Implementation of extracurricular activities In the absence of the opportunity, the educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, uses the possibilities of educational institutions of additional education for children, cultural and sports organizations.
Extracurricular activities are an integral part of the educational process. Mandatory conditions for organizing extracurricular activities in an educational institution are: parental request availability of the necessary educational and material base availability of staffed and trained personnel compliance with SanPiNs, including requirements for changing classes and scheduling
Extracurricular activities are an integral part of the educational process A general education institution independently chooses the forms, means and methods of organizing extracurricular activities in accordance with its charter and the Law of the Russian Federation "On Education".
Organization of extracurricular activities p / p Content of work Terms 1. Studying the requests of parents on the choice of areas of extracurricular activities: Parent meeting "Peculiarities of teaching and educating schoolchildren according to the Federal State Educational Standard"; Questioning of parents 2. Analysis of human resources and material and technical base for the implementation of extracurricular activities at the request of parents.
Organization of extracurricular activities p / p Content of work Terms 5. Drawing up a model for organizing extracurricular activities, individual curricula, schedules of circles. 6. Approval of work programs for extracurricular activities. 7. Creation of sanitary, material and technical conditions for the organization of extracurricular activities. 8. A study of the opinions of parents, students and leaders of circles on the organization of extracurricular activities: questioning, questioning, observation, attending classes.
The program of extracurricular activities should ensure the achievement of the planned results of mastering the BEP IEO Based on the regional characteristics of educational institutions in the Moscow region, an innovative component of the educational program of an educational institution should be a program of extracurricular activities.
Structure of the program 1. An explanatory note should reflect the goals and objectives of the interaction between teachers and students, a description of the main approaches (system-activity) that ensure the relationship between the content of classroom and extracurricular activities of students. 2. General characteristics of the program for extracurricular activities;
Structure of the program 3. Description of the place of the program and value orientations of the content of the program for extracurricular activities; 4. The results of mastering the program for extracurricular activities of students: meta-subject and personal, indicators of levels and degree of mastery of them, their relationship with other results of mastering the BEP.
Types of extracurricular activities gaming activities; cognitive activity; problem-value communication; leisure and entertainment activities (leisure communication); artistic creativity; social creativity (socially significant volunteer activity); labor (production) activity; sports and recreation activities; tourism and local history activities.
Extracurricular activities of schoolchildren are implemented in such forms as excursions, circles, studio sections, theaters, workshops, conferences, disputes, round tables, school scientific societies, competitions, competitions, search and scientific research, socially useful practices
The result is what was the direct result of the student's participation in the activity. For example, a schoolchild, having passed a tourist route, not only moved in space from point A to point B (actual result), but also acquired some knowledge about himself and others, experienced and felt something as a value, gained experience of independent action (educational result). An effect is a consequence of a result; what led to the achievement of the result. For example, acquired knowledge, experienced feelings and relationships, committed actions developed a person as a person, contributed to the formation of his competence, identity.
Educational results and effects The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child through his participation in one form or another of extracurricular activities. The educational effect of extracurricular activities is the influence (consequence) of one or another spiritual and moral acquisition on the entire process of development of the child's personality.
The system of educational work in extracurricular activities is based on the following principles: the inextricable connection between education and training, the recognition of the student as the subject of his own upbringing on an equal basis with other subjects: parents and teachers, the coordinated distribution of powers of all subjects of education in the school
Levels of educational results The first level is the acquisition by the student of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life.
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by schoolchildren Formation of a value attitude to social reality Gaining experience of independent social action 1. Role-playing game Business game Socially modeling game
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action Where? When?" Children's research projects, out-of-school activities of a cognitive orientation (student conferences, intellectual marathons, etc.), school museum-club
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by schoolchildren Formation of a value attitude to social reality Gaining experience in independent social action 3. Problem-value communication Ethical conversation Debates, thematic dispute Problem-value discussion with the participation of external experts
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action » at the class and school level Leisure and entertainment activities of schoolchildren in the society surrounding the school (charity concerts, tours of school amateur performances, etc.)
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience in independent social action 5. Artistic creativity Artistic circles Art exhibitions, art festivals, performances in the classroom, school
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action case) Social and educational project
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action 7. Labor (production) activity Design classes, circles of technical creativity, home crafts Post Office", "City of Masters", "Factory"), children's production team under the guidance of an adult Child-adult educational production
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by schoolchildren Formation of a value attitude to social reality Gaining experience of independent social action actions of schoolchildren in the society surrounding the school
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action School Museum of Local Lore
Types of educational programs of extracurricular activities complex educational programs that involve a consistent transition from the educational results of the first to the results of the third level in various types of extracurricular activities; thematic educational programs aimed at obtaining educational results in a certain problem field and using the possibilities of various types of extracurricular activities (for example, an educational program of patriotic education, an educational program of education of tolerance, etc.)
Types of educational programs for extracurricular activities educational programs focused on achieving results of a certain level Such programs may be age-related, for example: for the 1st grade - an educational program focused on the acquisition of social knowledge by the student in various activities; for grades 2 - 3 - an educational program that forms a value attitude to social reality; for the 4th grade - an educational program that gives the child the experience of independent social action.
Types of educational programs for extracurricular activities educational programs for specific types of extracurricular activities; age educational programs (educational program of extracurricular activities for junior schoolchildren; educational program of extracurricular activities for adolescents; educational program for extracurricular activities of high school students); individual educational programs for students.
Objectives: To use tourism and local history activities as a means of environmental education of younger schoolchildren To promote not only the expansion of children's ideas about the world around us, but also the implementation of an activity approach To ensure the formation of skills and abilities, the use of which contributes to the organization of a child's various activities in the environment, but does not harm it
Types of games - travel Route game Game to overcome stages Game by stations Game - relay race Cognitive activity (communicative and organizational skills, the ability to jointly plan activities, the ability to observe the surrounding nature and analyze its phenomena, awareness of the value relationships between people ...)
Algorithm for conducting a game-journey 1. Preparing participants for the perception of the purpose and content of the game-journey A travel route is drawn up Stations are determined ("School around the world" - a journey into the world of plants and animals) ("Streets and parks", "Plants of the city" ...)
Task 2 Imagine that you managed to fly high, high, to the very rainbow. Write how you traveled on the rainbow, what did it feel like “walking” along each of the seven colorful paths? With whom did you share the joy of this extraordinary journey? Which of the inhabitants of nature did you imagine yourself to be, why?
Forms of organizing extracurricular activities in elementary school A circle is a form of voluntary association of children, the optimal form of organizing extracurricular activities in elementary school. Functions: expansion, deepening, compensation of subject knowledge; introducing children to a variety of socio-cultural activities; expansion of communicative experience; organization of children's leisure and recreation.
The circle is a feature of the form of expression of the result, the result. Most often, it is embodied in specific and outwardly spectacular demonstration performances, concerts, festivals, disputes, seminars, etc. Clubs, scientific societies and schools, specialized groups can be created on the basis of circles.
Forms of organization of extracurricular activities in elementary school Club - a form of association of children based on the coincidence of interests, the desire for communication. Club principles: voluntary membership self-management unity of purpose joint activities in direct contact with each other
The clubs differ in the scope of activities: multi-profile and single-profile in terms of predominant types of activities - educational, - discussion, - creative, - leisure according to the degree of organization, official and informal according to the age of club members, same-age and different-age according to the time factor Permanent and temporary
Section - a form of association of children for physical education and sports (chess section, judo section, etc.). distinctive features: specific educational tasks; belonging of the content of the activity to a certain sport; focus on skills and achieving a level of mastery in mastering a particular sport; demonstration and performance expression of practical results and achievements of children (competitions, competitions, competitions).
Classes in the sections should be of a regular nature. Training sessions include the following methods of teaching sports equipment: verbal (story, explanation, lecture, conversation, analysis and discussion of one’s own actions and the actions of the opponent ...) visualization of exercises (showing individual exercises, training films, video films, layouts of playgrounds and fields for demonstrating tactical schemes, etc.) methods of practical exercises include two groups: - methods aimed at mastering sports equipment (learning the exercise as a whole and in parts); - methods aimed at the development of motor qualities (repeated, variable, interval, competitive, etc.).
Theater is a form of voluntary association of children, where the division of labor, roles, activities is determined by individual abilities and a common desire to succeed in performing a complex joint artistic action on stage. Theater is an association that can organize its activities in a complex of various forms, types of employment, methods for developing the creative potential of an individual and its actualization (folklore theater, fashion theater, etc.).
A workshop is a form of voluntary association of children to engage in certain activities. The teacher acts as a master (creator, author) who has created his own “school-production” of students and followers. distinctive features: belonging of the content of the activity to a certain type of applied art, craft, art; priority of learning goals and subject-practical tasks; focus on applied skills and achieving a level of mastery in mastering a certain type of activity, in mastering special technologies; demonstration and performance expression of practical results and achievements of children (exhibitions, competitions, festivals).
The project is the most promising form of organization of extracurricular activities. Its versatility allows you to implement all areas of extracurricular activities. All extracurricular activities of an educational institution can be held under a single educational theme. These issues should find a place for their discussion in every extracurricular lesson, regardless of the chosen direction of activity and form of organization. Moreover, this discussion should take place according to a certain algorithm: - the initial problem (determination of the lack of knowledge and skills); - information on solving the problem (who, what, how, why); - application of new information; - evaluation of the results of the application.
Extracurricular activities of an educational institution May take place under a single educational theme. These issues should find a place for their discussion in every extracurricular lesson, regardless of the chosen direction of activity and form of organization. The discussion should take place according to this algorithm: - the initial problem (determination of the lack of knowledge and skills); - information on solving the problem (who, what, how, why); - application of new information; - evaluation of the results of the application.
Grade I Grade II Grade III Grade IV Quarter I Let's get acquainted This is IYA and the worldI am a person Quarter II My familyFriends and relatives Me and peopleI am a citizen III Quarter Our school Rules of school life Our successes I am a student IV Quarter People around My different roles World of professions Who to be? What to be?
Extracurricular activities Project Sports and recreation Scientific and educational Artistic and aesthetic "Healthy" (Kalinina O.V.) "Young researcher" (Petrova S.S.) "School of joy" (Kanina O.V.) "Grow up healthy!" (Kostin L.V.) "Entertaining mathematics" (Kanina O.V.) "Skillful hands" (Ivanova A.A.) "Artistic word" (Isakova E.N.) "Green planet" (Kanina O.V. )
Extracurricular work -an integral part of the educational process of the school, one of the forms of organization of students' free time.At school, preference is given to the educational direction, the organization of subject circles, scientific societies of students, as well as the development of artistic creativity, technical creativity, sports, etc.This work allows teachers to identify potential opportunities and interests in their wards, to help the child realize them.
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city of Petrovsk, Saratov region
WORKING PROGRAM
"The Wonderful World of Words"
for grade 4
EMC "Primary school of the 21st century"
Circle leader
L.V. Kharitonov
2013 - 2014 academic year
Explanatory note
The work program for the course "The Amazing World of Words" is addressed to students of the 4th grade of a comprehensive school according to the system of developing education N.F. Vinogradova and developed in accordance with:
- with the requirements of the Federal State Educational Standard for Primary General Education;
- with the provisions of the Basic Educational Program of Primary General Education MBOU "Secondary School No. 3 of Petrovsk, Saratov Region";
- with the recommendations of the manual for the teacher Grigorieva DV, Stepanova PV Extracurricular activities of schoolchildren. Methodical designer. - M .: Education, 2010;
- with the recommendations of the Collection of programs for extracurricular activities: grades 1-4 / ed. N. F. Vinogradova. – M.: Ventana-Graf, 2011
Extracurricular activities related to the study of the Russian language in elementary school are aimed at achieving the following goals:
Awareness of language as a phenomenon of national culture and the main means of human communication; the formation of a positive attitude towards correct speech as an indicator of the general culture of a person;
Acquaintance with the norms of the Russian language in order to select the necessary language tools for solving communication problems;
Mastering learning activities with language units, the ability to use knowledge in practice.
In the course "The Amazing World of Words" special attention is paid to the work on language norms and the formation of correct expressive speech in schoolchildren.
"The Amazing World of Words" is an extracurricular course for younger students, the content of which examines the orthoepic, lexical, grammatical diversity of the world of words, the main methods and ways of its knowledge, and also develops linguistic intuition and artistic and figurative thinking of younger students. The study of this course creates the conditions for the formation of the value attitude of students to the language, for the education of responsibility for the observance of the norms of the language as an important component of language culture.
The course program complements and expands the content of individual topics of the subject area "Philology" by deepening the knowledge of a linguistic, speech studies nature, introducing elements of etymology and cultural studies.
Value orientations of the content of classes.
