content (individual work in the office, group extracurricular work, research activities, Olympiads), extracurricular activities, role-playing games, excursions have developed and become traditional ... They are outside the scope of the lesson and are well known to educators. However, it was also found that the degree of student activity in extracurricular forms of work is very relative and depends on which - active or passive - methods form the basis of one form or another. So, circle or extracurricular activities quickly fall apart if they are deprived of research, partial search methods and other independent creative work of students in their interests.
Similar testing was conducted among students in grades 9-11. The results showed that the most popular are elective classes in the subject and additional educational services on a paid basis.
where 1 - optional classes, 2 - additional (paid) classes, 3 - subject weeks, 4 - research activities, 5 - Olympiads.
It can be concluded that among teachers and students in the first place among extracurricular activities in the subject are extracurricular activities.
Therefore, I will dwell in more detail on the optional lessons on the subject.
Availability of the program and tutorials
Awareness of students and their parents
Methodological and substantive preparedness of teachers.
individual
frontal
collective
group
School of beasts (parable)
Once the animals gathered in the forest and decided to open a school. Among them were rabbit, bird, squirrel, fish and eel. They formed the board of directors.
The rabbit insisted
so that running is included in the training program.
The bird insisted
so that flying is included in the training program.
The fish insisted
so that swimming is included in the training program.
And the squirrel said
that it is absolutely necessary to introduce vertical tree climbing.
They combined all the content and made a timetable for the electives. Then they decided that ALL animals should study ALL electives.
Although the rabbit received a "10" on the run, it had difficulty climbing trees vertically. He constantly fell on his back. Soon enough, he was seriously injured and could no longer run. It turned out that instead of "10" for running, he gets "3", and for vertical climbing, of course, he always gets "1".
The bird flew very well, but when it had to dig holes in the ground, it could not do it well. She constantly broke her beak and wings. Very soon she began to get "3" for flying, "1" for digging and had hellish difficulties in vertical climbing.
In the end, the top performing animal in the class was the eel, which did everything in half.
…But the founders were happy because everyone studied ALL subjects, and this was called "broad general education."
facultatif (from Lat. facultas - "opportunity") - optional training course (subject)
Extracurricular activities (according toEducation Code ) - classes aimed at increasing students' interest in the subjects studied, deepening their content, activating cognitive activity, intellectual, spiritual and physical development, preparing for an independent life choice, starting work and continuing education.
The purpose organization of extracurricular activities is
broadening the horizons of students,
development of creative thinking,
the formation of an active cognitive interest in the subject,
education of a number of personal qualities by means of in-depth study of the subject.
Tasks extracurricular activities are:
–deepening the study of certain general education subjects;
Satisfying the diverse cognitive interests of students.
Organization of work is optional.
The standard secondary school curriculum provides for optional classes in a variety of subjects. Like extracurricular activities, they are not required for all students. In form, they are close to the usual lesson.
When organizing extracurricular activities, the maximum allowable workload per student must be taken into account. Optional classes are organized in grades I - XI upon the availability of applications from legal representatives of students.
Conditions for the functioning of electives
Having ensured the fulfillment of these conditions and the wishes of the students identified as a result of the questionnaire in2013/2014 academic yearthe school has 100 electivesof which Russian language - 12 hours, Belarusian language - 7 hours, mathematics - 7 hours, computer science - 3 hours, physics - 3 hours, history - 5 hours, chemistry - 4 hours, labor training - 10 hours, in English - 3 hours, in geography - 1 hour, choice of profession - 2 hours, life safety - 13 hours, etiquette - 1 hour, CHZS - 20 hours, My Fatherland - 4 hours. Healthy lifestyle - 2 hours, music - 1 hour, fine art - 1 hour.
Classification by objective function
Deepening the content of subjects, preparing for the final exams, CT 22
Meeting cognitive interests 58
Sports direction 20
General developmental elective classes are held in primary and secondary schools. They are aimed at the formation, development and education of speech, patriotic, informational and health-preserving culture.
Optional vocational guidance classes are held with grade 9 students and are aimed at fostering professional self-determination of students.
But it is necessary to highlight the differences between an optional lesson and a lesson.
The table provides a comparative analysis of the lesson and the optional lesson.
Signs for comparison
Organizational form of training
Haverock
Foptional subject-oriented lesson
Status in the school curriculum
Compulsory lessons
Additional lessons
Target benchmark
General education training
Preparation in a subject at an advanced level
Learning content
Defined by the basic level program
Determined by the program of an optional lesson
The level of educational motivation of students
Not always high
As a rule, high, since it corresponds to the choice of the student
Programs and tutorials
State programs, benefits are available
We are guided by state programs, copyright programs, textbooks
Assessment of educational achievements of students
Marks are set
Mark-free learning, meaningful assessment, self-assessment tools and procedures are applied
Time spending
In the main clock grid
Out of main schedule
The topics of subject-oriented electives in such subjects as mathematics, chemistry, Belarusian and Russian languages, history are very closely related to the topics of the corresponding academic subjects.
In this regard, the choice of forms, methods and techniques for organizing the educational activities of students in optional classes presupposes both the use of those used in lesson activities and new ones that have not been previously used. Let me remind you that the main forms for conducting an elective are:
The use of these forms allows you to use the already well-known lesson methods
methods:
verbal (lecture, seminar)
visual (tables, diagrams, presentations)
practical (workshops on problem solving, practical work)
independent work
research
excursions
Undoubtedly, the application of methods and forms of teaching students will be more effective,
if we do not forget about the use of modern educational technologies in optional classes, such as:
problem learning
design
modular
integral
effective lessons
research activities
ICT (information and communication technology)
When choosing methods and techniques of teaching in optional classes, it is necessary to take into account the content of the optional course, the level of development and preparedness of students, their interest in certain sections of the optional program. The experience of introducing optional classes in our school has shown that they are most effective if the programs of the main and optional courses are clearly coordinated. And most importantly, extracurricular activities should be interesting and exciting for the student. It is well known that the amusement of presentation helps to reveal the content of complex scientific concepts and problems, ideas and methods of science, develops the logic and techniques of creative activity. In this regard, the goal of the teacher is to help students prepare for work on complex problems, and for this it is necessary to interest the subject, instill hard work and skills in organizing their work.
For this teacher's council, optional classes were attended, the analysis of which revealed the level of such skills of teachers as:
Ability to adapt norms (curricula, calendar and thematic planning) to the class in which the training is conducted;
Ability to choose forms of education for optional classes;
Ability to design, implement and analyze the educational process in optional classes in an indissoluble unity with the lessons.
The main task in the classroom - the organization of the cognitive activity of students, the development of intellectual abilities - the teachers solved with the help of productive techniques.
At the optional lesson "Know the world" in grade 5A (topic: Unlimited Universe) teacher Tretyakova N.N. used group work (Astronomers, Scientists, Astronauts).The use of extensive visual material contributed to the revitalization of students' activities. In the lesson, the continuity "lesson - optional" (in the subject of Man and the World) is observed.
At an optional lesson in English "Practical reading" in grade 6B (topic: English writers) Filipkova Yu.M. At the first stage of the lesson, I successfully systematized the main material on the topic, building dialogues, discussing situations, answering questions. Work was organized on the text with an increase in the complexity of the tasks (insert words that are suitable in meaning, correct incorrect statements, translation into English, answers to questions, retelling of the text). Reflection of the lesson was carried out.
The activities of grade 4A students at an elective course with an experienced teacher N.S. Bashinskaya were successfully planned. Healthy lifestyle is a smart combination of fun and entertainment. This allowed the students to form a stable interest in the studied topic "The Country of Healthy Eating". The lesson had a practical and educational orientation, contributed to the formation of aesthetic taste. A spectacular conclusion to the lesson was a tea party, organized according to all the rules of etiquette.
The use of multimedia is of great benefit to extracurricular activities. The teacher Gorokhova I.I. in 6B grade (topic: Tasks to be solved from the end) at the elective "Mathematics after lessons". At the beginning of the lesson, a diagnosis of the level of mastering by students of the program material, which was studied in the classroom, is carried out. If necessary, an appropriate correction of knowledge and skills is carried out. The next educational element is a teacher's lecture for 15-17 minutes, containing advanced material on this topic, provided for in the elective course program. Then comes the development and consolidation of theoretical material when performing tasks, followed by mutual control in pairs.
Along with the positive experience accumulated in our school in the methodology of conducting optional classes, we also have a number of existing problems. This is due to the insufficient demand by teachers for the use of modern pedagogical technologies, especially, such as modular, design, research technology. The teachers do not carry out self-analysis of the conducted elective, i.e. its effectiveness is not reflected. There is no assessment of students' knowledge in optional classes. It is well known that elective education must be unremarkable. But with grades gone, assessment and self-esteem remain.
The process of students' assessment of their own activities and their educational products is very important:
firstly, in the classroom, feedback is provided, thanks to which the student sees his progress in the study of the material and can adjust his activities;
secondly, the educational and cognitive activity of the student increases;
thirdly, the student masters the skills of reflection - one of the key competencies of a modern person.
