We work according to FGOS elementary school. Implementation of extracurricular activities in primary school in accordance with the requirements of the Federal State Statistics Service
From the experience of an elementary school teacher. Experience of successful mastering of the Federal State Educational Standard: problems, solutions, results.
Kondratyeva Alla Alekseevna, teacher primary grades MBOU "Zolotukhinskaya secondary school" Kursk region
Target: analysis of work on the implementation of new educational standards second generation.
Tasks: to reveal the results of work on the federal state educational standard for non-educational institutions, to show the "pros" and "cons" in teaching and upbringing of schoolchildren.
Description: The introduction of the new generation GEF is a complex and multifaceted process designed for the long term. We are at the beginning of the path and we know that from an idea to its implementation, we will face many doubts, delusions, traps and failures, as well as many discoveries, achievements, triumphs and victories. This gives us strength, and we go forward - persistently, confidently, weighing and checking every next step. It turns out that business activity is subject to strict cyclical laws. Their knowledge allows you to streamline your time and rationally distribute forces to achieve your goals. Applying these laws in practice, each of us has the opportunity to make our life more harmonious, predictable and successful.
My article is intended for primary school teachers, heads of methodological associations of teachers, for head teachers for teaching and educational work.
"The native land, its history is the basis on which alone the growth of the spiritual culture of the whole society can be realized." D. Likhachev
Society is only capable of setting and solving large-scale national tasks when it has a common system of moral guidelines. And there are these landmarks where they keep respect for native language, to an original culture and to original cultural values, to the memory of our ancestors, to every page of our national history. At present, modern Russian society is gripped by a crisis of spiritual traditional values, a decline in moral principles, a decline in the general culture of the population, patriotic feelings of the younger generation, and the loss of its traditional spiritual and moral origins. There is a process of moral degradation of the personality, contributing to the manifestation of various forms of antisocial behavior.
In the late 90s, academician Dmitry Sergeevich Likhachev wrote: “We have plans economic development, plans for overcoming the economic crisis, but there are not even proposals to create a plan for overcoming the cultural backwardness in which our country has found itself over the past 82 years. We are threatened with spiritual savagery and the feeling of our loneliness in a country that possessed one of the greatest cultures in the world. "
In one of the messages (2012) of the President of Russia to the Federal Assembly of the Russian Federation, it was noted:“We need to return the school's unconditional value. This means updating the content of education, while preserving, of course, our traditions and advantages, ... not to forget about the enormous importance of the quality of teaching the Russian language, history, literature, the foundations of secular ethics and traditional religions. These objects have a special role: they shape the personality. The formation of the personality, the fate of the young man largely depends on whether the student meets a talented, enthusiastic teacher.
At the present stage, first of all, the idea of the person himself as a carrier of spirituality, his capabilities, interests, needs is changing. Is born new type person: free, self-sufficient, creatively oriented, open, humane, capable of socio-cultural integration.
The Federal State Educational Standard of the second generation has been developed, tested and approved - a fundamentally new document for the national school, which focuses on the achievement of not only subject educational outcomes, but above all on the formation of the personality of students, their mastery of universal methods of educational activity, ensuring success in cognitive activities at all stages of further education. New requirements have been put forward for the results, structure and conditions of the educational process.
The new standard- an innovative innovation that requires serious thinking. After all, any innovation is aimed, first of all, at changes in order to obtain some new, better result. FSES is a revolution, since there has been a change in educational paradigms (goals):instead of transferring the amount of knowledge - the development of the student's personality based on the development of methods of action. The standard is not meaningful, but the standard of results is target, activity-oriented, developing, setting the way of life of the school. FSES is an evolution, since the ideas of developing education have long been developed by Russian teachers. A standard - as an agreement in the form of certain norms between the school, family, society and the state - must respond to the following four questions:
Why teach?
What to teach?
How to teach?
What means to teach?
The essence and purpose of the new education is the actual development of the general, generic abilities of a person, his mastery of universal methods of activity and thinking.
A person of the XXI century should be able to:
- focus on knowledge and use new technologies;
- actively strive to expand your life horizon;
-use your time efficiently and be able to design your future;
-be financially literate;
- lead a healthy and safe lifestyle.
At present, a new education system is being formed in Russia, focused on entering the world educational space. Education should ensure the formation of the political culture of a democratic Russia - the preparation of a generation of free, wealthy, critical thinking, self-confident people.
Methodological framework development and implementation of the federal state educational standard of general education is the Concept of spiritual and moral development and education.