Important guidelines for the content of this elective are:
Development of linguistic intuition and orientation in the space of language and speech;
Formation of ideas about language as a universal value;
The study of historical facts that reflect the attitude of the people to the language, the development of skills related to the study of the language space;
Development of ideas about various methods of language cognition (research activities, a project as a method of cognition, scientific methods of observation, analysis, etc.);
Formation of elementary skills related to the implementation of educational linguistic research;
Development of sustainable cognitive interest in the Russian language;
The inclusion of students in practical activities to study and preserve the purity of the Russian language.
Program structure.The program includes three sections:
Explanatory note;
The main content of the elective;
Thematic planning indicating the number of hours allocated for the study of each section.
General characteristics of the elective. "The wonderful world of words» - an extracurricular course for younger students, in the content of whichconsiders the orthoepic, lexical, grammatical diversity of the world of words, the main methods and ways of its knowledge, and also developslinguistic intuition and artistic and figurative thinking of younger schoolchildren. The study of this course creates conditions for the formation of a value attitude of students to the language, for the education of responsibility forcompliance with the norms of the language as an important component of linguistic culture.
The place of the course in the curriculum.The study of the elective is calculated from grades 2 to 4 in the amount of 34 hours per year (1 hour per week in each class).
The elective program complements and expands the content of individual topics of the subject area "Philology" by deepening the knowledge of a linguistic, verbal nature, introducing elements of etymology and cultural studies.
Personal, meta-subject and subject results of mastering the elective program.In the process of studying thisoptional students gain knowledge about the history of the Russian language, examine the monuments of ancient writing, get acquainted with the origin of words, which becomes a prerequisite for raising pride in beautyand the greatness of the Russian language, understanding one's own role in the knowledge of language laws, the need for learning various ways of learning language units. Practical use and familiarity with the normsthe use of language units in speech contributes to the development of personal responsibility for the purity and correctness of the created statements. The activity approach used in the course not only developscognitive interest, but also forms the motivation for an in-depth study of the Russian language course.
The system of questions and tasks, the use of various methods of language cognition enable students to find ways to solve research and creative problems. Searching for information about the origin of words, working with dictionaries, eliminating and correcting speech errors make it possible to solve the problems of self-examination and self-assessment. A variety of gaming and practical activities allow you to better study phonetics, word formation and grammar.
To master the logical actions of analysis, comparison, observation and generalization, establishing causal relationships and analogies, classifying according to generic characteristics, the elective course has tasks that activate the intellectual activity of students: it is proposed to compare spellings of letters, obsolete and new words, methods of ancient and modern appeals; analyze, establish the necessary connections, summarize the material when working with the category of the number of a noun, with members of a sentence, etc.
Active research work (individual, pair and group) forms the ability to use various methods of information search (in reference books, with the help of parents and teachers); reasoned to present their own material, respectfully listen to the interlocutor and draw conclusions.
The elective is aimed at repeating, clarifying, expanding the initial ideas about the language and orthoepic, lexical, grammatical norms. Students use the ability to work with language units to choose a way to solve cognitive, practical and communicative problems. A number of topics containing lexical material helps to present "the unity and diversity of the linguistic and cultural space of Russia", as a result of which a careful and attentive attitude to correct oral and written speech is formed, which, in turn, is an indicator of the student's general culture.
Features of the content of training.
The object of study of the elective is language and speech. The main content of the program includes five sections for each class. The main emphasis is on developing the ability of younger students to analyze linguistic facts, taking into account the unity of the form, content and function of the phenomenon under consideration, which will help the student to penetrate deeper into the field of thought expressed through language, teach them to choose adequate language tools for the successful solution of communicative tasks. The content of the course includes information from phonetics, graphics, orthoepy, lexicology and phraseology, morphemics, word formation, etymology, grammar.
Content of the electivebased on the activity approach. Each section of the program provides for the use of gaming and practical activities. Active development of the course is expected in a variety of individual and group work (educational, cognitive, research assignments, role-playing and didactic games, work on projects, excursions). The inclusion of students in a variety of activities is a condition for acquiring solid knowledge, transforming them into beliefs and skills, forming the foundations of personal responsibility for preserving the richness of the Russian language.
Activity approachto the development of the course content will allow solving a number of interrelated tasks in the course of its study:
Provide perception and assimilation of knowledge; create conditions for the expression by younger students of judgments of an artistic, aesthetic, spiritual and moral nature;
Pay attention to situations where the child must learn to distinguish between universal (universal) values;
Use the opportunities to develop the skills to follow scientific, spiritual, moral and aesthetic principles and norms of communication and activity.
This creates conditions for the formation of scientific knowledge about the language, awareness of the meaning and the need for its careful use.
Such content of the course not only allows solving problems related to the education and development of younger students, but also carries a great educational potential.Educational functionis to form in younger students the need for knowledge and study of the Russian language, its historical roots, diversity, reasonable norms and rules, the expression of personal interest and attitude to the facts of the language and understanding the meaning of the language as a phenomenon of national culture.
4th grade
Let's play with sounds, words and sentences
Phonetic and graphic rules and patterns.
The word, its meaning and lexical norms.
Morphemic and word-formation analysis of the word, work with word-
educational models.
Phonetic and graphic tasks;
Games: "Compositor", "Wonderful transformations of words";
Solving anagrams, crossword puzzles, puzzles, charades;
Games with word-building models: "Tilde Riddles",
"On the contrary", "An inextricable chain of words", "Confusion", "Linguistic excavations", "A stupid dictionary";
Joking linguistic questions;
Guessing encrypted phrases, inventing phrases consisting of artificial words.
It's time to act!
The verb in language and speech.
Features of narrative text and descriptive text.
Species pairs of verbs, their meaning.
Verbs in personal form.
Narration in first and third person.
The use of tense forms of the verb in speech. Change of tense forms of the verb.
Correct stress in present and past tenses.
What can the personal form of the verb say.
The use of verbs that do not form the 1st person singular.
Conditional form of the verb.
Imperative forms of the verb in requests, advice and orders: rules of politeness.
The formation of forms of the imperative mood, the correction of speech errors.
Use of verbs in direct and figurative sense.
Artistic personification.
Verbs-synonyms and verbs-antonyms.
Verbs in proverbs and riddles.
Solving spelling problems and puzzles: spelling of the verb.
Practical and play activities:
Linguistic experiments: "Is it possible to tell about an event without using verbs?" (nouns, adjectives); “We tell only with the help of verbs”, “How will the meaning of the sentence change if we change the form of the verbs?”;
The game "Change roles";
Creative work on the topic "If I were the director of the school ...";
Role-playing game "Ask or order?";
Making riddles with verbs;
Game-competition "Spelling duel".
Numbers and words
How numerals are used in speech.
Denoting dates and times using numerals.
Numerals in phraseological units and proverbs.
Rules for the use of nouns.
Correction of speech errors.
Practical and play activities:
Projects: "The main events of my life", "A page of history", "Myths about numbers";
Quiz "Numbers in the names of works of art, films, cartoons."
Strong ties
How words are connected in a phrase.
Phrases are free and connected.
Phrases with the type of connection agreement.
What part of speech words can agree.
Features of the agreement of nouns and adjectives, nouns and numerals.
Word compatibility.
Phrases with the type of connection management.
Words of what parts of speech have the ability to control.
Difficulties in choosing the form of the word when managing.
The choice of prepositions and case forms in phrases with control.
Word-combinations with connection type adjoining.
Practical and play activities:
Game "Phrases in puzzles";
Role-playing game “We agree, we manage, we adjoin”;
Construction of phrases according to models (game "Whole and parts");
Creative work "Travel there and back";
The final competition "Favorite games with words."
p/p | Name sections and topics | Total hours | Formation of universal learning activities | Date plan. | date fact. |
Let's play with sounds, words, offers. | |||||
1.1-1.2 | I watch, I talk, I listen. | Compare the structure and language features of the text-description and the text-narrative; Observe and compare the meaning of the verb types of pairs, generalize their observations, derive the commonality of the meaning of perfect and imperfect verbs; Conduct a mini-research in order to identify substitutions of verb forms of tense in the text; Observe the norms of the Russian literary language in the formation of personal forms of verbs that do not have forms of the 1st person singular, monitor compliance with these norms in one's own speech and the speech of the interlocutor; Orally compose a small monologue statement using the given language means; Analyze the meaning of the verbs used in the text and distinguish between verbs in direct and figurative meaning; | |||
1.3-1.4 | Lexical riddles. | ||||
Word constructor. | |||||
1.6-1.7 | Entertaining grammar. | ||||
It's time act! | 14h | ||||
2.1-2.2 | What are verbs for? | ||||
Doing and doing are not the same thing. | |||||
We change roles. | |||||
Yesterday Today Tomorrow. | |||||
One instead of the other. | |||||
She understood and accepted me. | |||||
Who speaks, who acts? | |||||
I can win! | |||||
2.10 | We dream and fantasize. | ||||
2.11-2.12 | Give it... and go! | ||||
2.13 | Living images. | ||||
2.14 | Spelling fight. | ||||
Numbers and words. | |||||
What are numbers for? | Observe the use of numerals in speech; Perceive by ear, understand informational texts and find information, facts given in the text in implicitly; Find the necessary information in various sources and create on its basis your own written texts on the proposed topic; Speak in front of classmates Observe the norms of the Russian literary language in the formation of numerals in speech, control compliance with these norms in one's own speech and the speech of the interlocutor. | ||||
Important dates in the history of our city. | |||||
Records in numbers. | |||||
Behind seven seals | |||||
Strong connections. | Observe the connection of words in a phrase, generalize observations in the form of a conclusion that in a phrase words are interconnected not only in form, but also in meaning; Compare free phrases and phraseological units; Observe the features of various phrases; Compare and classify phrases with different types of communication (the simplest cases); Create an oral statement on the proposed topic; To carry out educational cooperation and interaction, be able to negotiate, distribute roles in gaming activities. | ||||
Triangular ball. | |||||
How to drive a car by the nose? | |||||
Obedient "subordinate". | |||||
About "earthly" or "earthly" beauty. | |||||
Strict manager. | |||||
in Siberia and the Urals. | |||||
Bound by meaning. | |||||
Favorite word games |
Sources
- Grigoriev D.V., Stepanov P.V. Extracurricular activities of schoolchildren. Methodical designer. - M .: Education, 2010;
2. Collection of programs for extracurricular activities: grades 1-4 / ed.
N.F. Vinogradova. – M.: Ventana-Graf, 2011
Preview:
Municipal educational institution -
secondary school №3
named after the Hero of the Soviet Union I. V. Panfilov
REPORT
Topic
"Extracurricular activities within the framework of GEF"
Primary school teacher
I qualification category
Kharitonova L.V.
2012
The main tasks of extracurricular activities
In accordance with the Federal State Educational Standard of Primary General Education (FSES IEO), the main educational program of primary general education is implemented by an educational institution, including through extracurricular activities.
Under extracurricular activitieswithin the framework of the implementation of the Federal State Educational Standard, the IEO should understand educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program of primary general education.
In addition, extracurricular activities in elementary school allow you to solve a number of very important tasks:
ensure a favorable adaptation of the child in school;
optimize the teaching load of students;
improve the conditions for the development of the child;
take into account the age and individual characteristics of students.
Extracurricular activities are organized in areas of personal development (sports and recreation, spiritual and moral, social, general intellectual, general cultural), in such forms as excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices and others.
The forms of organization of extracurricular activities, as well as the educational process as a whole, within the framework of the implementation of the main educational program of primary general education, are determined by the educational institution.
There are also obvious advantages in using extracurricular activities for the consolidation and practical use of certain aspects of the content of curricula of academic subjects and courses.
Extracurricular activitiesof students combines all types of schoolchildren's activities (except for educational activities and in the classroom), in which it is possible and expedient to solve the problems of their education and socialization.
Types and directions of extracurricular activities.
The following types of extracurricular activities are available for implementation at the school:
1) gaming activity;
2) cognitive activity;
3) problem-value communication;
4) leisure and entertainment activities (leisure communication);
5) artistic creativity;
6) social creativity (socially transformative volunteering);
7) labor (production) activity;
8) sports and recreation activities;
9) tourism and local history activities.
The basic curriculum highlights the main directions extracurricular activities:
sports and recreation, artistic and aesthetic, scientific and educational, military and patriotic, socially useful and design activities.
Types and directions of extracurricular activities of schoolchildren are closely related. For example, a number of areas coincide with the types of activities (sports and recreation, cognitive activities, artistic creativity).
It is important to keep in mind thatextracurricular activities- this is by no means a mechanical addition to basic general education, designed to compensate for the shortcomings of working with lagging behind or gifted children.
The main thing in this isto implement the relationship and continuity of general and additional educationas a mechanism to ensure the completeness and integrity of education.
