A different way of organizing joint activities. Organization of joint activities. Psychological properties of geometric figures

Research project

Features of organizing joint activities in speech development lessons

Primary school teacher:

Minenko Natalia Pavlovna

I qualification category

MKOU "Lobanikhinskaya secondary school"

year 2014

Content of the project

1. Research plan

2. Referring to your own experience

3. Round table of teachers

4. Content of research work

5. Observing children in class

6. Theoretical foundations

8. Reflection

1. Research plan:

Introspection

Round table of teachers

Lesson outline

Analysis of methodological literature;

Reflection.

Turning to your own experience

A person's professional activity is increasingly becoming a collaborative nature, teamwork, already at school, we form this skill.Therefore, I decided to investigate O the peculiarities of organizing joint activities in the speech development lesson.

Round table of teachers

Features of the organization of joint activities in the lessons of speech development.

Purpose: to identify the attitude of teachers to about capacity of yam organizing joint activities in the classroomdevelopment of speech in elementary school, improving the level of pedagogical skills of teachers in the field of organizing joint activities.

Tasks:

Improving the theoretical, methodological and professional skills of school teachers.

Exchange of experience of teachers with effective methods, techniques and technologies for organizing joint activities of students.

Plan.

1. Self-analysis of teachers.

2. From work experience. Methods and techniques for organizing joint activities in the classroom.

3. Discussion of the list of general educational skills and abilities of students: "FOR" and "AGAINST"

4. Memo for the teacher "On the organization of joint activities in the classroom."

Solution:

Continue to work on the problem

To develop a summary of a speech development lesson in order to substantiate the need for organizing joint activities in teaching practice.

The responses received, as well as our commentary on them, are presented in Table 1.

Analyzing Teachers' Round Table Discussion

Question

Answers

A comment

1. What kind of class work do you do every day?

Set them up for work, check what they were doing at home, whether they were preparing for a given lesson, check the written assignment, and call in some students for an oral check.

With the increase in the volume of the educational course of the school, it becomes more and more difficult for the teacher to obtain deep and lasting knowledge from the students.

2. What changes in the teacher's work, how do his functions change in connection with the introduction of joint activities?

The teacher coordinates, directs. It is rarely used, requires preliminary preparation. It is easier to plan a teacher's activity than a student's.

The activity of each student changes, and as a result, the activity of a professional teacher and teacher also changes radically.

3. What difficulties the teacher encounters when organizing joint activities in the lesson.

The biggest challenge is to coordinate the options presented by the children.

Teachers are afraid to deviate from their plan.

4. What difficulties students face in organizing joint activities in the lesson.

Can't work independently

Can't express their thoughts out loud

They do not know how to negotiate.

These difficulties arise due to the fact that the teacher does not pay the necessary attention to this type of activity.

Content of research work

The analysis of the roundtable discussion proved the necessity of organizing joint activities in primary grades. This job requires thorough teacher training in order to age the quality of observation in individual children, more carefully taken fox solutions, more efficiently identifying fox errors and their causes, fox psychomotor functions in group "brainstorming" We were dealing with design, technical tasks and.

Thus, the work done allows us to formulate a hypothesis.

Hypothesis: joint activity contributes to the development of students' speech. (Experiment: ind.-group.group.-ind.)

Topic: "Features of the organization of joint activities in the speech development lesson".

Purpose: to clarify the content of joint activities

Objectives: to clarify the content of joint activities; analyze the methodological literature on this issue; analyze teaching materials for the development of speech.

Lesson outline (Appendix 3)

Theoretical basis

Team work - an organized system of activity of interacting individuals, aimed at the expedient production (reproduction) of objects of material and spiritual culture.(Activity = activity)

The concept of "Activity" was introduced into the everyday life of Russian psychological science by S. L. Rubinstein. Later, developing and detailing his theory based on this principle, S. L. Rubinshtein identified a number of characteristic features that determine activity in his understanding: "...1) it is always the activity of the subject (that is, a person, not an animal and not a machine), more precisely, subjects carrying out joint activities; 2) activity is the interaction of the subject with the object, that is, it is necessarily objective, meaningful; 3) she is always creative and 4) independent ".