The concept is the value-normative basis of interaction educational institutions with other subjects of socialization - family, public organizations, religious associations, institutions additional education, culture and sports, means mass media... The purpose of this interaction is to jointly provide conditions for the spiritual and moral development and education of students. School is the only social institution through which all citizens of Russia pass. Personal values, of course, are primarily formed in the family, but the most systematic, consistent and deeply spiritual and moral development and upbringing of the individual takes place in the field of education, therefore, it is in the school that not only the intellectual, but also the spiritual, cultural life of the student should be concentrated. In connection with the introduction of the Federal State Educational Standard of the LEO, a new subject "Foundations of Religious Cultures and Secular Ethics" has been introduced into the curriculum. The world of spiritual values cannot be imposed on a child. These values are acquired by their mental efforts. In the process of education and upbringing, moral knowledge becomes a felt experience, a full-fledged personality is formed. Spiritual culture is one of the basic components of the personality structure, along with moral, communicative, aesthetic, labor and physical culture. Our children are the heirs of the richest culture - the foundation of Russian civilization, dating back more than a thousand years. Studying the Orthodox tradition in the context of additional education will allow the student to feel the connection between generations, to see the beauty and uniqueness of Russian culture, to understand what is its uniqueness. Childhood, as the holy fathers teach us and, in particular, St. John Chrysostom, is characterized by a craving and love for holiness, which disappears over the years under the influence of various passions. If we, teachers, miss in our practice childhood, the age of pure and sincere faith, then subsequently a person is, in principle, doomed to a dull existence - in his life there will be everything except God, which means nothing good. That is why it is so important to turn with children to the treasury of the Orthodox faith, namely to the Gospel, the lives of the saints, and to educate the wards by their examples.
The concept of spiritual and moral development and education determines the nature of the modern national educational ideal, the goals and objectives of the spiritual and moral development and upbringing of children and youth, the system of basic national values, on the basis of which the spiritual and moral consolidation of the multinational people of the Russian Federation is possible, the basic socio-pedagogical conditions and principles of spiritual and moral development and education of students.
Modern national educational ideal Is a highly moral, creative, competent citizen of Russia, accepting the fate of the Fatherland as his own, aware of the responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation.
The main content of spiritual and moral development, education and socialization are basic national values. We keep these values in cultural and family traditions, pass them on from generation to generation. Relying on these values helps a person resist destructive influences.
What are our traditional sources of morality?
This is Russia, our multinational people and civil society, family, labor, art, science, religion, nature, humanity.
Basic national values underlie the integral space of spiritual and moral development and education of schoolchildren, that is, the way of school life, which determines the lesson, extracurricular and extracurricular activities of students.
Distinctive feature the second generation standard is the inclusion in the curriculum of a general educational institution of the section "Extracurricular activities": "Children should be involved in research projects, creative pursuits, sporting events, during which they learn to invent, understand and master new things ... ".
Today, it is gratifying that the Ministry of Education enables the school to decide on its own the question of how to organize and maintain extracurricular activities... In my opinion, an effective solution is the creation and organization of the work of scientific societies of students, which make it possible to implement a personality-oriented approach, pedagogy of cooperation, support for gifted children, and build an individual trajectory of personality development.
A scientific society of students "A step into science" has been created and operates in our school.
Research and design work are presented both at school, attracting other children, and in competitions of various levels.
Extracurricular activities cannot be carried out without a network educational space, without cooperation with institutions of additional education, culture, public organizations. Much can be said about the role of the library in spiritual and moral education. It is impossible to educate a person without books, therefore, the library should become the central place for educating, above all, a moral, creative personality.
Ecological holiday "Earth is our common home" (Year of environmental protection-2013)
Travel lesson in the children's library
"On the origins Slavic writing"(Year of Culture-2014)
Reporting concert for parents "A wreath of fairy tales" (extracurricular "Amateur club" Harlequin ")
The new standard has already been in effect for 6 years (since September 1, 2011), it has been introduced routinely in all educational institutions that have state accreditation and are ready to ensure the conditions and fulfillment of the requirements of the Federal State Educational Standard of Primary General Education. Behind the first six years of work - four years in primary school and two in the main one.
How did it all begin?
In accordance with the Federal State Educational Standard, the nature of teaching activities... The foundations of teaching implemented in elementary school require teachers to be able to teach children how to acquire knowledge, to shape the learning activity and thinking of schoolchildren, and the teaching profession itself presupposes continuous improvement, both in the subject area and in the possession of teaching methods, forms, and technologies.
A modern teacher is a teacher who has a whole range of intellectual and pedagogical competencies, who is able to fantasize and synthesize, compare and classify, generalize and concretize, abstract, fantasize, and think critically.