Sample Programsextracurricular activities (primary and basic general education) are structured in accordance with the areas of extracurricular activities.
it sports and recreation, artistic and aesthetic, scientific and educational, military and patriotic areas.
Exemplary programs have the same structure, they include an explanatory note, curriculum, course content, a short list of materials, tools and equipment, recommended literature.
Each exemplary program serves as a kind of reference summary in the development of a working program for additional education. At the same time, the developers of the work program have the right to change the goal, tasks, priorities of pedagogical activity, the content and objects of the creative activity of schoolchildren, the forms of organization of extracurricular activities (circle, section, club, studio, scientific society of students, small academy of sciences, etc.) and, accordingly, the form of summarizing the results of the work of one or another association of children (exhibition, exhibition-fair, rally, conference, competition, competition, festival, reporting concert, etc.).
The explanatory note to the programs of each of the directions reveals the goals and objectives of teaching, educating and developing children in this area of extracurricular activities, the pedagogical idea underlying the proposed exemplary programs, information about the duration of each lesson, about what age children the program is intended for, about features of the place where classes are held, types of activities, psychological and pedagogical principles on the basis of which the content of exemplary programs is built, the content and methods of activities, expected results and the form of summarizing the work.
The educational and thematic plan is compiled in the form of a table that reflects the name and sequence of presentation of educational topics, the number of teaching hours (total, for theoretical classes and for practical classes).
Based on the tasks, forms and content of extracurricular activities, for its implementation as basic the following organizational model can be considered. Extracurricular activities can be carried out through:
The curriculum of an educational institution, namely, through the part formed by the participants in the educational process (additional educational modules, special courses, school scientific societies, educational scientific research, workshops, etc., conducted in forms other than classroom);
Additional educational programs of the general educational institution itself (intra-school system of additional education);
Educational programs of institutions of additional education for children, as well as institutions of culture and sports;
Organization of activities of extended day groups;
classroom management (excursions, debates, round tables, competitions, socially useful practices, etc.);
the activities of other pedagogical workers (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor) in accordance with the official duties of the qualification characteristics of the positions of educators;
Innovative (experimental) activities for the development, testing, implementation of new educational programs, including those taking into account regional characteristics.
Based on this basic model, several main types of organizational models of extracurricular activities can be proposed:
additional education model(based on the institutional and (or) municipal system of additional education for children);
full-time school model;
optimization model(based on the optimization of all internal resources of the educational institution);
innovative educational model.
Model of additional education.Extracurricular activities are closely related to the additional education of children, in terms of creating conditions for the development of the creative interests of children and their inclusion in artistic, technical, environmental, biological, sports and other activities.
The connecting link between extracurricular activities and additional education of children are such forms of its implementation as electives, school scientific societies, professional associations, and elective courses. At the same time, extracurricular activities within the framework of the Federal State Educational Standard of the IEO are aimed, first of all, at achieving the planned results of mastering the main educational program of primary general education. And additional education of children implies, first of all, the implementation of additional educational programs. Therefore, the main criteria for attributing this or that educational activity to extracurricular activities are the goals and objectives of this activity, as well as its content and methods of work.
The implementation of extracurricular activities based on the model of additional education is directly provided for in the Federal State Educational Standard of the IEO, which states that an educational institution, within the framework of the relevant state (municipal) tasks formed by the founder, can use the possibilities of educational institutions of additional education for children, cultural and sports organizations.
The advantages of the model are in providing a wide choice for the child based on the range of areas of children's associations of interest, the possibility of free self-determination and self-realization of the child, attracting qualified specialists to carry out extracurricular activities.
Full day school model.The basis for the “full-day school” model is the implementation of extracurricular activities mainly by educators of extended-day groups.
This model is characterized by:
creation of conditions for the full stay of the child in an educational institution during the day;
creation of a health-saving environment, optimization of motor activity, organization of rational nutrition, work on the formation of the value of health and a healthy lifestyle;
creation of conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student self-government bodies;
The advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, the established practice of financing after-school groups.
optimization model.The model of extracurricular activities based on the optimization of all internal resources of an educational institution assumes that all pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, teacher-defectologist, teacher-speech therapist, educator, senior counselor) take part in its implementation. , tutor and others).
In this case, the coordinating role is played, as a rule, by the class teacher, who, in accordance with his functions and tasks:
interacts with teaching staff, as well as teaching and support staff of the educational institution;
organizes an educational process in the classroom that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;
organizes socially significant, creative activity of students.
The advantages of the optimization model are the minimization of financial expenses for extracurricular activities, the creation of a single educational and methodological space in an educational institution, the content and organizational unity of all its structural divisions.
Innovation-educational model.The innovative educational model is based on the activities of the innovative (experimental, pilot, implementation) platform of the federal, regional, municipal or institutional level that exists in an educational institution.
Within the framework of this model, the development, testing, and implementation of new educational programs, including those taking into account regional characteristics, is underway.
The innovative educational model assumes close interaction of a general education institution with institutions of additional professional pedagogical education, institutions of higher professional education, scientific organizations, and municipal methodological services. The advantages of this model are: the high relevance of the content and (or) methodological tools of extracurricular activities programs, scientific and methodological support for their implementation, the uniqueness of the generated experience.
References:
1. D. V. Grigoriev, P. V. Stepanov // Extracurricular activities of schoolchildren. Methodical constructor // Moscow: Enlightenment, 2009
Preview:
Municipal budgetary educational institution -
secondary school №3
named after the Hero of the Soviet Union I. V. Panfilov
city of Petrovsk, Saratov region
REPORT
"Leading forms and activity approach in extracurricular activities".
Primary school teacher
I qualification category
Kharitonova L.V.
2013
The extracurricular activities of schoolchildren unite all types of activities of students (except educational), in which it is possible and expedient to solve the problems of their education and socialization.
The time allotted for extracurricular activities is used at the request of the students; in this case, forms are used that are different from the lesson system of education.
The following types of extracurricular activities are available for the implementation of the stated tasks at the school:
- gaming activity;
- cognitive activity;
- problem-value communication;
- leisure and entertainment activities (leisure communication);
- artistic creativity;
- social creativity (socially significant volunteer activity);
- labor (production) activity;
- sports and recreation activities;
- tourism and local history activities.
Success in achieving the planned results of extracurricular activities can be ensured by the following principles of its organization:
Consistency and integrity in the implementation of educational programs of various types;
Continuity of educational programs;
The connection of content with life, with the socio-cultural environment;
The unity of educational influences and interactions of all participants in the educational process; constant complication of the content and nature of the activities of students;
Differentiation of the content of activities and methods of its organization in accordance with the age characteristics of students, the level of their success in the activities carried out, interest, motivation, the current level of results achieved in its development.
Activity approachin the implementation of educational programs of extracurricular activities, it allows not to be limited to the assimilation of social experience (knowledge, skills, habits and habits of behavior), but to aim at the development of methods of activity as the basis of what a student should master. The implementation of this approach requires the creation of conditions for the appropriate selection and optimal organization of activities that contribute to the successful development of the child's personality. As part of the activity approach, the following priority areas can be identified by type of activity:
Value-oriented activity;
Intellectual-cognitive activity;
Ecological and labor activity;
Artistic and aesthetic activity;
Physical culture and health-improving activity.
The activity approach reflects the following characteristics:
The subjective nature of activity, where the student is not only the object of organized and managed activity, but also the subject of creative self activities;
Developing nature of activity;
The ever-increasing complexity of the activity;
Perceptual and communicative nature of the activity;
Creative nature of the activity;
Individual-collective nature of activity;
Socially significant nature of the activity.
Organizational models of extracurricular activities
Based on the tasks, forms, content of extracurricular activities in the school, an optimization model for organizing extracurricular activities is implemented.
Optimization Model
(based on the optimization of all internal resources of the educational institution).
Requirements:
Mandatory participation of all pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, educator and others);
The coordinating role of the class teacher, who, in accordance with his functions and tasks, interacts with teaching staff, as well as teaching and support staff of a general education institution.
The following stages of preparation and implementation of the program of extracurricular activities are distinguished:
Diagnostics of all components of the educational process;
Goal-setting based on the obtained diagnostic data;
Design, planning, forecasting educational interactions
Organization of pedagogical interaction (including motivation and stimulation of subjects of educational activities);
Analysis and evaluation of results;
Correction (if necessary).
The effectiveness of achieving the planned results (levels of results and effects) is determined by a qualitative diagnosis of the initial level of personal development, skillfully selected tools for tracking intermediate results, which allows you to make timely adjustments to the overall activity and to the personal development program of each. It should be noted the careful development of the goal-setting stage, which provides for the implementation of certain requirements for setting planned results, intermediate goals and objectives, including: diagnostics, accessibility (real achievability), specificity, awareness and awareness in terms of usefulness for everyone and for everyone, constant complication goals and objectives, continuity in the system of general educational goals.
The way to implement the model of extracurricular activities.
Depending on the specific conditions and opportunities, in accordance with the general educational program, taking into account the wishes of parents and students, the school chooses a way to implement the model of extracurricular activities based on the formation of individual educational trajectories.
Conditions necessary for the implementation of the chosen model of extracurricular activities:
- extracurricular activities ensure the satisfaction of the needs of schoolchildren in meaningful leisure, in self-government and socially useful activities, their participation in the work of children's public associations and organizations;
- the name and program content of extracurricular forms correspond to the direction of educational activities;
- the volume of classroom work with younger students has been brought to a minimum;
- the planned educational results are sufficiently specified, according to the content of the work programs and differentiated by the levels of their achievement;
- the structure of work programs for extracurricular activities corresponds to the general rules for developing programs for extracurricular activities (methodological constructor of extracurricular activities for schoolchildren);
- there is a substantial difference between extracurricular activities, depending on the organizational form, tk. sometimes the topics and content of circle, club, studio work, etc. identical;
- the proposed forms of monitoring results should not be forms of monitoring educational achievements; it is preferable to take into account the sports and creative successes of students, the level of their social activity;
- the work programs indicate methods for diagnosing the development of the personality of the pupil, the level of development of the children's team as the most important condition for the development of the personality of the student;
- a certain mode and schedule of classes has been developed;
In addition to classrooms, play corners, a gym, computer classes, an assembly hall, a library and information center, a museum, and additional education facilities are actively used for extracurricular activities.
To implement extracurricular activities, the course programs involve both regular weekly extracurricular activities with schoolchildren, and the opportunity to organize classes in large blocks - “intensives” (hikes, expeditions, excursions, etc.). It is possible to use part of the hours of extracurricular activities during the holidays to organize thematic camp shifts, summer schools created on the basis of general educational institutions and educational institutions of additional education for children, by the teaching staff of the school.
Extracurricular modein individual classes, in mixed groups, as well as the schedule of "intensives" (if any) may differ in each individual educational institution.
In a general education institution, it is possible to use a linear and non-linear schedule of classroom and extracurricular activities. With a linear schedule of the educational process, extracurricular activities are held before or after lessons. With non-linear - lessons alternate with classes in extracurricular activities.
The schedule of extracurricular activities is compiled taking into account the most favorable mode of work and rest of students. The schedule is approved by the head of the educational institution.
Proposed forms of work in the framework of extracurricular activities.
Direction | Programs (working) | Forms of work | Tasks to be solved |
Sports and recreation | "Planet Health" "Outdoor games" | Classes in a special room, in the fresh air, conversations, competitions, games, sports games of a developing nature. | Comprehensively harmonious development of the child's personality, the formation of a physically healthy person, the formation of motivation for the preservation and strengthening of health, the development of general physical fitness. Acquaintance with the folk gaming culture, the development of plasticity, the development of musical and artistic and creative abilities of children, the formation of a holistic perception of the world of traditional and artistic culture; organization of active co-creation of children, their physical development. |
general cultural | "Children's Rhetoric" Puppet theater "Solnyshko" | Speech modeling, studying the norms of speech etiquette, role-playing games, conversations, leisure communication, staging. | Development of the ability to speak and write correctly in accordance with the norms of the literary language, familiarization with speech etiquette. |
general intellectual | "Introduction to the world of professions" "Visual Geometry" | Conversations, solving entertaining problems, puzzles, crossword puzzles, puzzles, project implementation. | Expanding the understanding of the world of professions, exploring one's abilities in relation to the profession in question, the formation of independence, the development of self-awareness and self-control, the formation of some practical skills related to the construction of geometric shapes and measurements; development of fine motor skills in students, constructive and spatial thinking. |
Spiritual and moral | "World of Mysteries" "The Origins of the Renaissance" | Classes-travels to various cities of the world of mysteries, conversations, projects. | The development of speech, thinking, fantasy and creativity, the formation of cognitive interest, the development of basic socio-cultural values. |
Social project activity | "Community Beneficial Activities"Rostock" | Labor activity that has socially useful significance for the school, class, nature conservation, self-service, social design. | Formation of a conscious need for work, respect for working people, a caring and careful attitude to the public domain, native nature, labor activity and discipline, a creative attitude to work. Develop a sense of responsibility and self-confidence. Socialization of the younger student. |
References:
- Savinkov A.I. Methods of research teaching of younger schoolchildren. - 2nd ed., corrected. and additional - Samara: Educational Literature Publishing House, 2006. - 208p.