The development of coherent speech is the central task of speech education for children. This is due, first of all, to its social significance and role in the formation of the personality. It is in coherent speech that the main, communicative, function of language and speech is realized.Coherent speech- the highest form of speech, mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S.Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinstein, F.A. Sokhin, etc.).

Develop the speech of children- means systematically working on its content, consistency, teaching children the construction of sentences, thoughtful choice of a suitable word, constantly working on the correct design of thoughts.

In the classroom, it can be difficult for a child to answer a question, correctly, consistently convey the content of the text, build a sentence, and even more so - compose a text on a given topic. What caused these difficulties?

The concept of the semantic side of the word is not developed;

The ability to select words and the accuracy of their use are not formed;

The ability to build sentences, to establish semantic connections, the ability to reveal the topic and the main idea of the statement, to title the story are not formed;

Monologue speech is not developed.

A person's professional activity is increasingly becoming a collaborative nature, teamwork, already at school we form this skill.

The main features of joint activities are the presence, in addition to individual, also common goals and motives of work, the division of tasks and the content of the labor process into functionally related, interdependent components of a single activity (combination of individual activities), strict coordination, coordination of individual activities and the need to manage joint activities, the presence of a single spatially - the temporary functioning of the participants in this activity, etc.

There are various types of joint activities.L.I. Umansky identifies three of its models:

Joint venture models:

1 model.

The group has a common task, but each member of the group does their part of the common work independently of each other. This contact group model is conventionally referred to as joint-individual; it is typical both for some types of manual labor and for modern high-tech industries. The members of such groups are characterized by high initiative, result orientation and individual achievements.

2 model.

The general task of joint activity is performed sequentially by each member of the group (joint-sequential activity), which is typical for conveyor, in-line production. Members of an organization with this type of activity are characterized by high technological discipline, strict adherence to instructions, business dependence of productivity and quality of work on the performance of other members of the group.

3 model.

The general task is performed with the direct, simultaneous interaction of the group members with each other (jointly interacting activity). It is typical for many types of work, in group discussion, in team sports games. Members of such groups are characterized by a high orientation towards collective goals, norms and values, commitment to the group and the authority of the leader.

There are two types of organization of joint activities. - interconnected and interdependent,which differ in the nature of the interaction and interdependence of the members of the group and, in turn, determine the features of such a property as the psychological compatibility of the members of the group.

The nature of joint activity and, in particular, its effectiveness is largely determined by the peculiarities of the ratio of its individual and collective components, which depends mainly on the level of interconnectedness of the members of the group. The following levels of interconnectedness are conventionally distinguished: 1) isolation (physical and social); 2) "conceptual" interconnectedness (need for communication); 3) formal interconnectedness (tacit presence of other people); 4) "mutual influence" (perception and behavior, taking into account the opinions and assessments of other members of the group); 5) effective interconnectedness (through the means of implementing work actions); 6) collectivist interconnectedness.

The role of different levels of interconnectedness in joint activities is evidenced, for example, by the fact that in the presence of other peoplethe productivity of activity increases in about 40% of students and decreases in 25%.When comparing group and individual forms of work, it was found that the quality of observation in individual children increases in a group, decisions are made more balanced, errors and their causes are more efficiently identified, mnemonic and psychomotor functions are more reliably carried out in a group "brainstorming" solution of design and technical problems is more effective , but the individual creativity of especially gifted individuals can exceed the group creativity.

A comparative analysis of the individual and group performance of activities in general shows that the advantages and disadvantages of a particular form of work depend both on the content of a specific educational activity, indicators and criteria for its assessment, and on the form of joint activity and individual characteristics of students.

Signs of student group work

the class in this lesson is divided into groups for solving specific educational problems;

each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher;

tasks in the group are performed in such a way that allows you to take into account and evaluate the individual contribution of each member of the group;

the composition of the group is not constant, it is selected taking into account that the educational capabilities of each member of the group can be realized with maximum efficiency.