A.I. Solzhenitsyn noted in one of his works, that “we also have to start not with children, but with teachers, because school teachers must be a selective part of the nation, called upon to: they are given our entire future.” Remembering the wisdom of the ancient Greeks, who said that spirituality must be cultivated just like a plowman tills the land, the school can and should act as an initiator and conductor of moral principles, planting the seed of spirituality in the soul of a child. It is in the school that not only the intellectual, but also the civic, spiritual and cultural life of the student should be concentrated. An important role in spiritual and moral education is played by the personality of the teacher himself, "His position and image: emotionality, responsibility, pedagogical love, pedagogical optimism." A. S. Makarenko
The teacher, being the bearer of traditional spiritual and cultural values, ensures continuity in the study of subjects of spiritual and moral content. As before, the school for the child is that adaptive environment, the moral atmosphere of which will determine his value orientations. That is why, in solving the problems of upbringing, the school must rely on the rational and moral in a person, help each pupil determine the value foundations of his own life, acquire a sense of responsibility for preserving the moral foundations of society. Child school age most susceptible to emotional and value, spiritual and moral development, civic education. At the same time, the shortcomings of development and upbringing during this period of life are difficult to make up for in subsequent years. Experienced and learned in childhood is characterized by great psychological stability. At the same time, the successive age transitions from childhood to adolescence and then to adolescence.
“Reorganization of needs and motives, reassessment of values, - asserted by L.S. Vygotsky, - is the main point in the transition from age to age. "
Speaking about the moral example of the teacher, we should remember A. Disterweg, who believed that "Everywhere the value of the school equals the value of its teacher." The morality of the teacher, the moral standards by which he is guided in his professional activity and life, his attitude to his pedagogical work, to students, colleagues - all this is of paramount importance for the spiritual and moral development and education of students. No educational programs will be effective if the teacher is not always the main example of moral and civic personal behavior for students.
The modern pedagogical situation is characterized by diversity and dynamism, and the teacher must skillfully adapt to the continuously occurring changes in the content of education. A special role in the process of professional self-development of a teacher is played by his readiness for new, advanced. If earlier, when preparing for a lesson, the teacher used a rigidly structured lesson outline, used a textbook and guidelines, now the lesson plan is a script that gives him the freedom to choose the forms, methods and techniques of teaching. In addition to the textbook and methodological recommendations, the teacher uses Internet resources, materials of colleagues.
The role of the teacher in the classroom has radically changed: he is the organizer of the educational activities of children in the search and processing of information, generalization of methods of action, and the formulation of educational tasks.
Now we do not give new knowledge to students in a finished form, do not repeat the task several times, do not comment on the students' answers and do not correct them (this is done by the children themselves).
Students' independent activity takes more than half of the lesson time, the forms of work are mainly group and / or individual.
Educational environment now created by students: children make educational material, give presentations. To see a child in the process of education, he must be opened, turned to himself, included in the activity. A person is included in any activity only when it is necessary for him, when he has certain motives for its implementation. Motivation creates favorable conditions for personal self-realization in conditions modern education... Usage unconventional forms learning: competitions, excursions, travel, performances, various means of art, games, the publication of newspapers, collective work revives the lesson and promotes the development of interest in learning. Usage problem situations gives the effect of surprise and a desire to understand the problem. This is due to the personality's innate desire for harmony.
"You can only learn what you love." John goethe
Communication culture, humane attitude, trust in students, a variety of activities and a full-blooded life in the classroom, a sense of humor raise the child's self-esteem and create a situation of success. The situation of success is an effective stimulus for cognitive activity. To stimulate, a higher grade is needed, which leads children to the contradiction - "Am I really like that." The correct way out of this contradiction depends on the skill of the teacher and knowledge of child psychology. Parents of students now have the opportunity to participate in the educational process. Communication between the teacher and the parents of schoolchildren can be carried out using the Internet.
Thus, the conditions for the effectiveness of the teacher's work are professional competence, scientific, theoretical and methodological training, the ability to identify the reasons for the student's difficulties and provide him with the necessary information assistance, direct the discussion to the analysis and search for new knowledge, predict the student's actions and his development as a whole, link control and diagnostic actions with the analysis of the trajectory of the student's development and the goals of working with him, plan your activities and teach the planning of the student, find and evaluate the positive in the child, even in his wrong actions.
The introduction of the Federal State Education Standard provides for the use of a system-activity approach and personality-oriented learning technologies,
contributing to the actualization of students' own activities in solving behavioral, ethical and aesthetic problems in spiritual and moral practice. The implementation of the activity approach is the most important feature of the new standard.