In whatever form and whatever methods the extracurricular activities are conducted, they should be built in such a way as to be interesting, exciting, and even entertaining for students.
During the month of October, a survey was conducted of students in grades 5-11, who attend 69 electives. I invite you to familiarize yourself with the students' answers to the questionnaire:
Write down the names of the elective you are attending:
11 - all students answered this question correctly (100%)
10 - correctly named 95%
Grade 9 - correctly named 56%
Grade 8 - correctly named 60%
Grade 7 - correctly named 48%
Grade 6 - correctly named 57%
Grade 5 - correctly named 81%
Question
Answer
Do you like attending extracurricular activities?
Yes - 97%
Don't know -3%
What is more interesting extracurricular activities or lesson?
Lesson -65%
Lesson -35%
What is the difference between an optional activity and a lesson?
Do not ask d / z - 40%
No marks - 32%
Game forms -30%
Deepening knowledge -60%
What are the most interesting forms of conducting extracurricular activities
Games -38%
Tests -41%
Not named -21%
How do extracurricular activities help you in the educational process?
I learn new things, it’s easier in the classroom-54%
Exam preparation - 43%
I don't know - 3%
Thus, we can conclude that extracurricular activities help to deeply master the subject, master practical skills and abilities, expand the horizons of students. Based on the data of the questionnaire, it can be seen that there is a problem of the limited use of forms of conducting optional classes.
Having considered all the aspects of creating motivation for learning in extracurricular work in the subject, we can conclude that the success and richness of the process of acquiring knowledge at school depends on how well the interaction of the teacher and student is established, as well as the practical application of developments in this area.
Need -"Want" , motive -“Why do I need this?”, goal -"What needs to be done for this?" - this is the path along which a professional teacher leads his student, turning him into a subject of activity for mastering the content of education.
Correctly organized extracurricular activities at school are of great educational value. It expands and deepens the knowledge gained in the lesson, allows you to acquire many useful skills, and, therefore, brings learning closer to life. Extracurricular work facilitates an individual approach to students, creates favorable conditions for the development of their independence.
I want to end my speech with the words of Sukhomlinsky: "Interest in learning appears only when there is inspiration born of success." Students will achieve success, feel the taste of victory over their weaknesses, develop an interest in learning in extracurricular activities only when they have chosen them to their liking and attend them at will, not necessarily. The teacher should help the child in this, and then, perhaps, when carrying out extracurricular work on the subject, it will be possible to discover that development function originally inherent in the child, which is called the ability, to create a certain environment for it and bring it to perfection.
OUT-OF-CLASS EDUCATIONAL WORK
AT SCHOOL
1. The essence of extracurricular educational work
Extracurricular educational work is the organization by a teacher of various types of activities of schoolchildren in extracurricular time, providing the necessary conditions for the socialization of the child's personality.
First of all, it is necessary to determine the place of extracurricular educational work in the pedagogical process of the school.
Extracurricular educational work is a combination of various types of activity and has wide possibilities of educational influence on the child.
Let's consider these possibilities.
At first, a variety of extracurricular activities contributes to a more versatile disclosure of the child's individual abilities, which are not always possible to consider in the lesson.
In the first grade of one of the schools near Moscow, a few minutes before the New Year's light, it turned out that the electric garland had deteriorated. The teacher went for help. When she returned with a high school student, it turned out that the garland was already working, because it was repaired by a 1st grade student - undisciplined, sloppy, intelligent, but restless in Kiryusha's lessons. So the teacher learned about the child's hobby for electrical engineering and in the future created situations that would allow him to develop his technical abilities.
In this class, but already in the second year of study, the "almost failing student" Tanya K. surprised everyone. At work in the forestry, when planting Christmas trees, she worked so dexterously, quickly, beautifully that she overtook many children from middle and senior classes, and it became impossible look at her as a "notorious lazy".
Think of similar examples from your school experience, and you will see that extracurricular activities help overcome stereotypes in the perception of a child as a student. In addition, various types of activities contribute to the child's self-realization, increase his self-esteem, self-confidence, that is, a positive perception of himself.
Secondly, inclusion in various types of extracurricular work enriches the child's personal experience, his knowledge of the diversity of human activity, the child acquires the necessary practical skills and abilities.
For example, in the "secret workshop", after school, second-graders, together with the teacher, make various souvenirs from "kinder surprises", plastic bottles, and in the classroom lesson "We are going to visit" they learn to present gifts, take care of others, etc.
Thirdly, a variety of extracurricular educational work contributes to the development of children's interest in various types of activities, the desire to actively participate in productive activities approved by society. If a child has a stable interest in work, together with certain practical skills that ensure his success in completing tasks, then he will be able to independently organize his own activities. This is especially true now, when children do not know how to occupy themselves in their free
time, as a result of which child crime, prostitution, drug addiction and alcoholism are on the rise.
It has been noticed that in schools where a variety of extracurricular educational work is well organized, there are fewer "difficult" children and the level of adaptation, "growing" into society is higher.
Fourth, in various forms of extracurricular work, children not only show their individual characteristics, but also learn to live in a team, i.e. cooperate with each other, take care of their comrades, put oneself in the place of another person, etc. Moreover, each type of outside educational activity - creative, cognitive, sports, labor, play - enriches the experience of collective interaction of schoolchildren in a certain aspect, which in its totality gives great educational effect.
For example, when children stage a play, they learn one communication experience - the experience of interaction, mostly on the level of emotions. With the collective cleaning of the class, they gain experience in the distribution of duties, the ability to negotiate with each other. In sports activities, children understand what is "one for all, all for one", "a feeling of being." In KVN, belonging to a team will be perceived differently, therefore, the experience of collective interaction will be different.
Thus, extracurricular work is an independent area of the teacher's educational work, carried out in conjunction with educational work in the classroom.
2. Goals and objectives of extracurricular educational work
Since extracurricular work is an integral part of educational work at school, it is aimed at achieving the general goal of education - the child's assimilation of the social experience necessary for life in society and the formation of a system of values accepted by society.
The specificity of extracurricular educational work is manifested at the level of the following tasks:
1. Formation of a positive "I-concept" in the child, which is characterized by three factors: a) confidence in the benevolent attitude of other people towards him; b) conviction in the successful mastery of this or that type of activity; c) a sense of self-worth. The positive "I-concept" characterizes the child's positive attitude to himself and the objectivity of his self-esteem. It is the basis for the further development of the child's individuality. “Difficult” children tend to have negative self-images. The educator can either reinforce these beliefs or change them.
on a positive perception of yourself and your abilities. In educational activity, due to many reasons (its complexity for a child, a large number of children in the classroom, insufficient professionalism of the teacher, etc.), it is not always possible to form a positive "I-concept" for each child. Extracurricular work provides an opportunity to overcome the limitations of the educational process and the formation of a positive perception of the child of himself.
2. Formation of skills of cooperation, collective interaction in children. For early social adaptation, the child must have a positive attitude not only towards himself, but also towards other people. If a child, with a positive "I-concept", has formed the ability to negotiate with comrades, distribute responsibilities, take into account the interests and desires of other people, perform joint actions, provide the necessary assistance, positively resolve conflicts, respect the opinion of another, etc. , then his adult career will be successful. A completely positive "self-concept" is formed only in collective interaction.
3. Formation of the need for productive, socially approved activity in children through direct acquaintance with various types of activity, the formation of interest in them in accordance with the child's personality, the necessary skills and abilities. In other words, in extracurricular work, the child must learn to engage in useful activities, he must be able to engage in such activities and independently organize it.
4. Formation of moral, emotional, volitional components of the worldview of children. In extracurricular activities, children learn moral norms of behavior through the mastery of moral concepts. The emotional sphere is formed through aesthetic representations in creative activity.
5. Development of cognitive interest. This task of extracurricular work reflects the continuity in educational and extracurricular activities, since extracurricular work is associated with educational work in the lesson and is ultimately aimed at increasing the effectiveness of the educational process. The development of cognitive interest in children as a direction of extracurricular work, on the one hand, "works" on the educational process, and on the other hand, enhances the educational impact on the child.
The listed tasks determine the main directions of extracurricular work in achieving its main goal and are in the nature of general provisions. In real educational work, they should be concretized in accordance with the characteristics of the class, the teacher himself, with all-school extracurricular work, etc.
Functions of extracurricular educational work. The purpose and tasks of extracurricular educational work give a specific character to the functions of an integral pedagogical process - teaching, educating and developing.
The teaching function, for example, does not have the same priority as in the learning activity. In extracurricular work, she plays the role of an auxiliary for a more effective implementation of educational and developmental functions. Learning function extracurricular work consists not in the formation of a system of scientific knowledge, educational skills and abilities, but in teaching children certain behavioral skills, collective life, communication skills etc.
Of great importance in extracurricular work is developmental function... It consists in the development of the mental processes of the student.