The size of the groups is different. She ranges from 3-6 people. The composition of the group is not permanent. It changes depending on the content and nature of the work ahead. At the same time, at least half of it should be students who are able to successfully engage in independent work.

The leaders of the groups and their very composition may be different in different academic subjects and they are selected according to the principle of uniting schoolchildren of different levels of learning, extracurricular awareness of this subject, student compatibility, which allows them to mutually complement and compensate for the advantages and disadvantages of each other. The group should not have negatively disposed students towards each other.

With the group form of students' work in the classroom, individual assistance to each student who needs it, both from the teacher and student-consultants, increases significantly.

The group organization of the work of students is extremely effective in the preparation of thematic training conferences, disputes, reports on the topic, additional classes for the whole group that go beyond the curriculum, outside the lesson. In these conditions, as in the lesson, the degree of efficiency depends, of course, on the very organization of work within the group (link). Such an organization assumes that all members of the group are actively involved in the work, the weak do not hide behind the backs of the stronger, and the strong do not suppress the initiative and independence of weaker students. Correctly organized group work is a type of collective activity, it can successfully proceed with a clear distribution of work between all members of the group, mutual verification of the results of each work, full support of the teacher, and his operational assistance.

Group activity of students in the lesson consists of the following elements:

Components of group activities of students.

Preliminary preparation of students for performing a group assignment, setting educational tasks, briefing the teacher.

Discussion and drawing up a plan for the implementation of a study task in a group, determining ways to solve it (orientation activity), distribution of responsibilities.

Work on the implementation of the educational assignment.

Supervision of the teacher and adjustment of the work of the group and individual students.

Mutual check and control over the implementation of the task in the group.

Reporting of the results by the students on call to the teacher, general discussion in the class under the guidance of the teacher, addition and correction, additional information from the teacher and the formulation of final conclusions.

Forms of organizing joint educational activities:

A lesson is a form of organizing training with a group of students of the same age, constant composition, lesson according to a fixed schedule and with a single curriculum for all. In this form, all components of the educational process are presented: the goal, content, means, methods, organization and management activities and all of its didactic elements. The essence and purpose of the lesson in the learning process as an integral dynamic system is thus reduced to the collective-individual interaction of the teacher and students, as a result of which students acquire knowledge, skills and abilities, develop their abilities, experience, communication and relationships, as well as improve pedagogical mastery of the teacher. Thus, the lesson, on the one hand, acts as a form of teaching movement as a whole, on the other hand, as a form of teaching organization, predetermined by the basic requirements for the organizational structure of the lesson by the teacher, arising from the laws and principles of teaching.

The purpose of a lesson in a modern school should be specific, indicating the means of achieving it and translating it into specific didactic tasks.

The didactic tasks of the lesson are realized in real pedagogical reality through educational tasks (tasks for students). This is a discussion of the topic, the choice of words, the students doing all kinds of exercises, drawing up a retelling plan, etc. These tasks reflect the learning activities of students in specific learning situations.

Lesson type:

Lesson is a task.

Presentation of educational tasks by the teacher and their implementation by children.

Determination of the tasks of the lesson by the teacher:

Formulation of tasks,

The volume of tasks,

Variety of tasks,

Difficulty level of tasks,

Differentiation of tasks.

Using group work to complete study assignments.

Control over the implementation of tasks.

Assessment of completed assignments.

Lesson - problem situation

Formulation of problems by the teacher and children and their solution in joint activities.

Organization of joint activities to formulate a problem:

Creation of a problematic situation,

Formulation of questions

Development of solutions (versions, hypotheses),

Justification, argumentation.

Organization of group work to solve problems.

Organization of reflection and assessment of joint work.

Evaluation of results and individual achievements.

Lesson - dialogue

Interaction between adults and children to generate and implement educational initiatives.

Manifestation of educational initiatives of participants in joint activities.

Formation of groups for the implementation of initiatives:

Setting goals,

Designing the content and forms of work,

Selection of positions for participation in joint activities

Determination of the composition of participants in groups,

Distribution of work in the group,

Interaction in solving problems.

Interaction of different groups

Results presentation,

Discussion,

Reflection of methods and results of work.

Analysis and evaluation of joint activities.