The main result of the GEF LEO
–development of the child's personality on the basis of universal educational actions.
Requirements for results
mastering the basic educational program include:
- the formation of a supporting system of knowledge, subject and universal methods of action, ensuring the possibility of continuing education in basic school;
- upbringing of the ability to learn - the ability to self-organize in order to solve educational problems;
-individual progress in the main areas personal development- emotional, cognitive, self-regulation.
In a broad sense, the term “Universal learning activities” means learning to learn,
that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of a new social experience.
In a narrower sense, this term can be defined as a set of student's methods of action (as well as related learning skills) that provide independent assimilation of new knowledge, the formation of skills, including the organization of this process.
To form and develop UUD means:
1.To teach to perform study assignments, built on the mode of action, thinking, communication, based on a sample (standard).
2. To convey the very way of performing the meta-subject action.
3. To teach how to integrate this method into educational activities and, if necessary, develop it.
Portrait of a primary school graduate:
- Inquisitive, interested, actively learning the world.
- Able to learn, capable of organizing their own activities.
- He loves his native land and his country.
- Respecting and accepting the values of the family and society, the history and culture of each nation.
- Friendly, able to listen and hear a partner, respecting his own and others' opinions.
- Ready to act independently and be responsible for their actions.
- Having an idea and fulfilling the basics of a healthy and safe lifestyle.
Second generation standards are one of the most important educational topics today.
Having worked in an elementary school for more than 30 years, I can say with confidence that the school provides general education, very important and significant, but it is additional education in extracurricular activities that contributes to the development of the individual, the disclosure of his abilities, early career guidance and spiritual and moral education. The simplest arithmetic calculations show that at least 150 days a year a student is free from school activities. But a child is never free from himself. And we, adults, have no right to deprive a child of the opportunity to prefer an environment where he can express himself and master the ways of intelligent life. It is enough for the teacher to think over the system for choosing a case to their liking, to identify the child's preferences and it is possible to develop his abilities in various directions, and to do this right at school, without condemning the child and his parents to look for additional services on the side.
The first results of the implementation of the Federal State Educational Standard showed that, in general, the conceptual ideas underlying the education and development of a student are in demand in educational institutions.
Speech at the Primary School Teachers Seminar
1. All teachers working according to the new educational standards have been trained and are proficient in modern educational technologies, have experience in the development and implementation of innovative projects and programs. All this should be considered an important positive condition for the implementation of the Federal State Educational Standard.
2. It should be noted the positive dynamics of the use of primary school teachers in educational practice of teaching and methodological developments and materials focused on the standards of the new generation: tests, didactic materials, control and measuring instruments. Awareness of the need for teachers to switch to developing systems of education.
3.Use of modern educational technologies.
4. Orientation of primary school teachers to the organization of a health-preserving environment.
5. Possibility of professional communication of teachers and exchange of their experience with colleagues, including on the Internet (creation of personal websites!).
6. A positive attitude of parents to the implementation of extracurricular activities.
7. Awareness of the school and society of the importance of changes in the context of modernization.
Problems of learning according to the New Educational Standards
Summing up the results of the first years of work, one cannot but mention the main problems in the transition to new educational standards in primary schools.
General:
- the lack of priority among the majority of the population of the highest values, which are positioned in the FSES of the second generation as key results of education and upbringing, such as work, health, etc .;
-high degree intolerance between social groups - subcultures of the rich / poor, Russians / migrants, etc .;
-weak involvement of parents, the public in the management of the educational process;
- not mastering the forms of interaction and project activities in primary school, collective planning skills;
- lack of skills in the development of target programs, interdepartmental programs, subprograms as part of the educational program.
Management:
-the lack of alignment of the network (interactions) of educational institutions, culture, sports;
-low degree"Socio-cultural infrastructure" (museums, tourist routes, recreation areas);
-Lack of rates for tutors, organizers, counselors, psychologists.
Methodical:
-Lack of priority in educational activities (in most teaching materials of primary schools);
-low percentage of reading children and parents; lack of priority of the Russian language in educational program OU;
-Lack of mastery by the majority of teachers in the formation of students' regulatory ECD;
- lack of knowledge of the methods of project activities (social design), focused on younger students;
-Lack of cooperation skills in teaching among the majority of teachers (hobby for frontal forms of work).
Analyzing the work on the implementation of the federal state educational standard for educational institutions, it can be noted that the need for teachers in new knowledge is constantly growing. This is evidenced by their self-education, mastering new technologies, participation in creative seminars, round tables, and discussions. There is a high creative activity of teachers: exchange of work experience, speaking at pedagogical councils, helping each other.