The developmental function of educational work is also development of individual abilities of schoolchildren through their inclusion in the relevant activities. For example, a child with artistic abilities can be involved in a play, holiday, KVN, etc. A child with mathematical abilities can be invited to participate in a mathematical Olympiad, calculate the most interesting and safe route around the city for a certain time. In individual work with this child, the teacher can offer to draw up examples, tasks for children, etc.
The developmental function of extracurricular work is to identify hidden abilities, the development of inclinations, interests of the child. Noticing that the child is interested in something, the teacher can provide additional interesting information on this issue, offer literature, give instructions that lie in the student's area of interest, create conditions in which the student receives the approval of the children's collective for their competence on this issue, i.e. That is, the teacher opens up new opportunities for the child and thereby strengthens his interests.
How can you use information about the functions of extracurricular activities in the preparation of specific activities? In order to get positive results, you need to formulate a goal. Let's say you want to have a conversation with your children about the rules of behavior at a party. You set a goal: to educate children about the rules of behavior. This goal is aimed at the implementation of the teaching function and is not a priority in extracurricular activities. Therefore, you need to formulate the purpose of your conversation with children in such a way that it reflects priority functions in accordance with the tasks of extracurricular work, and the communication of new knowledge about the rules of behavior at a party will be one of the tasks
this conversation. This can be: to form in children a desire to adhere to certain rules when visiting; develop an interest in the rules of etiquette; to form the ethical concept of "norms of behavior", to correct the existing ideas of children about the rules of behavior at a party, etc. The purpose, tasks, functions of extracurricular work affect the selection of its content.
- - firstly, the predominance of the emotional aspect over the informative one (for effective educational influence, it is necessary to appeal to the feelings of the child, his experiences, and not to the mind, or rather, to the mind through emotions);
- - secondly, in the content of extracurricular activities, the practical side of knowledge is of decisive importance, i.e. the content of extracurricular work is aimed at improving a variety of skills and abilities. In extracurricular activities, educational skills are improved ("Entertaining alphabet", "Cheerful mathematics", etc.), skills of independent work are practiced when searching for information, organizing various extracurricular activities ("Evening of fairy tales", quiz "My favorite city"), communicative ("community") skills, the ability to cooperate (collective work, KVN, sports, role-based campaigns, games); the ability to comply with ethical standards (everyday communication, "Etiquette and we", "Travel to the country of road signs", etc.). Since in the content of extracurricular work the practical aspect prevails over the theoretical, it is more reasonable to consider the content from the perspective of the activities of children through which they master a particular area of social experience.
Cognitive activity children in extracurricular work is designed to form their cognitive interest, positive motivation in learning, and improve educational skills. It is a continuation of educational activities using other forms. This can be the "Why-Check Club", "The Tournament of the Inquisitive", "What? Where? When?"
Leisure. (entertainment) activities is necessary for organizing a good rest for children, creating positive emotions, a warm, friendly atmosphere in the team,
relieving nervous tension. Such forms as "Igrograd", "Ogonyok", "Humorina", "Jam Day", discos, etc. are effective. Very often these two aspects are combined in extracurricular work - cognitive and entertaining. For example, "Field of Miracles", "Interesting ... (mathematics, history, geography, etc.)", a competition of visionaries, quizzes, "An evening of riddles", etc. In order to determine which aspect prevails, you need to analyze goals, tasks, priority function, implemented by the teacher in a specific form.
Recreational and sports activities for children in extracurricular work it is necessary for their full development, since in primary school age, on the one hand, there is a high need for movement, and on the other hand, the nature of changes in the work of the body in adolescence depends on the state of health of the younger student. Sports and recreational activities are carried out in nature excursions, in sports, outdoor games, sports days, hiking, etc.
Labor activity in extracurricular work, it reflects the content of various types of labor: domestic, manual, socially useful, serving. For the teacher, the organization of labor activity in extracurricular work presents certain difficulties, but his efforts are worth the educational result that the various systematic labor activity of schoolchildren gives.
This result is manifested in the formed need for work, in the ability to occupy oneself. Diligence, labor skills and abilities are formed in the workshop of Santa Claus, the circles "Needle and Thread", "Shpuntik and Screw", "Knizhka Hospital", a repair workshop of the class, with the regular holding of the Day of Cleanliness. In extracurricular work, you can organize the production of visual aids for the lesson, games, patronage work, work on ennobling your city, etc.
Creative activity involves the development of inclinations, interests of children, the disclosure of their creative potential. Creative activity is reflected in such forms as concerts, competitions of songs, reciters, drawing, etc., theater, design club.
Before the above activities, one of the tasks is the formation of the moral, emotional and volitional components of the schoolchildren's worldview.
The moral sphere is formed through acquaintance and acceptance of moral concepts and the development of norms of behavior: in conversations, disputes, play activities and other forms.
The most important components of the worldview of schoolchildren are economic, environmental views and beliefs. They
are formed using such forms as "Scrooge McDuck School of Economics", "What is the Economy?" visiting theaters, discussing films, cartoons, etc.
1. Traditions and characteristics of the school. For example, if the priority of learning at school, then the cognitive aspect may prevail in extracurricular educational work. In a school under the patronage of a religious confession, extracurricular activities will contain appropriate spiritual and moral concepts. Environmental education will become a priority in the school of the corresponding profile, etc.
2. Features of the age, class, individuality of children.
3. Features of the teacher himself, his interests, inclinations, attitudes. If a teacher strives to achieve high results in teaching children, then in extracurricular activities he will select the content that contributes to the achievement of this goal, i.e. organize cognitive activities. For another teacher, it is important to form the student's personality in the learning process, therefore, in extracurricular work, he will give priority to labor and creative activities; a teacher who loves sports will influence schoolchildren through the organization of health-improving sports activities.
Forms of extracurricular work- these are the conditions in which its content is realized. There are a huge number of forms of extracurricular work. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed by the object of influence (individual, group, mass forms) and by directions, tasks of education (aesthetic, physical, moral, mental, labor, ecological, economic).
A feature of some forms of extracurricular work at school is that they use popular forms in the children's environment that come from literature - "Timurov's work, patronage", or from television: KVN, "What? Where? When?", "Guess the melody", "Field of Miracles", "Ogonyok", etc.
However, an ill-considered transfer of television games and competitions to forms of extracurricular work can reduce the quality of educational work. For example, the game "Love at first sight" is built on sexual interest in a partner and can contribute to the premature development of sexuality in children. A similar
the danger lurks in the beauty contests "Miss ...", where appearance acts as a prestigious package, therefore such contests can cause an inferiority complex in some children and negatively affect the formation of a positive "I-concept".
Choosing the form of extracurricular work, one should evaluate its educational value from the standpoint of its goal, task, functions.
Methods and means extracurricular activities are methods and means of education (see the corresponding sections of the textbook), the choice of which is determined by the content, form of extracurricular activities. For example, choosing a general class lesson "Man and Space", aimed at the development of cognitive interest, the development of children's horizons, the teacher can use the following methods: conversation with children in order to clarify their interest, awareness of this issue; instructing children to prepare messages (a kind of storytelling method); the method of play will be applied in various ways: an element of a role-playing game, when using special play attributes (space "helmet", "rocket") one of the children is sent into "space" and asked to describe what he sees; drawing up a "flight plan", when children have to list the types of work that astronauts perform; decipher the mysterious letters left on a distant planet (the teaching method in this form is aimed at teaching children to work in a group through a clear distribution of responsibilities), etc.
The means for this general class lesson are: class design (a map of the starry sky, portraits of astronauts, photographs from space); musical accompaniment ("space music", recordings of astronauts' talks, launching a spaceship), game attributes, a diagram of the solar system, video materials, "a message from an alien planet", books about space, recommended for children.
So, having examined the essence of extracurricular educational work through its capabilities, goals, objectives, content, forms, methods and means, one can determine its features:
1. Extra-curricular work is a combination of various types of activities of children, the organization of which, in combination with the educational impact carried out in the course of education, forms the child's personal qualities.
2. Delay in time. Extracurricular work is, first of all, a combination of large and small matters, the results of which are delayed in time, not always observed by the teacher.
3. Lack of strict regulations. The teacher has greater freedom to choose content, forms, means, methods
extracurricular educational work than during a lesson. On the one hand, it makes it possible to act in accordance with their own views and beliefs. On the other hand, the teacher's personal responsibility for the choices made increases. In addition, the absence of strict regulations requires the teacher to show initiative.
4. Lack of control over the results of extracurricular activities. If an obligatory element of the lesson is control over the process of mastering the learning material by students, then there is no such control in extracurricular work. It cannot exist due to the delayed results. The results of educational work are determined empirically through observation of students in various situations. A school psychologist can more objectively evaluate the results of this work with the help of special means.
As a rule, general results, the level of development of individual qualities are assessed. It is very difficult and sometimes impossible to determine the effectiveness of a particular form. This feature gives the teacher advantages: a more natural environment, informal communication and the absence of student stress associated with the assessment of results.