Determining the prospects for collaboration.

Used Books:

1. Lvov M. R. "Development of the speech of primary schoolchildren", "Education", 1985.

2. Yakovleva V. I. "Collection of presentations", "Education", 1972.

3. Chernousova N. S. "Works in primary school". M. "Education", 1976

4. Yesenina S. A. "How to teach your child to write essays", publishing house "Gramotey", 2005.

5. Zuckerman G. A. "Introduction to school life." Tomsk "Peleng", 1996

6. Magazine "Primary School", No. 5. 2000. , No. 9.2001

7. Dyachenko V.K. "Cooperation in training". M "Education", 1992

8. Dyachenko V.K. Organizational structure of the educational process. M., 1989.

9. Zotov Yu.B. Organization of a modern lesson / Ed. P.I. Pidkasistogo, M., 1984.

10. Ilyin E. The birth of a lesson. - M., 1986.

11. Maksimova V.N. Interdisciplinary connections in the educational process of a modern school. - M., 1987.

Reflection

The success of the group work of students depends primarily on the skill of the teacher, on his ability to distribute his attention in such a way that each group and each of its members individually feel the teacher's care, his interest in their success, in normal fruitful interpersonal relationships. With all his behavior, the teacher must express an interest in the success of both strong and weak students, instill confidence in them in their success, and show respect for weak students.

The advantages of the group organization of the educational work of students in the lesson are obvious. The results of the joint work of students are very tangible both in accustoming them to collective methods of work, and in the formation of positive moral qualities of the individual. But this does not mean that this form of organization of educational work is ideal. It cannot be universalized and opposed to other forms. Each of the considered forms of organization of training solves its own specific teaching and educational tasks. They complement each other.

The group form also has a number of disadvantages. Among them, the most significant are: difficulties in recruiting groups and organizing work in them; students in groups are not always able to independently understand complex educational material and choose the most economical way of studying it. As a result, weak students find it difficult to master the material, and strong ones need more difficult, original assignments and tasks. Only in combination with other forms of teaching students in the classroom - frontal and individual - the group form of organizing the work of students brings the expected positive results. The combination of these forms, the choice of the most optimal options for this combination is determined by the teacher depending on the educational tasks to be solved in the lesson, on the academic subject, the specifics of the content, its volume and complexity, on the specifics of the class and individual students, the level of their educational capabilities and, of course, from the style of relations between the teacher and students, the relationship of students with each other, from the "trusting atmosphere that has been established in the class of constant readiness to help each other.

APPENDIX

ANNEX 1

Models

I. A common task, everyone works separately.

II. A common task performed sequentially by each member of the group.
III. A common task performed with the simultaneous interaction of group members.

APPENDIX 2

Memo on organizing joint activities in the classroom:

1) The division into groups is based on psychological compatibility;

2) Number of people from 3 to 6;

3) 50% of the group are able to work independently;

4) Take into account and evaluate the individual contribution of each member of the group;

5) Listen to children, let them express their thoughts, even if they speak incorrectly.

6) Expect "outstanding success" from your child, then he will believe in himself!

APPENDIX 3

Lesson summary

Purpose: To create conditions for organizing joint activities based on the material of writing a fairy tale.

Tasks:

Formation of speech skills:

Comprehend the topic;

Set a statement task;

Select material in accordance with the topic and task;

Build a plot in the development of a theme; improve a created statement

Formation of creativity.

Preliminary preparation: at the lessons of literary reading - dramatization of fairy tales.

Grade 3 MBOU Lobanikhinskaya secondary school

During the classes

Definition of the topic, formulation of KM

Before you cards with the image of objects, take one at a time, consider. Where did you meet them? (In fairy tales)

Take this magic ball, passing it to each other, remember any other magic items, calling a fairy tale.

What groups can you divide into?

(Division of the class into groups: fairy tales, animal tales, everyday tales.)

Working in groups

Remember and write down the signs of a fairy tale (5 min.)

Who is ready? Imagine the result of your work. Discussion, drawing up common features. (The children call, the teacher writes on the board.)