- Design tasks in elementary school: a guide for teachers / ed. A.B. Vorontsov. - 2nd ed. - M. : Education, 2010. - 176 p.
- Grigoriev D.V. Extracurricular activities of schoolchildren. Methodological constructor: a guide for the teacher / D.V. Grigoriev, P.V. Stepanov. – M.: Enlightenment, 2010. – 223 p.
Preview:
Outline of extracurricular activities
in the 4b class of the MOU secondary school No. 3 of Petrovsk, Saratov region
Press Tournament "Our Cool Newspaper"
Target: create conditions for the formation of the cultural environment of students.
Tasks: 1. To activate the interest of children in periodicals and professions related to their creation by including them in the KTD. Enrich children's vocabulary, broaden their horizons.
2. Develop imagination, creativity and initiative, aesthetic taste, artistic skills, written and oral speech.
3. To cultivate a sense of community with the team, spirit-creation and cooperation, a culture of behavior and communication when working in groups.
Preliminary preparation:
- Excursion to the editorial office of the newspaper "Peter's News".
- They took part in the competition of drawings and essays "Native Petrovsk" (in the newspaper "Petrovsky Vesti") as freelance correspondents.
- The class is divided into 3 groups. Distribute duties: editor-in-chief, correspondents, technical editor.
- Each group chooses the name of the newspaper that will be published (typesetting), draw a business card for their publication.
- Make a selection of materials.
- We took part in the action of mercy "Give good to each other."
- We took part in sports competitions among students of the 4th grade "Merry Starts".
Conduct form:Collective creative work
Equipment: PowerPoint presentation “Press Tournament“ Our Cool Newspaper ”, newspapers, magazines, phonogram of ditties, songs“ Blue Wagon ”, diplomas (3 pcs.), Souvenirs, plates with the name of mini-editions, business cards for students - “editor-in-chief” , "correspondent", "technical editor", for the class teacher - "corrector".
Location:Desks for work in three groups are arranged in the school office. Seats for the jury and guests are prepared. On the tables are signs with the name of the mini-editions: "Cool Stars", "Kind Hearts", "School Bell".
Lesson progress:
Classroom teacher: Dear Guys! Dear guests! I salute you. Let's start our class.
(slide number 2) A modern person is required to be able to navigate in a huge flow of information, to express and defend their point of view, to show a common culture. This needs to be learned from the school bench.
Today, interesting joint work will help you to reveal your creativity, imagination, show your culture and ability to work in groups.
So, I announce the press tournament "Our Cool Newspaper" ( slide number 3)
What is a press tournament?
The press is newspapers and magazines.
A tournament is a competition between teams.
A press tournament is a competition in newspapers, more precisely in creating newspapers.
What is a newspaper? Historical information is provided by our experts.
1st student: (slide number 4) Newspaper is a printed periodical that publishes materials about current events. One of the main media.
2nd student: The very first newspaper appeared in Italy, more precisely in Venice in the 16th century. They paid a small coin for a news report. This coin was called "gazzatta", hence the name. The very first Russian newspaper Vedomosti appeared under Peter the Great.
Classroom teacher: Thank you for message.
Today in our class there are 3 mini-editions, i.e. small editorial offices, which will create their own newspaper.
You assigned the roles :( slide number 5) chose the editor-in-chief, correspondents, proofreader, technical editor.
You are already familiar with your duties. Under the guidance of the editor-in-chief, the correspondents collected material, and its technical editor prepared the layout of the newspaper.
(slide number 6) All together you make up a newspaper. Remember, newspaper layout is a very important and responsible stage. It depends on it how the newspaper will look, whether it will be attractive to the reader.
You will compete in several rounds ( slide number 7).
Round 1 - Business card.
Round 2 - Auction of ideas.
Round 3 - Pen test.
Your work will be evaluated on a five-point system. The jury includes teachers from our school (jury presentation).
Let's start our tournament (music sounds) ( slide number 8)
1 tour "Business card"(slide number 9)
Classroom teacher: Your task: the editor-in-chief presents his publication, i.e. announces the name of the newspaper, justifies its choice, determines the content and character of the newspaper as a whole.
Word to the chief editors.
Chief EditorNewspaper "School Bell":
We have decided to dedicate our newspaper to education, because education is the most important thing in our life. They decided to call their newspaper "School Bell", because the bell calls us to the lesson and invites us to a break.
Chief EditorNewspaper "Kind Hearts":
At all times such human qualities as kindness, mercy, modesty, courage were valued. We called our newspaper “Kind Hearts” and decided to talk about good and useful deeds.
Chief EditorNewspapers "Classy Stars":
There are many talented children in our class. They go in for sports, art, love literature. Maybe in the future they will become famous people, that's why the newspaper is called "Cool Stars"
Jury word.
(slide number 10)
Round 2 "Auction of ideas"
Classroom teacher: Now you will work in groups.
Your task: correspondents will present the corrected materials to the technical editor. He arranges them in the newspaper, then talks about how the newspaper is laid out: i.e. what headings are there, how they are located (students work in groups).
Classroom teacher: Word to the technical editors.
Technical editornewspaper "School Bell": ( slide number 11)
The main place in our newspaper is occupied by the article “In the Land of Knowledge”, the articles “Interviews with the best students”, “Our pride” were also placed.
Technical editorNewspaper "Kind Hearts" slide number 12)
From October 16 to November 9, a charity action “Give good to each other” was held in our school. We took part in this action. Our guys collected gifts for the children of Kindergarten No. 8 "Topolek" and prepared an amateur art act. On November 15, we met with the guys in the House of Children's Creativity, got to know each other, gave them gifts and found new friends. And here is a photo report from the scene.
Technical editorNewspapers "Cool Stars": ( slide number 13)
In our school life there is a place not only for studying, but also for bright and interesting cases that reveal our talents. We have posted the results of the "Native Petrovsk" contest in the letters section. The regional newspaper "Petrovskie Vesti" appreciated our work, the best drawings and essays are placed on its pages.
Jury word.
(slide number 14)
Round 3 "Test of the pen"
Classroom teacher: Each mini-edition presents its most interesting articles (ready-made newspapers are located on the blackboard).
The editors of the newspaper "School Bell":
Chief Editor: We present the flagship article "In the Land of Knowledge"
1st student: In the third school, everyone knows:
Interesting in our class
We read and count
We dream of becoming scientists.
We develop minds
Strengths are attached.
2nd student: And we'll tell you now
What they taught us in school.
3rd student: Here is Russian, our native language!
He is rich and wise.
Define, it's not easier
Where is the sign of action, the subject ...
We know how to write Zhi-shi,
We will study cases soon.
4th student: And math problems
Decided, but not all of us.
We can subtract and add
And solve the equation.
5th student: Reading lessons teach to feel
And sympathize with your neighbor
6th student: And physical education teaches dexterity
And more endurance
7th student: When we come to the music
We sing together, merrily.
8th student: We know how to sculpt, draw
And sew on buttons.
9th student: Of course, it is important to know science -
We study them without boredom.
1st student: I, a correspondent for the School Call newspaper, will present an interview with the best students of the class: Nastya Efimenko, Dima Rusyaikin, Lilya Javadyan (students perform ditties about the school).
Get out guys
Don't be sorry for the shoes
Tell us about yourself,
About your grades.
Oh, how can I not be proud,
My deeds are good
All control work
Passed for five.
I read very fast
Everyone at school is proud of me
Not a single boy in the class
Don't chase after me.
Oh girls don't worry
I'm not bad either
And study is ok
Soon I will be a hero.
I want you to learn
And don't lose patience
Two, three, one
Not allowed in your diary.
Classroom teacher: The floor is given to the newspaper editors"Good Hearts"
Chief Editor:In our newspaper, the leading article "Life is given for good deeds"
A born person can be compared to a blank sheet of paper. In the process of life, this sheet is filled with the qualities that are necessary for him to live. We have tried to define the basic quality without which a person cannot be a person. This is kindness.
This quality lives in the heart of many
And don't forget about the pain of others.
Being kind is not at all easy,
Kindness does not depend on growth,
Kindness does not depend on color,
Kindness is not a gingerbread, not a candy,
Kindness never gets old
Kindness will warm you from the cold,
If kindness, like the sun shines,
Adults and children rejoice.
Many glorious deeds are waiting for us, but, above all, we must grow up to be real people, kind, sympathetic, and polite.
And we remember "to give joy, you need to be kind and polite."
Correspondent: We present a report from the scene about the action of mercy "Give good to each other."
1st student: From October 16 to November 9, a charity action “Give good to each other” was held in our school, in which our class took an active part. The guys collected gifts for the pupils of kindergarten No. 8 "Topolek" and prepared an amateur art performance. On November 15, we met with children left without parental care in the House of Children's Creativity. We talked with them for a long time, played, gave gifts and parted as good friends.
Correspondent: We present you a photo report from the scene.
Classroom teacher: the floor is provided by the editorial staff of the newspaper"Cool Stars":
Chief Editor:"Our talents" is the leading article of the Cool Stars newspaper. What is it about? (theatrical scene)
Leading: Somewhere, in the distant kingdom,
In a friendly school state,
Once upon a time there was a glorious wise king,
Righteous sovereign.
And one day I wanted
Summing up all cases
Tsar:I would be happy to see
For talented kids.
1st student: We have our own talents
Pianists, musicians.
Magical sounds of music
Everyone admires them
And just listen to music
We really, really like
Here are our musicians: Anton Efremov, Nastya Moiseeva, Yulia Podkopayeva.
2nd student:There is a house on the edge,
And the tenants in that house
Everyone speaks in verse
They want to visit their father.
Here they are, young poetesses: Fomina Kristina, Poleonova Vika, Efimenko Nastya and the beginning writer Timoshchuk Gleb.
3rd student:I want to add a word
To glorify the artists!
After all, what masters -
This is our baby!
Everyone will decorate, as if in a fairy tale,
Taking crayons and paints in hand,
Both portraits and landscape
They are drawn with a pencil.
Our young artists: Poleonova Victoria, Dorofeeva Anastasia.
4th student:There are no shortcuts in sports
And there are no accidental successes,
At sports training
Know the price of victory.
Here are our athletes: Efimenko N., Kurnosov M., Efremov A., Kuvshinov M., Panferova V., Khanzhina L., Khacharuryan E., chess players Podkopayeva Yu., Boldyreva M.
5th student:Everyone in our class draws
They also sing and dance.
Here it is, a delegation from the school of arts of the choreography class: Morozova O., Zubareva Y., Zabelina A., Dzhavaryan L., Kolchina K.
6th student:nimble, sporty,
Bold, active
Smart, inquisitive,
Generally attractive.
That's what they say about us.
Leading:Glad the great wise king,
School town sir.
After all, that country is mighty
That talents are strong.
Correspondent:In our school life there is a place not only for studying, but also for bright and interesting cases that reveal our talents. In the letters section, we placed congratulations to the winners of the contest "Native Petrovsk", organized by the regional newspaper "Petrovsk Vesti".
The editors of the newspaper appreciated our work - the best essays and drawings are placed on its pages and today we congratulate the winners of the competition Fokina Kristina, Dzhavadyan Lilit, Timoshchuk Gleb, Khanzhina Lyudmila, Kolchin Kristina, Khachaturyan Elmira, Rusyaykin Dmitry.
Classroom teacher: Our newspapers are ready. The tournament is over. To sum up the results of the competition, the floor is given to the jury. (slide number 18)
(Awarding. Nominations: The most original, The kindest, The most stellar.)
Classroom teacher: Guys, I join the congratulations of the jury. Each newspaper has its own style. Newspapers are different. Different in content and design. There are 23 "Selves" in our class. We are all different, but we are all together. We, 4 b - one school team.
Guys, look, these newspapers are united by your desire for knowledge, your talents, your wonderful human qualities, so your newspapers can be considered pages of one interesting and fascinating newspaper. We got "Our Cool Newspaper".Coolin the sense that it was created by 4 b class andcoolin the sense of wonderful. And I would add the column “Funny notes about friendship” to our newspaper.
I propose to complete our collective creative work (KTD) with our favorite cool song “Together we are together”. (A song is performed to the music of Shainsky "Blue Wagon")
1 verse
Each of our lessons is like an incident:
We are all given it for the joy of it.
A daily journey awaits us,
Let it not end.