5. Extracurricular educational work is carried out during recess, after school, on holidays, weekends, on holidays, that is, during extracurricular hours.
6. Out-of-class educational work has a wide range of opportunities to attract the social experience of parents and other adults.
Requirements for extracurricular activities. Based on the characteristics of extracurricular educational work, let us name the defining requirements for it.
1. When organizing and conducting extracurricular activities, setting a goal is mandatory. The absence of a goal gives rise to formalism, which destroys the relationship between the teacher and the children, as a result, the effectiveness of education can be zero or have negative results.
2. Before starting, it is necessary to determine the expected results. This helps to formulate tasks in such a way that they contribute to the achievement of a common goal - the child's assimilation of social experience and the formation of a positive value system.
3. In educational extracurricular work, an optimistic approach is needed, reliance on the best in every child. Since the results in educational work are delayed, the teacher always has a chance to achieve a positive overall result.
This becomes possible if the child, with the help of a teacher, believes in himself and wants to become better.
4. The teacher-organizer must have high personal qualities. In extracurricular work, the role of the teacher's contact with children is great, the establishment of which is impossible without certain personal qualities of the teacher. In extracurricular work, children evaluate the teacher primarily as a person and never forgive falsehood, double morality, lack of disinterested interest in people.
5. When organizing extracurricular educational work, the teacher must be in constant creative search, selecting and creating new forms that meet the current situation in the classroom. The teacher's creativity is a prerequisite for effective extracurricular work.
Organization of extracurricular educational work. In order for these requirements to be implemented in practice, we propose a certain sequence for organizing extracurricular activities. It can be used for both individual and mass work.
1. Study and formulation of educational tasks. This stage is aimed at studying the characteristics of schoolchildren and the class team for effective educational impact and determining the most relevant educational tasks for the situations that have developed in the classroom.
The goal of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects (the best in the child, the team), and what needs to be adjusted, formed and selected the most important tasks.
The study is carried out using already known methods of pedagogical research, the leading among which at this stage is observation. With the help of observation, the teacher collects information about the child and the team. An informative method is a conversation, not only with the child and the class, but also with parents, teachers working in the class; Of particular importance is a conversation with a school psychologist, who will not only expand the teacher's ideas, but also give professional recommendations.
In individual work, the study of the products of the child's activity is of great importance: drawings, crafts, poems, stories, etc.
In studying the collective, the sociometry method is informative, with the help of which the teacher learns about the most popular and unpopular children, the presence of small groups, the nature of the relationship between them.
2. Modeling forthcoming extracurricular educational work is that the teacher creates in his imagination an image of a certain form. In this case, the goal, general tasks, and functions of extracurricular work should be used as guidelines.
For example, there is a boy in the class who is very reserved, who does not make contact with the teacher and children. The general goal is the formation of sociability, the leading function is formative in conjunction with the developmental. For example, the study of the personality of this boy showed that he has a very low self-esteem and high anxiety, specific goals - to increase self-esteem, relieve anxiety, that is, the formation of a positive "I-concept". Children in the 1st grade are friendly, affectionate, but not inquisitive, with practically no outlook. The general goal of extracurricular work is the development of cognitive interest, the leading function is developmental, the specific goal is to expand the horizons of children, the formation of cognitive activity.
In accordance with the purpose, tasks, priority functions of extracurricular work and the results of the study, specific content, forms, methods, means are selected.
For example, with regard to the already mentioned introverted boy, the teacher noticed that the child's stress decreases in drawing lessons, he draws with pleasure, and is more willing to make contact with teachers. Having chosen creative activity as the content, the teacher, at the first stage of working with the child, organizes a general class lesson in which children create a collective panel "Butterflies and Flowers", paint stencils of butterflies and attach them to flowers. In this work, quality is not decisive and the child is "doomed" to success. The teacher uses the method of encouragement, admiring the overall result, highlights the work of this child, notes the importance of his work for the overall result.
In the case of a class where children have low cognitive activity, the teacher chooses as the content the cognitively developing activity of children, the form is an excursion to the Polytechnic Museum on the topic "Clock".
And in this and in another case, he carefully thinks over the upcoming work, the more detailed the image is, the more nuances he can take into account in advance.
3. Practical implementation of the model is aimed at the implementation of the planned educational work in the real pedagogical process.
4. Analysis of the work done is aimed at comparing the model with a real implementation, identifying successful and problematic points, their causes and consequences. The element of setting the task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning for further extracurricular work.
3. Forms of individual extracurricular work
In individual extracurricular educational work, the general goal - to provide pedagogical conditions for the full development of the personality - is achieved through the formation of a positive "I-concept" in the child and the development of various aspects of his personality, individual potential.
The essence of individual work lies in the socialization of the child, the formation of his need for self-improvement, self-education. The effectiveness of individual work depends not only on the exact choice of the form in accordance with the set goal, but also on the inclusion of the child in one or another type of activity.
In reality, the situation is not so uncommon when individual work is reduced to reprimands, remarks, censures.
Individual work with a child requires observation, tact, caution ("Do no harm!"), And thoughtfulness from the teacher. The fundamental condition for its effectiveness is the establishment of contact between the teacher and the child, the achievement of which is possible if the following conditions are met:
1. Full adoption of the child, that is, his feelings, experiences, desires. No childish (minor) problems. In terms of the strength of feelings, children's feelings are not inferior to those of an adult, in addition, due to age characteristics - impulsiveness, lack of personal experience, weak will, the predominance of feelings over reason - the child's experiences acquire a special acuteness and have a great influence on his future fate. Therefore, it is very important for the teacher to show that he understands and accepts the child. This does not mean at all that the teacher separates the actions and actions of the child. Accept does not mean agree.
2. freedom of choice... The teacher should not, by hook or by crook, achieve a certain result. In upbringing, the motto "The end justifies the means!" Is completely unacceptable. In no case should a teacher force a child to confess anything. Any pressure is excluded. It is good for a teacher to remember that a child has every right to make his own decision, even if from the point of view of the teacher it is unfortunate.
The task of the teacher is not to force the child to accept the solution proposed by the teacher, but to create all the conditions for the correct choice. A teacher who thinks first of all about establishing contact with a child, who wants to understand him, admitting that the child has the right to make an independent decision, has a much better chance of success than the teacher who is concerned only with the momentary result and external well-being.
3. Understanding the inner state of the child requires the teacher to be able to read non-verbal information sent by the child. Here lies the danger of attributing to the child those negative qualities that the teacher wants to see in him, but which, rather, are inherent not in the child, but in the teacher himself. This feature of a person is called a projection. To overcome projection, a teacher should develop such abilities as empathy - the ability to understand the inner world of another person, congruence - the ability to be oneself, benevolence and sincerity.
Failure to comply with these conditions leads to the emergence of psychological barriers in communication between the teacher and the child (see: Gippenreiter Yu.B. How to communicate with the child? - M., 1995). Let's consider the effect of these barriers in the following example.
Imagine that at recess, a crying seven-year-old Ira comes up to you and says: "Tanya doesn't want to be friends with me."
What are your first words, colleague? Surely, one of you will offer to ask: “What happened, why does she not want to be friends?”, Someone will offer to find another girlfriend, someone will try to distract Ira. These are the barriers in communication, because all these and other actions, which we will describe below, are aimed at stopping the crying of the child, they do not correspond to what the child actually expects from the teacher.
We offer a verbal (verbal) expression of the barrier.
Consolation in words: "Calm down, do not cry, everything will be fine."
Questioning: "Why doesn't Tanya want to be friends with you? What happened? Did you quarrel? Did you offend her?" etc.
Advice: "Stop crying, go to Tanya again and find out why she doesn't want to be friends with you, find yourself another friend," etc.
Avoiding the problem: "Let's play with you now, do it ... and so on." (ignoring the tears of the child).
Order: "Stop it now! Come on, stop crying, do you hear what I'm telling you ?!"
Lectures: "You need to play together, do not complain, good girls do not quarrel, they know how to be friends and understand their difficulties themselves, good girls never ...", etc.
Guesses: "You probably did something yourself, if Tanya doesn't want to be friends with you, maybe you offended her?"
Accusations: "It is her own fault, since she does not want to be friends with you."
Denial of the child's feelings: "Do not cry, do not be upset, do not worry about such a trifle, just think, what a grief - Tanya does not want to be friends!"
Criticism: "Of course, no one will be friends with such a crybaby-Wax."
What to do in such a situation?
To answer this question, remember a similar situation in which you experienced both pain and resentment from your loved one and came with these experiences to your other loved one. What for? What is usually expected of a person who is trusted with their experiences? Understanding.
4. What does "listen" and "hear" mean? The ability to hear is a physiological act in which an involuntary perception of sounds occurs. Hearing is a volitional act that requires a certain volitional effort from a person.
Listening is an active process, therefore in the psychology of communication there is such a concept as "active listening", which is of two types - reflexive and non-reflective.
Non-reflective listening is used when the narrator experiences a strong negative (resentment, grief, aggression, etc.) or positive (love, joy, happiness, etc.) emotion and needs an understanding listener.