Initiation, ending

Repeat three times

Hero (his character)

Pursuer

Assistant

Magic item

Guess the topic of the lesson. (Answers of children)

Discussion of the topic of the essay

The topic is written on the board, and for children in a notebook. In the course of the discussion, variants of the disclosure of the topic are fixed.

Formulate questions to help you understand the topic of the essay? (What can the storyteller tell? To whom and what exactly? Why will he tell?)

Fairy tale

To whom? Boys Girls Adults Toys Children

About what? About events About their dreams about actions

What for?Share observations Express your feelings Tell a story

Joint discussion of the topic. Signs of a fairy tale (collectively).

Selection of material for the essay.

One aspect of the theme development is selected.

What determines the selection of words and figurative expressions? (topic, tasks, types of generated text)

What type of text will you create? (T-P)

What parts will the text consist of (beginning, main part, ending)

Based on the questions, the students collect material for the essay, work out its plot.

What will you tell about in the first part? (The boys played football near the river, the ball flew into the bushes, the child followed him and ended up in a magical land)

What is the main part about? (Homecoming and Adventure)

How can I finish? (Woke up, looked around ...)

Draw the plot of the main part of the tale.

Work in draft.

Editing a draft.

What should be checked in the text? How do I check my work?

1-2 compositions are heard, edited.

Writing essays in a notebook with subsequent assessment of the result.

D / Z

FREEZE…

Magic item from a fairy tale- BALL

We write, illustrate ...

Preliminary work - dramatization of fairy tales at the choice of children.

Illustrations ...

The type of joint activity is a method of interaction within the framework of collective labor, a method of organizing collective labor. The typology of collaborative activities is used in the sequencing of activities and the design of the organizational structure. The following types are distinguished:
The jointly interacting type is characterized by the obligation of everyone in solving a common problem, the intensity of the work of the performers is approximately the same, the features of their activities are determined by the head and, as a rule, are not very changeable. The effectiveness of the general activities of people equally depends on the work of each of the participants. People working in a situation of jointly interacting activities are characterized by a high orientation towards collective goals, adherence to the authority of the leader and the group.
The joint-individual type differs in that the interaction between labor participants is minimized. Each of the performers performs his own volume of work, the specificity of the activity is set by the individual characteristics and professional position of each. Each of the participants in the process presents the result of labor in the agreed form and at a certain time. Participants in the process of joint-individual activity are characterized by high initiative, passion, orientation towards results and individual achievements.
Joint-sequential type differs from joint-individual in time distribution, as well as in the order of participation
everyone at work. The sequence assumes that first one participant is included in the work, then the second, the third, etc. For employees of an organization with a jointly consistent type of activity, high technological discipline is characteristic, adherence to the norms and rules formulated in instructions, regulations and other regulatory documents.
4) The co-creative type is characterized by the fact that each participant in the process is an equal creator of something new, is focused on innovation, increasing his own professional competence. Participants in joint creative activities have a pronounced focus on cooperation with specialists in different fields, flexibility in changing positions. For collectives belonging to this type of activity, the main goal is to acquire new knowledge, create conditions for individual development, and respect the rights of everyone. The project team will not function effectively if an effective motivation model is not developed, since motivation encourages a particular individual and the team as a whole to achieve personal and collective goals.
Motivation is the process of encouraging a person or group of people to become more active in order to achieve the goals of an organization. Modern theories of motivation focus on identifying the list and structure of people's needs.
Needs are the awareness of the lack of something, causing the urge to act. Needs can be divided into primary and secondary. Primary needs are of a physiological nature. These are the needs for food, sleep, the safety of one's own and those of loved ones. Secondary needs arise with the acquisition of life experience. These are the needs for communication, self-affirmation, recognition, prestige, career and professional growth, and finally, self-realization.
You can meet your needs through rewards.
Reward is everything that a person considers valuable to himself. In this case, it is necessary to take into account the individuality of a person, his personal concept of value.
Distinguish between external and internal reward.
External remuneration is given by the organization (salary and other payments, paid meals, personal health insurance, social benefits, low-interest loans, promotions, official incentives - certificates, awards, etc.).
Internal reward is provided directly by the work itself (a sense of success in achieving a goal, a sense of self-worth, etc.). The development of a system of motivators in relation to the specifics of the team and the field of activity is one of the main factors of reserves for increasing the efficiency of the project. A positive approach to motivating a project team is:
Establishing a set of individual motivation factors that most affect the behavior of an employee;
Positive team climate;
Possibility of full realization of forces, disclosure of creative potential, professional growth of everyone;
Clear definition of goals in the work;
Rewarding effective labor input to the overall performance;
Equal opportunities for recruitment and promotion;
Conditions for meeting the needs of contacts.