Chorus:Together we, together we
We sit in the classroom
And we go to distant lands.
To the city of learning
And to the land of Knowledge -
They want to be there
All my friends.
verse 2:
We are sailing on the sea of mathematics,
Waves want to overwhelm the boat
But any waves will be nothing
For stubborn knowledgeable guys!
Chorus.
verse 3:
The train rushes us through the forest, and the forest is quiet,
Letters, like birches, stand here.
Where there are no birch trees, we will plant them -
Like words, they will speak.
Chorus.
verse 4:
We are flying on a plane on a long journey,
We touch different countries with a wing.
We want to know a lot about...
We were given any for nothing!
Our cool newspaper was created by the editors of the newspapers School Call, Cool Stars, Kind Hearts and a proofreader, and part-time class teacher Kharitonova Lyudmila Vladimirovna.
Thank you for attention. Thanks everyone.
UDC 371 BBK 74.200.58 G83
The Second Generation Standards series was founded in 2008
Grigoriev D. AT.
G83 Extracurricular activities of schoolchildren. Methodological constructor: a guide for the teacher / D.V. Grigoriev, P.V. Stepanov. - M.: Education, 2010. - 223 p. - (Standards of the second generation). - ISBN 978-5-09-020549-8.
The manual is addressed to teachers, methodologists, specialists of the advanced training system, students of pedagogical universities.
UDC 371
BBK 74.200.58
ISBN 978-5-09-020549-8 © Prosveshchenie Publishing House, 2010
© Artwork. Prosveshchenie Publishing House, 2010 All rights reserved
SHSH Content
Section I. Methodical designer of extracurricular
schoolchildren's activities
Section II. Forms of organization of extracurricular
schoolchildren's activities 16
Cognitive activity 16
Problem-value communication 19
Leisure and entertainment activities (leisure communication) 25
Play activities 29
Social creativity (socially transformative volunteering) 51
Artistic creation 64
Labor (production) activity 80
Sports and recreation activities 87
Tourist and local history activities 107
schoolchildren's activities 115
An exemplary program for organizing extracurricular activities for older adolescents 117
An exemplary educational program of extracurricular activities for students in grade 8 132
schoolchildren's activities 139
The study of changes in the personality of a schoolchild - the subject of extracurricular activities 141
The study of the children's team as an environment for extracurricular activities "schoolchildren 161
The study of the professional position of the teacher - the organizer of extracurricular activities of schoolchildren. . 166
schoolchildren's activities 181
5.1. Approximate job description of a deputy
director of extracurricular activities 181
Approximate job description of the teacher-organizer 186
Approximate job description of the class teacher 189
Approximate job description of a teacher of additional education 193
Approximate job description of an educator of an extended day group 197
regulating the extracurricular activities of the school 202
The concept of modernization of additional education for children in the Russian Federation for the period up to 2010 (draft) 202
Guidelines for the development of additional education for children in general education institutions (Appendix to the letter of the Ministry of Education of Russia dated June 11, 2002 No. 30-51-433 / 16) 209
On increasing the educational potential of the general educational process in a general educational institution (Letter of the Ministry of Education of the Russian Federation dated April 2, 2002 No. 13-51-28 / 13) 216
Methodological recommendations on expanding the activities of children's and youth associations in educational institutions (Letter of the Ministry of Education of Russia dated February 11, 2000 No. 101 / 28-16) 219
With a high degree of probability, it can be argued that in the next decade the teacher will have to work in the following conditions:
stratification of the population (including children and youth) according to levels of security and levels of education;
various media (television, Internet, print, FM radio) and the video-audio-computer industry that work closely with the child's mind;
the growth in society of styles and forms of life and recreation, leading away and alienating from reality;
expansion of a youth subculture that orients young people towards pleasure and consumption;
sparseness of the systems of ideas that determine the social-collective forms of life and forms of self-identification of the individual;
the growth of interethnic, interfaith, intergenerational and other kinds of intergroup tensions.
Education at school is not a special event. As emphasized in the Model Program for the upbringing and socialization of students (primary general education), “an approach in which upbringing is reduced to holding events and is actually separated from the content of the child’s activities at school, in the family, in a peer group, in society, from his social and information environment, strengthens the objectively existing tendency in modern culture to isolate the children's subculture from the world not only of adults, but also from the older generation of children and youth. This leads to an even greater disruption of the mechanisms of transmission of cultural and social experience, rupture of ties between generations, atomization of the individual, a decrease in its life potential, an increase in self-doubt, a drop in trust in other people, society, the state, the world, life itself.
Education at school should go only through the joint activity of adults and children, children with each other, in which the only possible appropriation (and not just recognition) of values by children. At the same time, education in principle cannot be localized or reduced to any one type of educational activity, but must cover and permeate all types: educational (within
different educational disciplines) and extracurricular (artistic, communicative, sports, leisure, labor, etc.) activities.
This is how the question is posed in the new Federal State Educational Standard of General Education, where extracurricular activities of schoolchildren are given special attention, space and time are defined in the educational process.
Our book is about how to organize the educational extracurricular activities of schoolchildren, how to purposefully achieve educational results and effects in it, in what cultural forms and on what content it is better to do this, how to design various educational programs of extracurricular activities and put them into practice. The solution of these problems is incorporated by us in the original methodical constructor. I would like to hope that the creative work of teachers with a methodical designer of extracurricular activities will help the school to find a second wind - life after school.
SECTION I
Methodical designer of extracurricular activities of schoolchildren
Extracurricular activities of students combines all types of schoolchildren's activities (except for educational activities and in the classroom), in which it is possible and expedient to solve the problems of their education and socialization.
According to the Federal Basic Curriculum for General Educational Institutions of the Russian Federation, the organization of classes in the areas of extracurricular activities is an integral part of the educational process at school. The time allotted for extracurricular activities is used at the request of students and in forms other than the lesson system of education.
Types and directions of extracurricular activities. The following types of extracurricular activities are available for implementation at the school:
gaming activity;
cognitive activity;
problem-value communication;
leisure and entertainment activities (leisure communication);
artistic creativity;
volunteering);
labor (production) activity;
sports and recreation activities;
tourism and local history activities.
The types and directions of extracurricular activities of schoolchildren are closely interconnected. For example, a number of areas coincide with the types of activities (sports and recreation, cognitive activities, artistic creativity).
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The military-patriotic direction and project activities can be implemented in any of the types of extracurricular activities. They represent meaningful priorities in the organization of extracurricular activities. Socially useful activity can be objectified in such types of extracurricular activities as social creativity and labor (industrial) activity.
Consequently, all areas of extracurricular activities should be considered as a meaningful guideline in the construction of appropriate educational programs, and the development and implementation of specific forms of extracurricular activities of schoolchildren should be based on the types of activities.
results and effects of extracurricular activities of students. When organizing extracurricular activities for schoolchildren, it is necessary to understand the difference between the results and effects of this activity.
Result- this is what was the direct result of the participation of the student in the activity. For example, a schoolchild, having passed a tourist route, not only moved in space from one geographical point to another, overcame the difficulties of the path (actual result), but also acquired some knowledge about himself and others, experienced and felt something as a value, gained experience of independent action ( educational outcome). Effect - it is a consequence of the result. For example, acquired knowledge, experienced feelings and relationships, committed actions developed a person as a person, contributed to the formation of his competence, identity.
So, educational result of extracurricular activities - direct spiritual and moral acquisition of the child due to his participation in a particular type of activity.
The educational effect of extracurricular activities- the influence (consequence) of one or another spiritual and moral acquisition on the process of development of the child's personality.
In the field of school education and socialization, there is a serious confusion of the concepts of "result" and "effect". It is common to assert that the result of the teacher's educational activity is the development of the student's personality, the formation of his social competence, etc. At the same time, it is overlooked (voluntarily or involuntarily) that the development of the child's personality depends on his own efforts in self-construction, on educational "contributions" it includes family, friends, the immediate environment, and other factors, that is, the development of the child's personality is an effect that became possible due to the fact that a number of subjects of education and socialization (including the child himself) achieved their results. Then what is the result of the educational activity of the teacher?
goga? The indistinct understanding by the teachers themselves of the results of their activities does not allow them to confidently present these results to society, gives rise to public doubt and distrust in pedagogical activity.
But perhaps a much more serious consequence of teachers' inability to distinguish results and effects is that they lose understanding of the purpose and meaning of pedagogical activity (especially in the field of education and socialization), the logic and value of professional growth and self-improvement. For example, today in school education the struggle for the so-called good student has sharply intensified, also because such a student is guaranteed to show high results in education and upbringing. Not fully understanding the results and effects of their work, not being able to clearly present them to society and at the same time experiencing pressure from its side, teachers in such an unpedagogical way insure themselves against professional failures.
It becomes clear that a professional teacher sees the results of his work before the effects. No dedication to the process of activity does not cancel the need for him to achieve an educational result. In any educational effect, he distinguishes between his own contribution and the contribution of other subjects of education and socialization.
Classification of the results of extracurricular activities of students. The educational results of extracurricular activities of schoolchildren are distributed over three levels. iFirst level of results- the acquisition by the student of social knowledge (about social norms, the structure of society, about socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life.
To achieve this level of results, the interaction of the student with his teachers (mainly in additional education) is of particular importance as carriers of positive social knowledge and everyday experience that are significant for him.
For example, in a conversation about a healthy lifestyle, a child not only perceives information from a teacher, but also involuntarily compares it with the image of the teacher himself. Information will be more trustworthy if the teacher himself cultivates a healthy lifestyle.
The second level of results - obtaining by the student the experience of experiencing and a positive attitude to the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole.
To achieve this level of results, the interaction of schoolchildren with each other at the level of
not a class, school, i.e. in a protected, friendly pro-social environment. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of the acquired social knowledge, begins to appreciate (or rejects) it.
The third level of results - the student gaining experience of independent social action. Only in independent public action, action in an open society, outside the friendly environment of the school, for other, often unfamiliar people who are not necessarily positive towards him, does a young person really become (and not just learn how to become) a social figure. , a citizen, a free man. It is in the experience of independent social action that courage is acquired, that readiness for action, without which the existence of a citizen and civil society is unthinkable.
Obviously, in order to achieve this level of results, the interaction of a student with social subjects outside the school, in an open social environment, is of particular importance.
Achieving three levels of extracurricular activities increases the likelihood of effects education and socialization of children. Pupils can be formed communicative, ethical, social, civic competence and socio-cultural identity in its country, ethnic, gender and other aspects.
For example, it is unjustified to assume that for the development of civic competence and identity of a student, civics lessons, classes in the study of human rights, etc. are enough. Even the best civics lesson can only give a student knowledge and understanding of public life, examples of civic behavior (of course, this , but not all). But if a student gains experience in civic relations and behavior in a friendly environment (for example, in self-government in a classroom) and even more so in an open social environment (in a social project, in a civic action), then the likelihood of becoming his civic competence and identity increases significantly.
When organizing extracurricular activities for younger students, it is necessary to take into account that, having entered the 1st grade, children are especially receptive to new social knowledge, they strive to understand the new school reality for them. The teacher must support this trend, ensure that the forms of extracurricular activities used by the child achieve first level results. In 2nd and 3rd grades,
as a rule, the process of development of the children's team is gaining momentum, the interpersonal interaction of younger students with each other is sharply activated, which creates a favorable situation for achieving schoolchildren in extracurricular activities second level results. Consistent ascent from the results of the first to the results of the second level over the course of three years of schooling creates a real opportunity for the younger student to enter the space of social action by the 4th grade (i.e., the achievement third level results). Such an exit for a primary school student must necessarily be designed as an exit to a friendly environment. Conflict and uncertainty inherent in the modern social situation should be limited to a certain extent.
Interrelation of results and forms of extracurricular activities. Each level of the results of extracurricular activities corresponds to its own educational form (more precisely, the type of educational form, i.e., a number of meaningfully and structurally close forms).
The first level of results can be achieved with relatively simple forms, the second level - with more complex ones, the third level - with the most complex forms of extracurricular activities.
For example, in such a form of problem-value communication as ethical conversation, it is quite possible to reach the level of knowledge and understanding of the discussed life plot (problem) by schoolchildren. But since in ethical conversation the main channel of communication is “teacher - children”, and direct communication of children with each other is limited, in this form it is quite difficult to reach the value attitude of schoolchildren to the problem under consideration (namely, in communication with a peer, the same as himself , the child establishes and tests his values).
To launch value self-determination, other forms are needed - debate, thematic debate. By participating in the debate, students get the opportunity to look at the problem from different angles, discuss positive and negative points, compare their attitude to the problem with the attitude of other participants. However, debates, being in many ways a playful form of communication, do not put the child in front of the need to personally answer for his words, to move from words to deeds (i.e., this form is not aimed at the exit of the student into independent social action, although this can happen with a specific student due to his personal characteristics).