An understanding listener is required to:
- 1) with all their appearance, demonstrate to the narrator that they are carefully listening and trying to understand;
- 2) do not interrupt with remarks and stories about yourself;
- 3) do not give ratings;
- 4) value judgments should be replaced by non-verbal and verbal reflection of the narrator's feelings, that is, by facial expressions, gestures and other means of non-verbal communication to convey the feelings experienced by the narrator, as if to play the role of a mirror of his feelings, or with the help of statements of this type: “Yes, you are now very ... slightly ... (depending on the degree of the experienced feeling) upset, offended, glad, happy ", etc. convey the emotional state of the narrator;
- 5) not give advice if it is not needed.
Reflexive listening is necessary when discussing production issues, in disputable situations, since it prevents conflicts, misunderstandings between people, i.e. when the very content of the conversation is of paramount importance, and not its context, when you need to find out the points of view of the interlocutors, jointly decide something, agree on something.
Reflexive listening is similar to its non-reflective attitude "I am all attention", but it differs in special techniques: clarification, clarification - "We meet ... in ...?", "What do you mean?", "I do not understand, explain more times ", paraphrasing -" In other words, you can say ... "," So, you think ... ", etc. These techniques are aimed at eliminating errors in the perception of the interlocutor and misunderstanding.
Active listening is the main way to overcome barriers in communication between a teacher and a child. Eastern wisdom says: "It is not in vain that God gave only one organ for speaking, and for listening - two."
In individual educational extracurricular work, along with the planned component, there is a spontaneous, so-called pedagogical situations, which are an indicator of the level of pedagogical professionalism.
Algorithm for solving pedagogical situations. For the purpose of effective educational influence on the personality of the child in a "contingency" situation, we propose an algorithm for solving the pedagogical situation. This is a set of sequential actions aimed, on the one hand, at achieving an educational effect, and on the other, at strengthening contact in communication between a child and an adult. The systematic application of the algorithm makes the educational process more purposeful, consistent and humane, prevents pedagogical errors and helps to better understand the child.
Applying the algorithm for solving the pedagogical situation is strongly recommended for novice teachers for better mastering of professionalism.
Let us consider the application of the algorithm using an example.
Extracurricular activity in the II grade "My favorite city". During the conversation, the teacher noticed that the boy Vasya enthusiastically carves his name on the table with a beautiful penknife.
First step, conventionally called "stop!", is aimed at the teacher's assessment of the situation and awareness of their own emotions. This stage is necessary in order not to harm the child by hasty actions and not complicate the relationship with him. Only in cases where the situation poses a danger to the life and health of the child or those around him, you need to act quickly and decisively, for example, when a child tries to shove the same knife into an electrical outlet. But such situations do not occur so often, so in all other cases it is recommended, using a pause, to ask yourself: "What do I feel now? What do I want now? What am I doing?", After which you can proceed to the second stage.
Second phase begins with the question "why?" the teacher asks himself. The essence of this stage is to analyze the motives and reasons for the child's action. This is a very important stage, since it is the reasons that determine the means of pedagogical influence. Each reason requires a different approach.
For example, a student can cut a desk and because he is bored, and because he wants to test the knife, and because he wants recognition from others, but does not know how to realize himself, he can spoil the desk also "in spite" of the teacher and NS.
To correctly determine the motives of the child's behavior and accurately answer the question "why?", The teacher needs to master non-verbal communication.
So, if a student cut the desk "to spite" the teacher, then he would demonstrate his intentions, for example, with a direct, defiant look.
If a student ruined his desk out of boredom, he would look bored, and instead of a knife, he would most likely use a pen or pencil, with which he would draw meaningless patterns.
If he wanted to test the knife, he would do it discreetly, under the desk, pretending to be an exemplary student with hidden hands, etc.
The concentrated look of the student (tongue sticking out from zeal, did not notice the teacher's approach) indicates that the child is not demonstrating his behavior. The fact that he diligently prints out his name suggests that he lacks recognition from others and does not know how to fulfill himself. Naturally, this may not be the only reason, we only assume that in this particular case, dissatisfaction with their social position in the class is the leading motive of the student's behavior. Having answered at least in general terms the question "why"? ", You can proceed to the third stage of the algorithm.
Third stage consists in setting a pedagogical goal and is formulated as a question "what?": "What do I want to get as a result of my pedagogical influence?" When it comes to unseemly actions, every teacher wants the child to stop his unworthy occupation and never do so again. But this is only possible if the child experiences feelings of awkwardness, shame, and not fear. In ordinary practice, unfortunately, the teacher builds his pedagogical influence on the child's feeling of fear, which gives a positive, but short-lived effect, since more and more frightening measures are required to maintain it.
How can one get out of this vicious circle and cause the child not to fear, but a feeling of shame, for example? Shame will be a stimulus in the case when the pedagogical influence is directed not against the child's personality, but against his deed. If the child clearly realizes that he is good himself, but this time he did not do very well, then through a sense of shame (because he, such a good one, could allow himself an unworthy act) will really want to never do that again. Therefore, setting a pedagogical
goal, you need to think about how, in each specific case, at the same time show the child that you accept him as he is, understand him, but at the same time do not approve of his actions, since they are not worthy of such a wonderful child. Such an approach, without humiliating or belittling the child, is capable of evoking stimulating positive behavior and feelings in him.
Fourth stage consists in choosing the optimal means to achieve the set pedagogical goal and answers the question "how?": "How to achieve the desired result?" Thinking over the ways and means of achieving pedagogical influence, the teacher should leave the freedom of choice for the child, the child can do as the teacher wants, and maybe otherwise. The skill of the teacher is manifested in the ability to create such conditions so that the child can make the right choice, and not force him to do the right thing.
A professional knows that there can be several ways out of any situation. Therefore, he will offer the child several options, but the most attractive will present the best option and thereby help the child make the right choice.
The master teacher uses a wide arsenal of pedagogical tools, trying to avoid threats, punishments, ridicule, entries in the diary about bad behavior and complaints to parents, since the listed methods of pedagogical influence are ineffective and indicate a low level of professionalism. Refusal from such means from the very beginning of pedagogical activity gives tremendous opportunities for the teacher's creativity and allows you to make the process of communication with the child joyful and fruitful.
Fifth stage- the practical action of the teacher. This stage is the logical conclusion of all previous work on resolving the pedagogical situation. It is at this stage that the pedagogical goals are realized through certain means and methods in accordance with the child's motives.
The success of the teacher's practical action will depend on how correctly he was able to determine the motives and reasons for the child's action, how accurately he was able to formulate a specific pedagogical goal, based on the reasons for the action, how correctly he was able to choose the optimal ways to achieve the goal and how skillfully he was able to implement them in the real pedagogical process.
A professional teacher knows that the results of pedagogical influences, as a rule, are distant in time and ambiguous, therefore he acts as if "on growth", relying on the best in the child, even if this best has not yet manifested itself. He,
accepting any child, refers to him not as he is "today", but to such as he may be "tomorrow."
Sixth stage- the final one in the algorithm for solving the pedagogical situation, is an analysis of the pedagogical impact and allows you to evaluate the effectiveness of the teacher's communication with children. This stage cannot be neglected, since it makes it possible to compare the goal set with the results achieved, on the basis of which it is possible to objectively determine the effectiveness of the teacher's work and formulate new perspectives.
4. Forms of mass extracurricular educational work
The forms of mass extracurricular work allow the teacher to indirectly influence each child through the team. They contribute to the development in children of the ability to understand others, interact in a team, cooperate with peers and adults.
These massive forms of extracurricular work can be divided into two large groups, which differ in the nature of the activities of children.
First group- frontal forms. The activities of children are organized according to the principle of "side by side", that is, they do not interact with each other, each carries out the same activity independently. The teacher influences each child at the same time. Feedback is provided to a limited number of children. Most of the general class educational activities are organized according to the principle of "side by side".
Second group forms of organization of extracurricular activities of children is characterized by the principle of "together". To achieve a common goal, each participant fulfills his role and contributes to the overall result. The success of everyone's actions depends on the actions of each participant. In the process of such an organization, children are forced to closely interact with each other. Activities of this kind are called collective, and educational work - collective educational work. The teacher does not affect everyone individually, but the relationship between children, which contributes to better feedback between him and the students. According to the principle of "together", the activities of children can be organized in pairs, in small groups, in the classroom.
Each area has its own advantages and limitations.
The first group is distinguished by the simplicity of the organization for the teacher, but little forms the skills of collective interaction. The second group is indispensable for the development of children's skills to cooperate, help each other, take on
a responsibility. However, due to the age characteristics of younger schoolchildren (they do not see an equal person in another, do not know how to negotiate, communicate), the organization of collective forms requires a teacher to spend a lot of time and certain organizational skills. This is its difficulty for the teacher.
Both directions are interrelated and complement each other, therefore, below we will consider the possibilities of each approach using a specific form as an example.