More on the topic Position 4. Organization of joint activities of the project team .:

Position 4. Organization of joint activities of the project team.
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Method of organizing joint activities

The consciousness of the members of the collective labor should reflect their responsibilities and the way of interaction with each other, which depend on the nature of the organization and the type of its activity. Consider the following classification of organizations˸

1. Governmental and non-governmental(the status of a governmental organization is given by the official authorities).

2. Commercial and non-commercial... Commercial organizations are those organizations whose main goal is to make a profit. Non-profit is defined as the satisfaction of social needs as the main goal.

3. Budgetary and non-budgetary... Budgetary organizations base their activities on the basis of funds allocated by the state.

4. Public and economic... Public organizations build their activities on the basis of meeting the needs of members of their society.

5. Formal and informal... Formal organizations are duly registered companies, partnerships, etc., which act as legal and non-legal entities.

As a special type of organization can be distinguished socio-economic organizations... A socio-economic organization is characterized by the existence of social and economic ties between workers.

Social connections include˸

· Interpersonal, everyday relationships;

· Relations by levels of management;

· Attitudes towards members of public organizations.

Economic ties include˸

· Material incentives and responsibility;

· Cost of living, benefits and privileges.

Organizations can also be classified according to the way they work together.

OI Zotova (1987) identifies the external and internal structure of the brigade.

External structure should be a purely external form of workers' association.

Internal structure reflects the brigade as a single informal organism, a team that could be developed at different levels.

Low-level team represents a group as an association of individuals (at the same time, there is no role and status pressure, group norms of behavior have not been developed).

Medium development team has signs of an external and internal organizational structure, but there are often no connections between them, there may be contradictions.

Team of the highest level of development has an interconnected external and internal structure, group norms and values that are recognized and meaningful for ᴇᴦο members.

The effectiveness of joint work is due not so much to the quality of interpersonal relations of the team members and the ability to directly interact in the process of work, but to the method of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal.

The way of organizing joint activities - concept and types. Classification and features of the category "Method of organizing joint activities" 2015, 2017-2018.

The types of brigades differ in the composition of workers in their specialty and in the level of qualifications. There are brigades "through", "specialized", "shift", "complex". OI Zotova (1987) highlighted the external structure of the brigade and the internal structure. The external structure could be a purely external form of worker association. The internal structure reflected the brigade as a single informal organism, a collective that could be developed at different levels. Thus, a collective of a low level of development is a group as a sum of individuals (at the same time, there are no role and status divisions, and group norms of behavior have not been developed). A team of a middle level of development has signs of an external and internal organizational structure, but there are often no connections between them, there may be contradictions. The collective of the highest level of development has an interconnected external and internal structure, group norms and values, which are recognized and significant for its members (Zotova O. I., 1987).

How are the quantitative composition of the brigade, the level of its development as a team and the effectiveness of joint work related? For a long time it was recognized that a group of people working together should be in the range of 7-15 people, this corresponded to the size of informal small groups studied in school and student groups. In industrial organizations, this principle was not always adequate. OI Zotova compared the indicators of the level of development of the brigades of the production organization, formed on different grounds: specialized and complex.

Specialized brigade "C" consisted of 12 people, all of its members were representatives of the same profession and worked individually. The brigade developed good friendly relations, but these relations did not affect the efficiency of labor, each actually worked for himself, and when determining the monthly wage, disputes arose over the principle of using the labor participation rate.