This need is dictated by another form - problem-value discussion with the participation of external experts, where participants speak only on their own behalf, 
and any play on their part is fraught with exposure and criticism from external experts who are not interested in artificially supporting children's opinions. A problem-value discussion brings the participants to the edge when the words “I believe ...” are followed by the words “and I am ready to do it.”
So, it is practically impossible to achieve the result of the second and even more so the third level with forms corresponding to the first level of results. At the same time, in forms aimed at the result of the highest level, the results of the previous level are also achievable. However, it is important to understand: forcing results and forms does not improve the quality and efficiency of activities. A teacher who does not know the forms of activity to achieve the results of the first level cannot effectively reach the results and forms of the second and even more so the third level. He can only do it imitatively.
Understanding the relationship between the results and forms of extracurricular activities should allow teachers to:
Develop educational programs outside of school
activities with a clear and intelligible presentation
about the result;
select such forms of extracurricular activities that guarantee the achievement of a result of a certain level;
build the logic of transition from the results of one level to the results of another;
to diagnose the effectiveness and efficiency of extracurricular activities;
evaluate the quality of extracurricular activities programs (according to what result they claim, whether the chosen forms correspond to the expected results, etc.). This underlies the construction of an incentive system for remunerating teachers for organizing extracurricular activities for schoolchildren.
SECTION 2
Forms of organization of extracurricular activities of schoolchildren
2.1. cognitive activity
Extracurricular cognitive activity of schoolchildren can be organized in the form of electives, circles of a cognitive orientation, a scientific society of students, intellectual clubs (like the club "What? Where? When?"), library evenings, didactic theaters, educational excursions, olympiads, quizzes, etc. P.
At first glance, it may seem that all these forms in themselves make it possible to achieve first level results (acquisition of social knowledge by schoolchildren, understanding of social reality and everyday life). However, this is not entirely true. This level of results can be achieved only if the object of children's cognitive activity is the actual social world, i.e. knowledge of the life of people and society: its structure and principles of existence, norms of ethics and morality, basic social values, monuments of world and national culture , features of interethnic and interfaith relations.
Moreover, not only and not so much fundamental knowledge will be important, but those that a person needs for a full-fledged living of everyday life, successful socialization in society: how to behave with a person in a wheelchair, what can and cannot be done in the temple, how to search and find necessary information, what rights a person has in a hospital, how to dispose of household waste safely for nature, how to properly pay utility bills, etc.
knowledge can make the life of a person and his immediate environment very difficult.
Within the framework of extracurricular cognitive activity of schoolchildren, it is also possible to achieve second level results (the formation of a positive attitude of children to the basic values of society). To do this, the value component must be introduced into the content of cognitive activity.
In this regard, teachers are recommended to initiate and organize the work of schoolchildren with educational information, inviting them to discuss it, express their opinion, develop their position in relation to it. This may be information about health and bad habits, moral and immoral acts of people, heroism and cowardice, war and ecology, classical and popular culture and other economic, political or social problems of our society. The search for and presentation of this information to schoolchildren should not complicate the teacher, since it can be found in a variety of subject areas of knowledge.
When discussing such information, intra-group discussions are effective. They allow students to correlate their own attitude to the issue under discussion with the opinions of other children and contribute to the correction of this attitude - after all, the opinion of peers that is significant for adolescents often becomes a source of change in their view of the world. In addition, thanks to discussions, students gain experience of behavior in a situation of diversity of views, learn to respect other points of view, to correlate them with their own.
As an example, let's name several potentially controversial topics from different fields of knowledge:
For elementary school
Pollution of nature: can life in the city be as pleasant as in the country? (Natural science, reading.)
Is it difficult to live in our society for a person in a wheelchair? (Reading.)
My appearance: a private matter or respect for other people? (Reading, natural science.)
Computer games are an exciting activity: why is mom unhappy? (Reading, mathematics.)
Are violent scenes in movies and TV dangerous for children and society? (Reading, history.)
Do small peoples need to strive to preserve their language and culture? (Mother tongue, reading, foreign language.)
For primary school
Using animals for experiments: scientific necessity or human cruelty? (Biology.)
Can science be immoral? (Physics.)
Is economic growth in the world an absolute boon for people? (Economy.)
Do small peoples need to strive to preserve their language and culture? (Geography.)
Do you agree with the words of I. Karamazov “If there is no God, then everything is allowed”? (Literature.)
Reforms of Peter I - a step towards a civilized society or violence against the country? (Story.)
Is aggression in films and television dangerous for society? (Art.) Etc.
A positive attitude towards knowledge as a social value is developed in a schoolchild if knowledge becomes an object of emotional experience. The most successful forms here may be, for example, the school intellectual club “What? Where? When?" (here knowledge and the ability to use it become the highest value for the participants in this game, unique in its impact on mental education), didactic theater (in which knowledge from various fields is played out on stage, and therefore becomes emotionally experienced and personally colored) , the scientific society of students (within the framework of the NOU, research activities of schoolchildren are carried out, the search and construction of new knowledge - knowledge of one's own, sought, suffered).
Achievement third level results (acquisition by the student of the experience of independent social action) is possible under the condition of organizing the interaction of school-
nika with social actors in an open public environment. This can most effectively occur during socially oriented actions. For example, meetings of a circle of lovers of literature, organized for children from orphanages or residents of nursing homes, can become a factor in acquiring the experience of social action for schoolchildren.
As part of the work of a club of book lovers or evenings of family reading, socially oriented campaigns can be held to collect books for the library of a rural school located in the outback.
In subject circles, schoolchildren can make visual aids or handouts for school sessions and donate them to teachers and students. The activities of subject electives can become socially oriented if its members take individual patronage over underachieving primary school students.
The activities of members of the scientific society of students are recommended in in this connection, to focus on the study of the microsociety surrounding them, its topical problems and ways to solve them.
How to improve the quality of drinking water at school?
Endangered Species in Our Region: Strategies for Rescue.
Ways to resolve conflicts and overcome aggression in school and family.
The chemical composition of popular children's drinks and health problems.
Ways of energy saving at school and forms of energy-saving behavior of students and teachers.
Attitude towards the elderly of the inhabitants of our microdistrict.
2.2. Problem-value communication
Problem-value communication, unlike leisure communication, affects not only the emotional world of the child, but also his perception of life, its values, meaning. Sample-
Lemno-value communication of schoolchildren can be organized in the form of ethical conversations, debates, thematic disputes, problem-value discussions.
For achievement first level results - the acquisition by schoolchildren of social knowledge, understanding of social reality and everyday life - the optimal form of ethical conversation.
An ethical conversation is not a teacher's lecture on moral issues. This is a detailed personal statement of the initiator of the conversation addressed to the listeners, imbued with genuine emotions and experiences and necessarily aimed at obtaining feedback from the listeners (in the form of questions, answers, remarks). The subject of communication here is moral conflicts presented in real life situations and literary texts.
A well-organized conversation is always a flexible combination of programming and improvisation. The teacher should have a clear idea and the ability to keep the main thread of the conversation and at the same time different scenarios for the development of communication. For example, when discussing the topic “Does the end justify the means?” with students, giving historical and literary examples of different answers to this difficult question, the teacher should lead the students to “try on” this problem for themselves. In particular, at a certain point in the conversation, he can introduce a conflict addressed to one of the participants in the conversation: “This is the situation: you have an idea that is very dear to you and which you dream of implementing. But there are people who do not share this idea and oppose its implementation. If they keep persisting, you won't succeed. How will you deal with these people?"
After listening to the answer of the student (possibly several children), the teacher can offer him (them) several scenarios of behavior, for example: a) make these people obey your will, without wasting time on empty, unnecessary conversations; b) try to convince them, and if it doesn’t work out, do it your own way; c) try to find a weak point in each of the opponents and act; d) listen to the objections of opponents, come to a common opinion with them, and if it doesn’t work out, then postpone the implementation of your idea.
And then the teacher should be ready for different scenarios of continuing communication with active participants in the conversation in the presence of other listeners. So, if one of the students chooses option “a” or “c”, it is necessary to try to bring the student to the consequences of the decision. When choosing the answer “b”, it is necessary to show the student that his decision is just a delay in action. At the same time
For me, the teacher must understand that such a choice is a sign of a certain struggle between the desires to implement the idea and avoid negative consequences for others, and it is worth “hooking” for this and helping the student to delve into his thoughts. If the student chose option “d”, then you can ask him to give a detailed justification for the choice in order to understand how this choice is meaningful and sincere.
As part of an ethical conversation, the main channel of communication is the Teacher-Children. This form does not imply active communication between schoolchildren (the maximum allowable is the exchange of children with short remarks). And without defending your opinion in the face of another, especially a peer (he is equal to me, therefore, in case of failure, it is difficult to attribute everything to superiority in age, experience, knowledge), it is not easy to understand whether the child is ready to seriously answer for his words. In other words, he appreciates what he claims or not.
You can understand this, for example, by participating in debates. This educational form is able, if used correctly, to achieve second level results - the formation of positive attitudes of the student to the basic values of our society and to social reality in general.
The educational technology "Debates" is very popular today and is repeatedly described in the pedagogical literature. Therefore, we will focus only on the main thing. There are two sides in the debate: the affirmative (team that defends the topic of communication) and the negative (team that refutes the topic). The topic of communication is formulated as a statement. The purpose of the parties is to convince the judges (experts) that your arguments are better than those of your opponent.
Debates are arranged according to the role principle: the participant can defend before the judges the point of view that he does not share in reality. It is here that the powerful educational potential of this form lies: by selecting evidence in favor of a point of view that is not initially close to the student, by listening to and analyzing the opponent’s arguments, he can come to such a serious doubt in his own attitudes that he will face the need for value self-determination. At the same time, there is a catch in the playful nature of communication: the participants in the debate are not faced with the task of moving to practical action, and a certain frivolity of what is happening is felt by almost everyone.
The task of transition to practical action initially faces the participants problem-value discussion. The discussion is structured in such a way that a person faces a choice: to act or not? It is this educational form that is designed to contribute to the achievement third level results - obtaining by schoolchildren the experience of independent social action.
The purpose of the problem-value discussion is to launch the adolescent's social self-determination and prepare him for independent social action. The subject of such a discussion are fragments and situations of social reality. It is obvious that self-determination will be the more successful, the more specific, close and interesting these fragments and situations are for students.
At first glance, for a young person, there is no closer and more intuitive social context than the context of urban (rural, township) life. And at the same time, there are no special places and spaces where the student could deepen his understanding of the life of his small homeland. It turns out that this social context, being the closest, is perceived by students very superficially. That is why the key topic of problem-value discussions can be the topic “Youth participation in the life of the city (village, settlement)”.
When preparing for a problem-value discussion, it is necessary to conduct local sociological research that identifies social topics that are most interesting to schoolchildren. For example, in one of the schools in Moscow, the following list of topics was formed:
Implementation of the interests and needs of young people in the field of leisure, culture and sports in Moscow.
Adequacy of the arrangement of the urban environment (architectural appearance, street landscapes, recreational areas) to the needs and aspirations of the younger generation.
Productive employment and youth employment in Moscow.
Relationships between youth groups in Moscow.
Transport problems of the city: the role and place of the younger generation in their solution.
The role and place of youth in the information space of the city.
Availability of quality education for the youth of the capital.
The position of young Muscovites in the preservation of the cultural heritage of the capital.
Ecology of Moscow and the position of the youth.
Problem-value discussion is a group form of work. The teacher in this form builds the work of the group as a sequence of a number of steps.
First step - organization of the student's meeting with the social situation as a problem.
If the social situation is not built as a problematic one, then it can become not so much an object of understanding as an object of cognition of the student and will be perceived by him as a learning task. Then there will be no inclusion of understanding as a universal way of mastering the world by a person, in which, along with theoretical knowledge, direct experience, various forms of practice and forms of aesthetic comprehension play an essential role.
A universal means of constructing a situation that meets the requirements of semantic content, problematic ™, values, is the text (in our case, the text describing the social situation). However, as practice shows, the very fact of meeting schoolchildren with a text does not always and not for all of them develop into a situation of understanding the meaning of the text. Someone was able to read the text, extract the main meaning and connotations; someone saw the text from one point of view, extracted the main meaning and did not find additional ones; Some didn't understand the meaning of the text at all.
In such contradictory conditions, a new step is required from the teacher in the direction of strengthening the student's understanding of the text. The means for this step is problematization as a special work of the teacher to identify contradictions in the content of messages, methods of work and the goals demonstrated by the student. What is the content of pedagogical problematization? There are several methods that can be combined.