An effective form of organizing extracurricular work on the principle of "together" is collective creative work (KTD), the technology of which was developed by the Leningrad scientist Doctor of Pedagogical Sciences KP Ivanov.
The technology of collective creative work becomes especially relevant in a democratic school, as it is built on humanistic foundations - on the interaction of schoolchildren in small groups. It includes 4 main stages.
On first stage children are given a common goal, for the achievement of which they are divided into groups (from 3 to 7-9 people). Each group offers its own version, a project to achieve this goal. At this stage, the unification of children takes place on the basis of a common goal of the activity and the creation of conditions for the motivation of this activity in each child.
On second stage during the discussion of all the options for implementation, one is selected or a summary is created. After that, a case council is elected from representatives of each group. This is a collective management body that distributes functions and responsibilities between all participants in the case. Children learn to understand the point of view of others, to negotiate.
On third stage the case council prepares and carries out the planned project through the distribution of instructions between the groups, control over their actions in order to provide the necessary assistance. Each group makes its own independent contribution to the implementation of a common project, and the success of others depends on the activities of one group, therefore the work of groups is based not on rivalry between them, but on cooperation. At this stage, children gain experience of collective activity, learn to understand each other, take care of each other, provide assistance, receive various practical skills and abilities, develop or discover their abilities.
On fourth stage there is a discussion of the conducted case in terms of successes and shortcomings. Each group analyzes their actions, making suggestions for the future. This stage contributes to the formation in children of the ability to analyze
their own and others' activities, to make adjustments to it, children also develop an objective positive self-esteem, since such discussions never touch upon the personal qualities of children.
KTD have a multifaceted influence on every child, enrich his personal experience, expand his circle of contacts. With the systematic application of CTD technology, each child gets the opportunity to participate in different groups and in different roles: organizer and performer.
More information about the technology of KTD can be found in the book by IP Ivanov "Encyclopedia of Collective Creative Affairs" (Moscow, 1989).
There are some similarities in the technology of KTD and the technology of organizing extracurricular educational work: both there are modeling, practical implementation and analysis of activities. Therefore, if the teacher accustom himself to build educational work according to this algorithm, it will be easier for him to include children in the CTD.
Preparation of a general class educational lesson. Suppose that the stage of studying the children's collective in accordance with the algorithm has already been completed and the teacher has chosen this form of training. First of all, the purpose of the lesson is determined, in accordance with which the topic of the lesson is selected, which is most relevant for the given class, and the idea of this lesson is formulated.
The teacher should mentally ask himself: "What do I want to get as a result of my educational influence on children through the disclosure of this topic?" The purpose of the general class educational lesson should reflect the developmental, corrective, formative functions, the teaching function can act as one of the tasks. In other words, "to communicate knowledge about ..." cannot be the goal of an educational lesson, but a task - completely. The more concretely the teacher formulates the goal and objectives of the extracurricular activity, the more definite his ideas about the desired results will be. Only after that is it worth starting the selection of content, methods, means. Those teachers act unprofessionally who attach paramount importance to the topic, content, and approach the formulation of the goal formally or completely omit it. In this case, the purposefulness and systematic nature of educational work suffer.
The simulation results are reflected in the outline of the general class educational lesson, which has the following structure:
- Name.
- Purpose, tasks.
- Equipment.
- The form of the event.
The title reflects the theme of the extracurricular activity. It should not only accurately reflect the content, but also be laconic and attractive in form.
The objectives should be very specific and reflect the given content. They should not be universal: instead of the task of "fostering love for their native city", it is better to set the tasks "to develop interest in the history of the city", "to form the desire in children to make their own contribution to the preparation of the city for the anniversary", "to promote the formation of a sense of respect in children to the famous townspeople of the past ", etc.
The equipment of extracurricular activities includes various means: manuals, toys, videos, transparencies, literature, etc. You should indicate not only the name of the literary source, but also its author, place, year of publication.
The form of conducting a general class lesson can be an excursion, quiz, competition, performance, etc. In this case, in terms of the plan, the form of the lesson is combined with the name, for example: "Mathematical quiz", "Contest of dreamers", "Excursion to the zoo". If a general class lesson combines several forms of conduct, then the method of placing children is indicated: a circle, teams, etc.
The course of the lesson includes a description of the content, methods of education and can be both a detailed, sequential presentation of the lesson by the teacher in the first person, and a thesis plan with the main content on cards (depending on the personality of the teacher). When modeling the course of a lesson, you need to take into account its duration and structure. A general class educational lesson can be from 15-20 minutes for six-year-olds to 1 - 2 hours for children ten to eleven years old, if it is "Ogonyok".
For the purpose of effective practical implementation in a variety of content and methods of general class lessons, you should adhere to 4 main stages of the lesson.
1. Organizational moment(0.5-3 minutes).
Pedagogical goal: to switch children from educational activity to another type of activity, to arouse interest in this type of activity, positive emotions.
Typical mistakes: duplication of the beginning of the lesson, delay in time.
moment, i.e. the use of a riddle, problematic issue, game moment, sound recording, etc.; changing the conditions for organizing children; children move to another room (biology, physics, music, library, school museum) or simply the arrangement of children on the carpet in the classroom, around, etc. This arouses interest in the upcoming lesson, positive emotions.
2. Introductory part(from 1/5 to 1/3 of the time of the whole lesson).
Pedagogical goal: to activate children, to position them for educational influence. The teacher determines to what extent his pedagogical prognosis coincides with reality regarding the capabilities of children, their personal qualities, the level of awareness on this topic, emotional mood, level of activity, interest, etc. determine whether he needs to make adjustments in the course of the lesson and what kind of these adjustments should be. For example, the educator counted on the novelty of his message and planned the story, and the introductory conversation showed that the children were familiar with the problem. Then the teacher needs to replace the story with a conversation or a game situation, etc. Thus, the purpose of the introductory part is to "build a bridge" from the child's personal experience to the topic of the lesson.
A typical mistake is to ignore this stage due to the teacher's fear of an unexpected reaction from children, i.e., children may say or do something different from what the teacher expects. The teacher builds the introductory part not on children's activity, but on his own, excluding feedback, assigning children the role of passive listeners. The teacher does not attach importance to the emotional state of the children.
In the first case, the questions, in the second - the tasks should be not only interesting for children, but also structured in such a way as to provide information for the teacher about the readiness of students to perceive the prepared material. In the introductory part, the teacher forms the primary ideas of the children about the upcoming lesson, organizes their activities, that is, introduces them to the assessment system, reports the lesson plan, and breaks them down into teams. Under the traditional assessment system, the teacher must give clear criteria, explain the necessary rules.
When children are divided into teams, their actions need to be based not on competition, but on cooperation. For this, such a technique is effective: instead of points for the teams for correct answers
pieces of the cut picture are distributed. When summarizing in the final part, a general picture is collected from these pieces and it becomes obvious that it is not the number of points that is important, but the overall result.
In the introductory part, you can use a variety of methods and means of activating children: a problem conversation, a rebus, a crossword puzzle, a task for ingenuity, dexterity, etc.
3. Main part in time should become the longest (2/4, slightly more than 1/3 of the total time of the lesson).
Pedagogical goal: implementation of the main idea of the lesson.
Typical mistakes: teacher activity with partial or complete passivity of children. The monotony of methods is just a story or a conversation. Lack of visibility and general poverty in the use of educational means. The prevalence of methods of forming consciousness over methods of forming behavior. Creation of an educational lesson atmosphere. Instructiveness, moralizing.
Methodical recommendations: the educational effect in the implementation of the developing, corrective, formative, upbringing, teaching functions is higher if the children are as active as possible in the classroom. In activating children in extracurricular activities, the creation of a special emotional atmosphere, different from the lesson, is of paramount importance. For example, children are not required to raise their hand or stand up. To maintain discipline, special rules are introduced: the one at whom the arrow pointed, falls a fant, etc. It is optimal when several children express their opinion on one issue. The creation of a warm, benevolent atmosphere is facilitated by the absence of value judgments in the teacher's speech: “right”, “wrong”, “stupid”, “well done”, and the use, instead of assessments, of benevolent, emotional, direct reactions that express the teacher's feelings: “Yes? How interesting! "," Thanks for the new version "," Wow! Wow! " - with admiration, not sarcasm, etc.
The effectiveness of the main part increases if the teacher uses in it as many methods of behavior formation as possible: an exercise that educates a situation, a game, accustoming, assignment; includes various types of activities: labor, creative, sports, etc. By uniting children in teams when organizing various types of activities, the teacher must place the children so that they can freely communicate with each other (it is unacceptable to join in rows when children sit one after another) , distribute responsibilities so that everyone feels like a part of the team, and not only speak for themselves. Giving time to complete the task, you should
set aside a few minutes for the team to discuss and ask the team representative the children will choose. Only in this case, children have a common goal of activity, different functions and motives for cooperation.