The complex team "K" united workers of different profiles, their wages depended on the production of the final product, in which the contribution of all participants was realized. A different form of remuneration and the way of organizing joint labor activity created the basis for a real, rather than formal, unification of workers into a team. Therefore, despite the fact that the composition of the "K" brigade was significantly higher (previously considered optimal) - 44 people, and some of the brigade members worked geographically in another area, and they directly did not have the opportunity to often contact, combining the efforts of all members of the brigade at the final the result led to an increase in labor productivity by 32% (Zotova O.I., 1987, p. 63).

So, the effectiveness of joint work in this case turned out to be due not so much to the warmth of interpersonal relations of the team members and the ability to interact directly in the process of work, but to the method of combining their labor efforts through the choice of the form of remuneration, which created in the minds of workers the image of the final product as a single, common final goal ... This example can be an illustration of the fact that the interpersonal relations of the participants in the group subject of labor do not always significantly affect the efficiency of labor.

The peculiarities of interpersonal relations in a group are designated by the term "socio-psychological climate". It can be assumed, firstly, that the socio-psychological climate turns out to be the most important determinant of the effectiveness of group labor in those cases where the degree of cooperation in the process of labor activity itself is high. Secondly, interpersonal relations and the socio-psychological climate significantly affect the results of joint work if group work is closely related to everyday life, for example, in teams, working teams living in group isolation. These teams include expeditions of winterers at polar stations, crews of submarines, surface ships, and crews of space stations (Lebedev V.I., 2001).

The sociometry method is used to assess the parameters of the socio-psychological climate.

Teaching methods represents ways of organizing joint activities of a teacher and students, aimed at solving educational problems.

It is possible to classify teaching methods according to various criteria - according to the source of knowledge, according to the nature of cognitive activity, according to the didactic goal, etc. For ease of use, let us highlight the teaching methods traditionally used in the system of additional education for children and consider them in accordance with the main stages of education.

The combination of methods forms methodology ... Let's consider the most common teaching methods used in the field of additional education for children.

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TEACHING METHODS

as ways of organizing joint activities of the teacher and students

Teaching methods represents ways of organizing joint activities of a teacher and students, aimed at solving educational problems.

At the stage of studying new material, explanations, storytelling, demonstration, illustration, demonstration are mainly used, less often - lectures. It should be remembered that it is undesirable even at this stage to turn the lesson into a teacher's monologue. Lecture, story, explanation must be interrupted for a game, a little independent work, etc. every 10-15 minutes. This is necessary both from the point of view of the health of students and from the point of view of the effectiveness of the educational process. In addition, teachers, especially young ones, are often mistaken in choosing a method at the stage of studying new material: they use a lecture or story when it would be more correct to have a conversation.

At the stage of consolidating the studied material, conversation, discussions, exercises, laboratory and practical work, didactic or pedagogical games are mainly used.

At the stage of repetition of what was learned - observation, oral control (questioning, work with cards, games), written control (verification work), testing, project method, etc. At the stage of checking the knowledge gained - test, exam, performance of control tasks, defense creative works, exhibition, concert.

The combination of methods forms methodology ... Let's consider the most common teaching methods used in the field of additional education for children.

Differentiated learning methodology:with such an organization of the educational process, the teacher presents new material to all students in the same way, and for practical activities he offers work of different levels of complexity (depending on the age, abilities and level of training of each).

Individual training methodology(in the conditions of a study group): with such an organization of the educational process, an individual creative plan is drawn up for each child (or better with his participation), which is implemented at an optimal pace for him.

Problem learning methodology:with such an organization of the educational process, the teacher does not give children ready-made knowledge and skills, but poses a problem for them (best of all, a real one and as much as possible connected with the daily life of children), and all educational activity is structured as a search for a solution to this problem, during which the children themselves receive the necessary theoretical knowledge and practical skills and abilities.

Methodology for project activities: with such an organization of the educational process, the study of each topic is structured as work on a thematic project, during which children themselves form a theoretical basis at a level available to them, develop a technology for its implementation, draw up the necessary documentation, and perform practical work; summing up is carried out in the form of a project defense.

A source: http://lib2.podelise.ru/docs/87728/index-4076.html

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