Firstly, after an understanding reading of the text, students can be invited to one of them to express their understanding or misunderstanding, thereby putting the rest in a situation of choice - to agree or disagree with what was said. Next, you can ask the students to express their attitude to the position expressed. Secondly, it is possible to expand questions to the already manifested understanding (misunderstanding). Thirdly, it is possible to demonstrate, to act out a lack of understanding of the opinion expressed by the student, prompting him to clarify, to better substantiate the position. Fourth, one can agree with the expressed point of view, and then draw absurd conclusions from it (here it is necessary to avoid statements that can offend the student). Fifth, in the absence of any statements, you can provoke them by expressing on your own behalf a rather radical understanding of the situation (here one cannot cross the ethical line).
The problematization implemented by the teacher should lead schoolchildren to realize the weaknesses of their point of view, to attract new means of understanding. At the same time, the situation
problematization must be maintained until a meaningful conflict between positions arises, in which a significant number of participants will be drawn. At this moment, the teacher must transfer his activity from the problematization plan to the plan organization of communication.
Communication here is special - positional. In contrast to the classical discussion, where the subject focuses mainly on expressing his opinion and convincing others of its truth, in positional communication the subject seeks the place of his position among others: he determines the positions with which he can cooperate and must conflict, and those which must not be interacted with under any circumstances. And all this is weighed on the scales of the upcoming social action.
The teacher is also included in positional communication. At the same time, there is a real danger that his position will be dominant in the system of children's positions (for example, because of high authority). To avoid this, the teacher must form his own personal and professional position as an organizer of positional communication. In a personal projection, this is a position adult, in a professional projection - this is a position reflective manager.
Ego-state Adult, together with two other ego-states - Parent and Child - forms, according to E. Berne, the personality matrix of a person. Unlike the Parent and the Child, who look to the past, to experience, to memories, the Adult makes decisions based on the situation that exists now, at this moment, here and now.
The position of the reflexive manager is alternative to the position of the manipulator. Its essence is the organization of reflection among schoolchildren and the "maintenance" of the situation of self-determination and independent thinking about their problems. Manipulation will be "picking up", reflective "shaping" and "using" the activity of others for their own purposes.
The main goal of schoolchildren's positional communication is to "break" them into a different context of understanding the meaning: not only I - the Text, as at the first stage of work, but also I - Others - the Text. In the process of communication with each other and the teacher, they, in fact, for the first time clearly discover that their own understanding is not only not the only one, but also insufficient, that it can be enriched by other understandings and, in turn, enrich others. Awareness of this can serve as the basis for the desire of schoolchildren to consider different positions for a full understanding of the meaning of the social situation and the transition to independent social action. It is up to the teacher to help
deepening this awareness, which requires organization of reflection by students on the results of the discussion.
The organizing role of the teacher here includes providing students with a choice of one form or another of fixing a reflexive position (answers to questions, continuing unfinished sentences, interviews, etc.) and its expression (oral, written, artistic-figurative, symbolic), as well as maintaining dynamics of reflexive processes. It is great if the teacher manages to involve in the discussion (and especially in reflection) external experts - representatives of the society that the students are discussing. Their presence and opinions are the most powerful factor in increasing the social significance of what is happening.
The stage of reflection completes the process of interaction between the teacher and students in the problem-value discussion. However, in its ideal representation, this interaction does not stop, it continues in the minds of the participants. According to Yu. V. Gromyko, “leaving the community, the individual takes with him an attempt to independently reproduce the community.” Leaving the real process of interaction with the teacher and peers, the student takes with him an attempt to reproduce it independently in other circumstances of his own life.
2.3. Leisure and entertainment activities (leisure communication)
Achieve in the leisure and entertainment activities of schoolchildren educational results of the first level (the acquisition of social knowledge by schoolchildren, the primary understanding of social reality and everyday life) is possible within the framework of such a well-known form as cult trip theater, museum, concert hall, gallery.
However, the cultural campaign of the cultural campaign is different. For example, a visit to the theater by a school class usually follows the following pattern:
the theater ticket distributor comes to school;
the class teacher, at his own discretion, chooses a performance and informs the students about it;
schoolchildren voluntarily-compulsorily hand over money for tickets to a teacher or a responsible classmate;
the class goes to the performance (most often such a trip is just an opportunity for the guys to “hang out” outside the walls of the house and school; only by chance can it become a personally significant cultural event for someone);
spontaneous nature.
Turning a cultural trip to the theater from a formal action into an educational event, the teacher will have to organize it in a fundamentally different way, in particular:
In the amateur art of schoolchildren, concerts most often involve performances in front of an audience of parents, guests, and peers. B.V. Kupriyanov distinguishes two ways of organizing a concert: "tour" (outdoor concert) and "showcase" (home concert).
Not only children's choreographic studios, drama circles, but also the most ordinary class, when schoolchildren have something to show the audience and have a desire to go somewhere, go out with a concert, can tour. The concert becomes a "showcase" when guests are invited to the children's team. In this case, the concert or performance is shown in the classroom or in the school assembly hall.
Much depends on the level of preparation and the corresponding preparation of the concert program. In the practice of many good class teams, there are annual reporting concerts, when all the guys demonstrate their success in artistic work over the past year. The concept of "reporting concert" also includes a concert performance of just one group. In this case, the creative team shows a detailed program in one or two departments, prepared on its own. Concerts dedicated to any topic, holiday, significant date, as well as the life or work of a person, are called thematic.
Schoolchildren are very fond of festive "lights" in the classroom. In another way, this event can be called evening of communication in an impromptu cafe.
B.V. Kupriyanov notes that the prototype of the evening of communication in an impromptu cafe is brotherhood and youth gatherings in the Russian village tradition. This form primarily solves the problem of providing rest and pleasant pastime for schoolchildren. The educational tasks of the evening of communication in an impromptu cafe are to optimize interpersonal relations in a children's association, to form the experience of joint socially acceptable spending of free time.
The festive "light" involves such cafe attributes as tables (no more than eight), subdued lighting, refreshments, etc. Here, meals are organized, artistic performances are shown (of various levels of improvisation, both specially prepared and played out on the spot without prior rehearsals), singing and/or dancing together.
Depending on the given context, an evening of communication may look like an antique symposium, a meeting of an English club, village gatherings, Peter's assembly ^ an aristocratic salon, an official reception, an epic feast, a merchant's tea party, a bachelorette party (stag party), a theatrical skit, etc.
Organizationally, the course of the party is in the hands of the manager, who involves the participants in a joint Action, determining the nature of the interaction, the movement of the Center of Attention (from one table to another). Last thing
Circumstance dictates that the tables are placed in such a way that one can see the action at another table from behind any of them. In addition, it is advisable to leave a platform for demonstrating complex numbers prepared in advance or for dancing. It is also important to solve such issues as the correct placement of the participants in the evening, a delicious treat.
Entertainment at the social evening may include competitive tasks, which are usually short-lived and involve all participants (either as spectators or performers). There should be no more than ten competitive tasks during the program. The most organic entertainment options at the evening of communication are also a game of forfeits and a lottery. The use of phantoms initially involves some playful tests, when personal items are confiscated from the losers. In order for the game of forfeits to attract the maximum number of those present, it is necessary to make the tests varied and try to collect forfeits from everyone. Correspond to the spirit of the evening of communication in an impromptu cafe parodies, cartoons and practical jokes.
When conducting this form, it is possible to use elements of a role-playing game: the distribution of individual and team roles. The team is made up of participants sitting at the same table. There may be competition in the party, but the competitive start should be unobtrusive. The joint communication of the participants of the evening has a specially organized part, it can be a story about some funny events, adventures. Since it is quite difficult for many schoolchildren to improvise an interesting story, the organizers use homework, word games: “Interpreter’s Notebook”, “Alphabet Ending”, “Let's Argue with the Greats”, writing unusual stories, etc. This option is used for holding an evening of communication when joint communication is built as a reaction to the monologues of the host or some specially prepared guest.
In order for the leisure and entertainment activities of schoolchildren to begin to ensure the achievement educational results of the third level (children gaining experience of independent social action), it must be transferred to the public space. In other words, start building the leisure of other people who do not fall into the category of relatives. For example, you can organize a school in the microdistrict fair.
Fair (folk festival) - a joint entertainment deployed on a certain site, involving the involvement of participants in various attractions. An example is the development of a New Year's holiday
ka, performed under the direction of the joint venture. Afanasiev: "New Year on Deribasovskaya", "Winter Fair", "Twelve Months", "New Year at the International Airport". The game idea (material) underlying the types of festivities can be a street, a city district where entertainment takes place, as well as a place intended for this specific pastime.
B.V. Kupriyanov singled out the procedures, acts and situations inherent in the fair-festival.
Firstly, this is the free movement of participants throughout the space where the sites - attractions are located. Involvement in attractions is usually provided in the following way: for participation in attractions, tokens are issued, which can be exchanged for something tasty or healthy. There is an opportunity to develop a whole economic game. There are cases when at the very beginning and end of the fair, tokens were exchanged for real money. A slightly different mechanism for involving participants in attractions is provided in the methodological development "New Year on Deribasovskaya". Here, participants spend their tokens, receiving word cards for them. The one who can collect a whole phrase or several phrases from the received words becomes the winner and receives a special prize. Secondly, it is necessary to determine the specifics of the attraction as a competition that does not require special skills, a long time to complete the task. Thirdly, the fair usually begins with a general meeting, where the rules of the game are explained, prizes can be named that await the participant who has collected the most tokens. Fourthly, the final of the fair can be held in the form of an auction-sale, where participants can get rid of the remaining tokens by purchasing memorable prizes and souvenirs.
The algorithm of the fair includes:
general collection, which may be accompanied by a ruler, a carnival procession;
free movement of participants in space;
free choice of attraction and participation in it;
final collection, with or without auction.
2010
(Bibliographic index of literature)
Second generation standards:
Algebra. Grade 7: a collection of tests and control tasks / ed. T.Yu. Dyumina, A.A. Makhonin. - Volgograd: teacher, 2011. - 95 p.- (Control and measuring materials)
Grigoriev D.V. Extracurricular activities of schoolchildren: methodological constructor: a guide for the teacher / D.V. Grigoriev, P.V. Stepanov. – M.: Enlightenment, 2010. – 223 p. – (Standards of the second generation)
Danilyuk A.Ya. The concept of spiritual and moral development and education of the personality of a citizen of Russia / A.Ya. Danilyuk and others - 2nd ed. – M.: Enlightenment, 2011. – 24 p. - (Standards of the second generation)
Dick N.F. Full-day school: new content of education and upbringing in grades 1-2 / N.F. Dick. - Rostov n / D: Phoenix, 2008. - 317 p. – (Primary school. State standards of the second generation)
How to design universal learning activities in elementary school: from action to thought: a teacher's guide / ed. A.G. Asmolov. - 2nd ed. - M .: Education, 2010. - 152 p. – (Standards of the second generation)
Kruglova T.A. Literature: entrance tests for the elementary school course. Grade 5 / T.A. Kruglova.- M.: Exam, 2010. - 52 p. – (According to the new educational standard of the second generation)
Krylova O.N. Russian language: final certification. Grade 2: typical test tasks / O.N. Krylov. – M.: Exam, 2011. – 52 p. - (According to the new educational standard of the second generation)
Krylova O.N. The world around: final certification. Grade 2: typical test tasks / O.N. Krylov. - M.: Exam, 2011. - 48 p. - (According to the new educational standard of the second generation)
Krylova O.N. The world around: final certification. Grade 1: typical test tasks / O.N. Krylov. – M.: Exam, 2011. – 52 p. - (According to the new educational standard of the second generation)
Krylova O.N. Literary reading: final certification. Grade 1: typical test tasks / O.N. Krylov. – M.: Exam, 2011. – 52 p. - (According to the new educational standard of the second generation)
Krylova O.N. Natural history: entrance tests for the elementary school course. Grade 5 / O.N. Krylov. - M.: Exam, 2010. - 52 p. – (According to the new educational standard of the second generation)
Loginova O.B. My achievements: final complex work. Grade 1 / O.B. Loginova, S.G. Yakovlev. - M .: Education, 2009. - 128 p. - (Standards of the second generation)
Loginova O.B. My achievements: final complex work. Grade 2 / O.B. Loginova, S.G. Yakovlev. - M .: Education, 2010. - 80 p. - (Standards of the second generation)
Planned results of primary general education / ed. G.S. Kovaleva, O.B. Loginova.- 3rd ed.- M .: Enlightenment, 2011. - 120 p.- (Standards of the second generation)
Evaluation of the achievement of planned results in primary school: a system of tasks: in 2 hours, Part 1 / ed. G.S. Kovaleva, O.B. Loginova.- 2nd ed. – M.: Enlightenment, 2010. – 215 p. - (Standards of the second generation)
Exemplary curricula in academic subjects: Biology grades 6-9. Natural science grade 5: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2010. – 80 p. - (Standards of the second generation)
Exemplary curricula in academic subjects: biology grades 10-11: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2010. – 59 p. - (Standards of the second generation)
Approximate programs in academic subjects: fine arts grades 5-7. Music grades 5-7. Art grades 8-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 176 p. - (Standards of the second generation)
Approximate programs for academic subjects: art / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 48s. - (Standards of the second generation)
Approximate programs in academic subjects: history grades 5-9 / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 94s. - (Standards of the second generation)
Approximate programs for academic subjects: literature / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2011. -176s. - (Standards of the second generation)
Approximate programs in academic subjects: literature 5-9 grades: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2011. – 176p. - (Standards of the second generation)
Approximate programs in academic subjects: mathematics grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov.-3rd ed., revised. - M .: Education, 2011. - 64 p. - (Standards of the second generation)
Exemplary programs in academic subjects: elementary school: in 2 hours. Part 1 / A.M. Kondakov, L.P. Kezina. – 4th ed., revised. - M.: Enlightenment, 2010. - 400 p. - (Standards of the second generation)
Exemplary programs in academic subjects: elementary school: in 2 hours. Part 2 / A.M. Kondakov, L.P. Kezina. - 3rd ed., revised. – M.: Enlightenment, 2010. – 231p. - (Standards of the second generation)
Approximate programs in academic subjects: Russian language 5-9 grades: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2011. – 112p. - (Standards of the second generation)
Approximate programs in academic subjects: social science grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 42 p. - (Standards of the second generation)
Approximate programs in academic subjects: basics of life safety grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 40s. - (Standards of the second generation)
Approximate programs in academic subjects: technology grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 96s. - (Standards of the second generation)
Approximate programs in academic subjects: physics grades 7-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 48s. - (Standards of the second generation)
Exemplary curricula in academic subjects: physics grades 10-11: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 46s. - (Standards of the second generation)
Approximate programs in academic subjects: physical culture grades 5 - 9 / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 64 p. - (Standards of the second generation)
Approximate programs in academic subjects: chemistry grades 8 - 9: project / A.A. Kuznetsov, A.M. Kondakov - 2nd ed., revised. - M.: Enlightenment, 2011. - 64 p. - (Standards of the second generation)
Approximate programs in academic subjects: chemistry grades 10-11: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 88 p. - (Standards of the second generation)
Project tasks in elementary school: a guide for teachers / ed. A.B. Vorontsov. - 3rd ed. – M.: Enlightenment, 2011. – 176s. - (Standards of the second generation)
Profile training. Elective courses
English language. Grade 9: elective courses / ed. T.D. Androsenko, I.S. Rakhuba. - Volgograd: Teacher, 2009. - 103 p.