Methods of formation of consciousness should contribute to the formation of beliefs in children, effective ethical concepts. For these purposes, it is effective to modify the story method into a message, a student's report, and more often to use a discussion. In extracurricular mass forms of educational work, children should be taught the rules of discussion:
- Remember that disputants are looking for the truth, but they see it in different ways; it is necessary to find out the general, and then the difference in views and treat it with respect.
- The purpose of the discussion is to establish the truth, not the correctness of one of the parties.
- Truth must be sought through facts, not accusations against the opponent's personality.
- First, listen with respect, and then express your point of view.
4. The final part(from 1/5 - 1/4 of the time to less than 1/3).
Pedagogical goal: to set children up for the practical application of the acquired experience in their out-of-school life and to determine how much the idea of the lesson was realized. Thus, the final part gives the teacher the opportunity to realize the educational influence on the child in a different environment.
Typical mistakes: this part is ignored altogether or boils down to two questions: "Did you like it?", "What did you learn new?"
Recommendations: specific test tasks in an attractive form for children: a crossword puzzle, a mini-quiz, a blitz, a game situation, etc. to determine the primary results. Various recommendations for children on the application of the acquired experience in their personal life. This can be a show of books on this issue, as well as a discussion of situations in which children can apply the skills and information received in the classroom. Tips for children to apply the experience gained: what can they tell their loved ones, what to ask about this topic; where you can go, what you need to pay attention to, what you can play, what you can do on your own, etc. In the final part, you can find out whether the topic of the lesson needs further disclosure and how can this be done? The final part of the teacher can be used to develop the initiative of children in the conduct of subsequent general class activities.
Individual and mass forms of extracurricular educational work will be more effective in educational impact
for children, if parents are directly involved in their organization and conduct.
Test questions and tasks
- Give a definition of the extracurricular educational work of a primary school teacher.
- What do you need to know as a future teacher about extracurricular educational work in the 1st, 2nd ... stage? (Make a list based on the material in this chapter.) Justify your choice. If you think you don’t need anything, also justify your decision.
- What are the features of extracurricular educational work?
- What requirements for the organization of extracurricular activities would you like to remember? Why?
- What would you use from this chapter when organizing and conducting an individual form of extracurricular educational work?
- Make a summary of a class-wide educational activity on any topic in any class, or analyze the existing one from the perspective of the requirements outlined in this chapter.
- Using the algorithm for solving a pedagogical situation, analyze any situation from personal experience or use the work of G.A. Zasobina et al.
Literature
- Amonashvili Sh.A. Pedagogical Symphony. - Yekaterinburg, 1993 .-- Part 2.
- Burns R. Development of "I-concept" and education. - M., 1986.
- Bogdanova O.S., Kalinina O.D, Rubtsova M.B. Ethical conversations with adolescents. - M., 1987.
- Gippenreiter Yu.B. How to communicate with the child? - M., 1995.
- Zasobina G.A., Kabylnitskaya S.L. , Savik N.V. Workshop on pedagogy. - M., 1986.
- Ivanov I.P. Encyclopedia of collective creative affairs. - M., 1989.
- V.A. Karakovsky My beloved students. - M., 1987.
- Kodzhaspirova G.M. The culture of professional self-education of a teacher. - M., 1994.
- Methodology of educational work / Ed. L.I. Ruvinsky. - M., 1989.
- New in the educational work of the school / Comp. NOT. Shurkova, V.N. Shnyreva. - M., 1991.
- Pedagogy / Ed. P.I. Perky. - M., 1995 .-- S. 429-442.
- Tsukerman G.A., Polivanova K.N. Introduction to school life. - M., 1992.
- Shilova M.I. To the teacher about the upbringing of schoolchildren. - M., 1990.
Full-time education of the Faculty of History and Philology on the profile "Foreign Language"
Pedagogical practice is organized within the framework of a holistic educational and educational process aimed at practical mastering by students of various types of pedagogical activities, mastering the foundations of the pedagogical culture of a modern teacher, and developing readiness for pedagogical creativity.
The duration of teaching practice is 4 academic weeks (3rd year), 6 academic weeks (4th year).
3rd year students undergo teaching practice in basic schools as foreign language teachers and class teachers. Students conduct foreign language lessons in junior and middle grades (grades 1-8 of secondary school).
4th year students undergo teaching practice in basic schools as teachers of two foreign languages and class teachers. Students conduct foreign language lessons in high school (grades 9-11 of high school).
Tasks of this teaching practice are:
Fostering a steady interest in the teaching profession, conviction in the correctness of its choice;
Formation in students of a holistic scientific picture of pedagogical activity and new pedagogical thinking;
Formation of students' professional skills and abilities necessary for the successful implementation of the educational process as a pedagogical system;
Development of pedagogical abilities and their individuality in future teachers;
Development of students' need for self-education and self-improvement of professional and pedagogical knowledge and skills;
Formation of experience in creative pedagogical activity, a research approach to the pedagogical process;
Formation of professionally significant personality traits of the future teacher.
Work plan for the period of teaching practice
REPORTING DOCUMENTATION
FOR STUDENTS 3 COURSES
Final reporting form - portfolio,
Invariant part includes:
1. Expanded outline of a foreign language lesson,
2. Analysis of the attended lesson,
3. Scenario of an extracurricular activity in a foreign language,
4. Analysis of the classroom attended,
5. Test assignments for one aspect of the language.
6. Report on teaching practice,
7. Diary of pedagogical practice, reflecting the daily activities of the student during the specified period (conducted, attended classes, events, analysis of school documents, products of children's creativity, study of methodological literature, research as part of thesis, etc.).
Filling variable part
REPORTING DOCUMENTATION
FOR STUDENTS 4 COURSES
Final reporting form - portfolio, which consists of a variant (optional) and an invariant (mandatory) part.
Invariant part includes:
1. Expanded outline of a foreign language lesson,
2.Analysis of the lesson attended,
3.Scenario of an extracurricular activity in a foreign language,
4.Analysis of extracurricular activities in a foreign language,
5. Analysis of the implementation of new generation standards at a specific stage of training.
6. A set of tasks in one of the aspects of the language or in one of the types of speech activity.
7. A detailed summary of a lesson in a second foreign language.
8. Report on teaching practice,
9. Diary of pedagogical practice, reflecting the daily activities of the student during the specified period (held, attended classes, events, analysis of school documents, products of children's creativity, study of methodological literature, research as part of thesis, etc.).
Filling variable part depends on the student's desire (thematic planning, lesson notes, scenarios of extracurricular language activities, products of the activities of children, adolescents, didactic development, audio or video applications, and so on).
A sample version of the report on teaching practice
about teaching practice
3/4 year student of the Faculty of Foreign Languages
________________________________________________________________
(Full Name)
in _________________________ from ____________ to ____________ 20__
(place and time of internship)
1. Analysis of educational work.
The number of lessons or training sessions attended and analyzed (by teacher-methodologists and fellow students-trainees). Number of self-conducted training sessions (their brief commentary). The degree of independence in preparation for training sessions. Forms, methods and means of teaching (including technical), information technologies, mastered during the period of practice. What caused the difficulty and why.
Analysis of extracurricular activities in the subject.
The goals set in this type of pedagogical activity. The number of events held, their topics. The degree of interest and active participation of students in them. Examples of successful actions. What difficulties did you encounter? Their reasons.
There are a huge number of forms of extracurricular work. This diversity creates difficulties in their classification, so there is no single classification.
The forms of extracurricular work are the conditions in which its content is realized. In pedagogical science and practice, the following division of forms of extracurricular work is most common: individual, circle, mass.
Individual work is an independent activity of individual students aimed at self-education. This allows everyone to find their place in the common cause. This activity requires educators to know the individual characteristics of students through conversations, questionnaires, and studying their interests.
Extracurricular activities help to identify and develop interests and creative abilities in a particular field of science, applied creativity, in art or in sports. The most popular here are such forms as hobby groups and sports sections (subject, technical, sports, art). In the circles, classes of various types are held: discussion of works of literature, excursions, making crafts. The report of the work of the circle for the year is carried out in the form of an exhibition, review or a festival of children's creativity.
Forms of mass work are among the most common in school. They are designed for the simultaneous coverage of many students, they are characterized by color, solemnity, brightness, great emotional impact on children. Bulk work contains great opportunities to energize students. Thus, competition, competition, play require the direct activity of everyone. When conducting conversations, evenings, matinees, only a part of schoolchildren act as organizers and performers. In such events as attending performances, meeting interesting people, all participants become spectators. Empathy arising from participation in a common cause serves as an important means of team building. School holidays are a traditional form of mass work. They are dedicated to calendar dates, anniversaries of writers and cultural workers. During the academic year, it is possible to hold 4-5 holidays. They broaden the horizons, evoke a feeling of involvement in the life of the country. Contests and shows are widely used. They stimulate children's activity, develop initiative. In connection with competitions, exhibitions are usually arranged that reflect the creativity of schoolchildren: drawings, essays, crafts.
Reviews are the most common competitive form of mass work. Their task is to summarize and disseminate best practices, strengthen career guidance activities, organize circles, clubs, and foster a desire for a common search.
The form of mass work with children is the class hour. It is held within the allotted time and is an integral part of educational activities. Any form of extracurricular activity should be filled with useful content. A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways to implement the educational functions of the team.
There are also forms of individual extracurricular work. In individual extracurricular educational work, the general goal - to provide pedagogical conditions for the full development of a personality - is achieved through the formation of the sides of his personality, individual potential. The essence of individual work lies in the socialization of the child, the formation of his need for self-improvement, self-education. The effectiveness of individual work depends not only on the exact choice of the form in accordance with the set goal, but also on the inclusion of the child in one or another type of activity. In reality, the situation is not so uncommon when individual work is reduced to reprimands, remarks, censures. Individual work with a child requires observation, tact, caution ("Do no harm!"), And thoughtfulness from the teacher. The fundamental condition for its effectiveness is the establishment of contact between the teacher and the child, the achievement of which is possible if the following conditions are met:
1. Full acceptance of the child, ie, his feelings, experiences, desires. In terms of the strength of feelings, children's feelings are not inferior to those of an adult, in addition, due to age characteristics - impulsiveness, lack of personal experience, weak will, the predominance of feelings over reason - the child's experiences acquire a special acuteness and have a great influence on his future fate. Therefore, it is very important for the teacher to show that he understands and accepts the child. This does not mean at all that the teacher separates the actions and actions of the child. Accept does not mean agree. 2. Freedom of choice. The teacher should not, by hook or by crook, achieve a certain result. The teacher should not force the child to confess anything. Any pressure is excluded. It is good for a teacher to remember that a child has every right to make his own decision, even if from the point of view of the teacher it is unfortunate. The task of the teacher is not to force the child to accept the solution proposed by the teacher, but to create all the conditions for the correct choice. A teacher who thinks first of all about establishing contact with a child, who wants to understand him, admitting that the child has the right to make an independent decision, has a much better chance of success than the teacher who is concerned only with the momentary result and external well-being.
3. Understanding the child's inner state requires the teacher to be able to read non-verbal information sent by the child. Here lies the danger of attributing to the child those negative qualities that the teacher wants to see in him, but which, rather, are inherent not in the child, but in the teacher himself. This feature of a person is called a projection. To overcome projection, a teacher should develop such abilities as empathy - the ability to understand the inner world of another person, congruence - the ability to be oneself, benevolence and sincerity. Failure to comply with these conditions leads to the emergence of psychological barriers in communication between the teacher and the child.
4. The ability to hear is a physiological act in which an involuntary perception of sounds occurs. Hearing is a volitional act that requires a certain volitional effort from a person. An understanding listener is required to: 1) demonstrate with all his appearance to the narrator that he is being carefully listened to and trying to understand; 2) do not interrupt with remarks and stories about yourself; 3) do not give ratings; 4) value judgments should be replaced with non-verbal and verbal reflection of the narrator's feelings, that is, with facial expressions, gestures and other means of non-verbal communication to convey the feelings experienced by the narrator, as if playing the role of a mirror of his feelings; 5) not give advice if it is not needed. Reflexive listening is necessary when discussing production issues, in disputable situations, since it prevents conflicts, misunderstandings between people, i.e. when the very content of the conversation is of paramount importance, and not its context, when you need to find out the points of view of the interlocutors, jointly decide something, agree on something.
In individual educational extracurricular work, along with the planned component, there is a spontaneous, so-called pedagogical situations, which are an indicator of the level of pedagogical professionalism.
Choosing the form of extracurricular work, one should evaluate its educational value from the standpoint of its goal, task, functions.
The organization of extracurricular educational work can be used for individual and mass work.
1. Study and formulation of educational tasks. This stage is aimed at studying the characteristics of schoolchildren and the class team for effective educational impact and determining the most relevant educational tasks for the situations that have developed in the classroom. The goal of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects (the best in the child, the team), and what needs to be adjusted, formed and selected the most important tasks. The study is carried out using already known methods of pedagogical research, the leading among which at this stage is observation. With the help of observation, the teacher collects information about the child and the team. An informative method is a conversation, not only with the child and the class, but also with parents, teachers working in the class; Of particular importance is a conversation with a school psychologist, who will not only expand the teacher's ideas, but also give professional recommendations. In individual work, the study of the products of the child's activity is of great importance: drawings, crafts, poems, stories. In studying the collective, the sociometry method is informative, with the help of which the teacher learns about the most popular and unpopular children, the presence of small groups, the nature of the relationship between them.
2. Modeling the forthcoming extracurricular educational work consists in the fact that the teacher creates in his imagination an image of a certain form. In this case, the goal, general tasks, and functions of extracurricular work should be used as guidelines. In accordance with the purpose, tasks, priority functions of extracurricular work and the results of the study, specific content, forms, methods, means are selected.
3. The practical implementation of the model is aimed at the implementation of the planned educational work in the real pedagogical process.
4. The analysis of the work performed is aimed at comparing the model with a real implementation, identifying successful and problematic points, their causes and consequences. The element of setting the task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning for further extracurricular work.
Individual and mass forms of extracurricular educational work will be more effective in the educational impact on children if parents are directly involved in their organization and conduct.
Extracurricular work on the basis of the subject technology solves the following tasks.
Consolidation, generalization and expansion of knowledge and skills obtained by students in the process of teaching technology
Inclusion of studies in creative activity, based on production labor
Expanding understanding of the fundamentals of modern production
In-depth preparation for choosing a profession and mastering it at the initial qualification level.
To the basic principles, taking into account ct. extra-curricular work is being built, the following specific applies (except for general) principles:
Voluntary choice of students' forms and specific content of extracurricular activities, taking into account their personal interests
Reliance on the initiative of the student in the creation of various circles and conducting extraclasses. activities
The socially useful focus and creativity of various types of extracurricular activities
Subordination of all extracurricular activities to general tasks in the teaching and educational work of the school
Planning extracurricular activities: all extracurricular activities must be scheduled at the beginning of the school year ... The plan usually provides for a trace. questions:
List of circles kt. there are or will be created in the school and the names of their leaders
Provision of circles with equipment, materials and manuals
Schedule of classes for each circle with an indication of its place of work
Schedule of mass extracurricular activities
Composition of participants and those responsible for the preparation and conduct of each of these events
The main forms of extracurricular work on the subject of "technology" include the following:
Mass forms: excursions, exhibitions, meetings with representatives of enterprises
Labor associations of schoolchildren
Thematic evenings, discussion of interesting articles, books, films.
All circles are divided into three groups:
Subject
Physicotechnical
Non-objective
18. Methodology of the teacher's work on the professional self-determination of students
Each type of labor has specific features for its performance. If labor. a person likes , then he performs it arbitrarily, with the manifestation of initiative, therefore, carrying out technological training, it is necessary to prepare each teenager for a conscious type of work activity, a future profession. Work according to prof. orientation has been going on for a long time, in the modern school there have already appeared career counselors, giving prof. consultation - (recommendation on the choice of a professor, taking into account the characteristics of the student and the requirements of modern society). It is the school that is called upon to provide a high level of general education and create the basis for a conscious choice of a profession.
Prof. orientation is a system of psychological and educational medical state measures that help a person to scientifically and sustainably choose a profession, taking into account their interests, abilities and needs of society. In order for graduates to correctly and reasonably choose their future prof., It is necessary to acquaint them with education.
It is necessary to form the correct concepts of "profession and specialty". Profession - kind of work activity that requires some training. Speciality- a set of acquired knowledge and practical skills that enable him to perform a certain job in any branch of production. Work according to prof. orientation should be carried out by all school teachers. This solves the following tasks;
1) the study of the formation and development of interests, inclinations and abilities of students, their acquaintance with the most common prof.
2) organization of work on in-depth familiarization with students with professions that correspond to their interest.
To the components on which the work should be based can be attributed;
educational - to foster respect for any work;
morally aesthetic - increasing the intellectual level of work, the ability to behave in a work collective;
personal - taking into account the abilities and interests of the student (cards containing information about the attitude to a particular type of activity);
regional - accounting for the economy and the requirements of your area.
In the process of labor training, favorable conditions are created for prof. orientation, in the classroom technology, you can not only give students a superficial idea, but also widely disclose all sides and even apply in practice some professions. There are basic methods and forms of vocational guidance:
prof. orientation in the classroom, the teacher introduces students to the professions, the work of this
a profession that they subsequently perform in studies (when studying wood, children learn about a professional joiner, a carpenter, a turner, a driller, etc. (in addition, they learn about a machine tool);
prof. orientation on excursions - visiting mechanical workshops, students observe groups, types of equipment, learn about prof. workers who maintain this equipment:
vocational guidance in circle classes
meetings with innovators - the speeches of the leaders make a great impression on the student;
holding cultural events - contests "Who knows more prof.", "In the world of prof.";
in-depth study of prof., creation of a museum on their own, preparation of abstracts;
optional courses.
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