Introduction to geometry. Grade 6: planning, class notes / ed. I.V. Fotina. - Volgograd: Teacher, 2010. - 143 p. – (Elective courses)
Vinokurova N.F. Forest and man. Grade 9: textbook: elective courses / N.F Vinokurova et al. - M .: Bustard, 2007. - 128p.- (Profile education)
Voronina E.V. Profile training: organization models, managerial and methodological support / E.V. Voronina.- M.: "5 for knowledge", 2006. - 256p. – (Methodical library) Gladkiy Yu.N. Global geography: specialized education grades 10-11: textbook / Yu.N. Smooth, S.B. Lavrov. – 3rd ed., stereotype. – M.: Bustard, 2009. – 318p. – (Elective courses)
Dogaeva T.O. Introductory business writing course. Grades 10-11: textbook: elective courses / T.O. Dogaev. – 3rd ed., stereotype. - M .: Bustard, 2008. - 91s .- (Profile training)
For a healthy lifestyle. Grade 9: elective course / ed. V.V. Gaeva. - Volgograd: Teacher, 2009. - 165p.- (Profile education)
Maths. Grades 8-9: elective courses: the easiest way to solve difficult inequalities, selected tasks in planimetry, solving problems using graphs / ed. L.N. Kharlamov. - Volgograd: Teacher, 2008. - 89 p.- (Profile education)
Maths. Grades 8-9: a collection of elective courses. Issue. 2/ auto-stat. M.E. Kozin. - Volgograd: Teacher, 2007. - 137 p.- (Profile education)
Maths. Grades 10-11: elective courses: solving equations and inequalities with parameters / ed. D.F. Ayvazyan. - Volgograd: Teacher, 2009. - 204 p.- (Profile education)
Medkova E.S. Myth and culture. Language and culture. Druzhkova N.I. From impressionism to abstract painting: programs, guidelines: elective course / E.S. Medkova, N.I. Druzhkov, ed. L.V. Schoolboy. - M .: Education, 2009. - 96s.
Fundamentals of life safety grades 10 - 11: a collection of elective courses / ed. A.N. Kainov and others - Volgograd: Teacher, 2009. - 219p. – (Profile education)
Elective course programs. Biology grades 10-11: specialized education: collection 3 / ed. IN AND. Sivoglazov, I.B. Morzunov. – M.: Bustard, 2006. – 157 p. – (Elective courses)
Workbook of the school administrator. Issue 2: organization of specialized education in a comprehensive school. – M.: ARKTI, 2008. – 232p.
Russian language. Grade 9: elective course: conditions for successful communication / ed. A.M. Golovizin. - Volgograd: teacher, 2008. - 95s. – (Profile education)
Russian language. Grade 9: elective course: practical course of speech science / ed. L.A. Kobzarev. - Volgograd: Teacher, 2008. - 133 p. – (Profile education)
Russian language. Grades 10 - 11: elective course: native language in the "river of time" (history of language and history of society) / comp. N.M. Bozhko. - Volgograd: Teacher, 2008. - 319 p. - (Profile education)
Russian language. Grades 10 - 11: elective course: the art of mastering the word / ed. N.V. Vasilchenko. - Volgograd: Teacher, 2008. - 115p. - (Profile education)
Russian language. 11 class / avt.-stat. ON THE. Sharova. - Volgograd: Teacher, 2009. - 296 p. - (Profile education)
Sergeev I.S. To the head of education on the introduction of specialized education: a practical guide / I.S. Sergeev. - M.: ARKTI, 2006. - 136 p. – (Education Management)
Physical Culture. 10 - 11 grades: a collection of elective courses / ed. A.N. Kainov and others - Volgograd: Uchitel, 2009. - 213p. – (Profile education)
French. Grades 10-11: elective course: business French / ed. T.P. Sukhov. - Volgograd: Teacher, 2008. - 156 p. – (Profile education)
Elective courses in geography: for specialized education in grades 10-11 / comp. N.V. Bolotnikov. - M.: Globus, 2007. - 262 p. – (Profile school)
Elective course "History of religions, free thought and atheism: for grades 10-11 of educational institutions / comp. E.Sh. Sogomonov. - M.: Globus, 2007. - 124 p. – (Profile school)
Preparation for the Olympics
Balayan E.N. Preparing for the Olympiads in mathematics: we pass the exam for 100 points. Grades 9 - 11 / E.N. Balayan. - Rostov n / a: Phoenix, 2010. - 317p. - (Big change)
Balayan E.N. 555 Olympiad and entertaining problems in mathematics. Grades 5-11 / E.N. Balayan. - 2nd ed., add. and revised - Rostov n / a: Phoenix, 2010. - (With our cool - life is beautiful)
Belitskaya N.G. School Olympiads: elementary school. Grades 2-4 / N.G. Belitskaya, A.O. ORG. - M .: Iris-press, 2010. - 128p.- (School Olympiads)
Kazbek - Kazieva M.M. School Olympiads: Russian language. 5 - 11 grades. – 7th ed. - M .: Iris-press, 2010. - 208 p. - (School Olympiads)
Olympiad tasks in geography. 9-11 grades / aut.-stat. G.G. Monakova, N.V. Yakovleva / Volgograd: Teacher, 2011. - 138s.
Olympiad tasks in mathematics. 5-11 grades / aut.-stat. O.L. Bezrukov. - Volgograd: Teacher, 2010. - 143 p.
Malyugina V.A. Olympiads in the Russian language. Grades 7-8 / V.A. Malyugin. - M.: VAKO, 2010. - 224 p. – (Workshop of the teacher-philosopher)
Olympiad tasks: mathematics, Russian language, the world around. 3-4 classes. Issue. 2/ auto-stat. N.V. Lobodin. - Volgograd: Teacher, 2011. - 331 p.
Test questions and assignments in physical culture: preparing schoolchildren for olympiads, checking the basics of knowledge in the classroom, conducting extracurricular activities / ed. P.A. Kiselev, S.B. Kiseleva. - M.: Globus, 2010. - 344 p. – (Quality of teaching)
Physical Culture. Grades 9-11: organization and holding of olympiads: recommendations, tests, assignments / ed. A.N. Cains. - Volgograd: Teacher, 2011. - 139 p. - (To help the teacher)
Modern cabinet
Burtseva O.I. Chemistry cabinet: basic documentation and organization of work / O.I. Burtseva, A.V. Gurov. - 2nd ed., stereotype. - M .: Exam, 2010. - 222p.- (Educational and methodological set)
Gats I.Yu. Modern classroom of the Russian language: teaching aid / I.Yu. Gats, O.F. Vakurov. - M.: Bustard, 2010. - 238p.- (Modern Cabinet)
Letyagin A.A. Modern office of geography / A.A. Letyagin. – M.: Bustard, 2009. - 187s. – (Modern office)
Ogonovskaya I.S. Cabinet of the history of the Urals: organization and provision of the educational process: methodological manual / I.S. Ogonovskaya, - Ekaterinburg: Socrates, 2007. - 256s.
Modern cabinet of physics: methodical manual / ed. G.G. Nikiforova, Yu.S. Pesotsky. - M .: Bustard, 2009. - 208s. – (Modern office)
Tishurina O.N. Modern classroom of primary school: methodological manual / O.N. Tishurina. - M.: Bustard, 2009. - 159p.- (Modern Cabinet)
School librarian
Annual cycle in the school library: seasonal fun, conversations, holiday programs / ed. A.A. Egorova. - Volgograd: Teacher, 2011. - 185 p.- (To help the librarian)
Master classes for school librarians. Issue 2: special courses, work methods, library events / ed. E.V. Ildarkina. – M.: Globus, 2009. - 232s.- (Skill lessons)
Master classes for school librarians. Issue 3: guidelines, activities in the areas of education, library and bibliographic Olympiads / ed. E.V. Ildarkina. – M.: Globus, 2010. - 304s.- (Skill lessons)
Fundamentals of information literacy of a schoolchild: program, classes with students in grades 5-6 / ed. I.B. Gorshkova and others - Volgograd: Teacher, 2011. - 254 p. - (To help the librarian)
Encyclopedias. Dictionaries. Reference books.
Big explanatory dictionary of synonyms of Russian speech: ideographic description of 2000 synonymic series. 10500 synonyms/gen. ed. L.G. Babenko. – M.: AST-PRESS BOOK, 2010.- 784p. – (Fundamental Dictionaries)
World History: a popular science publication for children: the entire school curriculum / compiled by M.V. Ponomarev - M.: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
World encyclopedia: treasures of world culture / ed. M.V. Adamchik. - Minsk: Harvest, 2009. - 848s.
Geography: popular science publication for children: the entire school curriculum / compiled by G.M. Abakumova and others - M.: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Foreign literature: popular science publication for children: the entire school curriculum / compiled by O.Yu. Panova - M.: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Mokienko V.M. Big dictionary of Russian proverbs: about 70,000 proverbs / V.M. Mokienko, T.G. Nikitin, E.K. Nikolaev. - M.: OLMA Media Group, 2010. - 1024 p.
The newest complete student reference book: 5-11 grades. In 2 volumes. Vol. 1: biology, chemistry, mathematics, physics, geography / ed. T.I. Maksimova. – M.: Eksmo, 2010. – 576s. - (The latest student reference books)
Animal world: popular science publication for children: the entire school curriculum / M.F. Berezina and others - M .: ROSMEN-PRESS, 2009. - 416s. - (Modern school encyclopedia)
The newest complete student reference book: 5-11 grades. In 2 vols. Vol. 2: Russian language, English language, literature, history, social studies / edited by T.I. Maksimova. - M .: Eksmo, 2010. - 448 p.: CD - (The latest student reference books)
Russian history: a popular science publication for children: the entire school curriculum / A.V. Golubev and others - M .: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Russia: a unique illustrated encyclopedia: a unique project - all of Russia in one volume. - M .: AST: Astrel, 2010. - 480s.
Russian literature: popular science edition for children: the entire school curriculum / N.A. Donskaya and others - M .: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Man: a popular science publication for children: the entire school curriculum / N.N. Avdeeva and others - M .: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)