Yet in practice, teachers experience difficulties.
Evaluation issues cause problems .
Changes in the system primary education(especially in goal-setting) did not find their reflection in the control and assessment activity: the object of control and assessment quite often continues to be only knowledge, skills, not because the teacher does not want to rebuild, but because it is DIFFICULT to rebuild. The results obtained in the course of control and assessment activities are used by teachers in most cases only for setting marks and do not serve as a basis for carrying out differentiated work aimed at strengthening the developmental potential of learning, at eliminating the problems of certain groups of students. Insufficient attention is paid to assessing the individual progress of each student; there are no reliable methods linking the level of readiness for learning and the results of subsequent assessment procedures. Control and evaluation activity still remains the field of activity only for the teacher, students did not become subjects of control and evaluation activity, while without active participation it would be inappropriate for junior schoolchildren to talk about the successful development of their educational activity in control and assessment activities, because monitoring and evaluation are essential components of this activity. It is necessary to clearly agree on the goals of primary education and the objects of control and assessment activities, therefore, the most important requirement for preparing and ensuring the introduction of the Federal State Educational Standard is constant scientific and methodological support, including consulting all participants in this process.
Objects of control:
- achieving the requirements of the standard, while the focus should be on metasubject and subject results, and when assessing the achievements of the latter, the center should be not only knowledge as such, but also their application in a standard and non-standard situation, mastering certain methods of action;
- mastering the components of educational activities, including self-control and self-esteem;
- mastering the age-appropriate range of universal educational activities;
-individual creative achievements of students;
- progress in the development of certain personal characteristics, such as the willingness to cooperate with other people, critical thinking, taking responsibility for their own decisions, actions and deeds in front of themselves and others.
To date, there are not enough control and measuring materials, proposed by the authors of the teaching materials, which also creates problems in the development of a system for assessing the results of both educational and extracurricular work with children.
The content of existing textbooks and sample curricula largely duplicates the content of the 2004 Standard, therefore, teachers had to correlate their content with the requirements for the results of the implementation of the main educational program specified in the new standards.
Not all schools, let alone classrooms, have computers not to mention interactive whiteboards and media projectors.
The health indicators of our first graders cause concern.
Children with the 1st health group - 61.2%, with the 2nd and 3rd health groups - 38.4%.
According to the results of speech therapy studies, 23% of children have speech problems.
A negative indicator is fatigue, excitability, deterioration of health under such a load, both for the teacher and for the child.
In the teacher's activities, the main negative point is called - an increase in documentation .
Inconsistency between Federal State Educational Standards and Sanpin causes a misunderstanding of the regime moments among the school administration: when to organize a dynamic pause, is it necessary to take a break between classroom and extracurricular activities, if dynamic pause was after 2 lesson, alternation of lesson and extracurricular activities ...
FSES recommended 5 directions for organizing extracurricular activities,
which must be implemented without fail:
- general cultural
-sports - wellness
-spiritual and moral
-social
- community intellectual
Other directions can be additionally implemented.
In my opinion, the volume of extracurricular activities should be related to the individual characteristics of the child. In large schools, where there are parallels, this issue can be resolved, and in rural areas, if all parents want, for example, a modeling club, and the child does not want to do this, you have to agree with the opinion of the majority. In addition, parents are wary of extracurricular activities and the school administration has a very difficult time fulfilling a social order.
Extracurricular activities expanded the possibility of applying the knowledge gained in the classroom in the practical and creative activities of children.
Pros of extracurricular activities :
1.Free educational services.
2. Convenient schedule.
3. Development of individual abilities, horizons.
4. Communication with peers in different groups, in different situations.
Cons of extracurricular activities:
1. Big load on the child.
2. Lack of equipment for conducting classes.
3. There are overlaps in the schedule when attending extracurricular activities at school and in institutions of additional education.
4. Failure to satisfy all the requests of children and their parents (legal representatives).
5. The system for monitoring the effectiveness and efficiency of extracurricular activities has not been developed.
Parents have different attitudes towards the introduction of the Federal State Educational Standard :
the results of the parental survey (the survey was conducted anonymously) showed that 82.3% are familiar with the standards of the 2nd generation; partially familiar - 17.7%, not familiar.
The majority of parents note that the transition to new educational standards did not arise for children - 52.3%; difficulties in getting used to a new environment - 12.6%; difficulties associated with heavy workload - 18.1%, difficulties with studying subjects - 17%.
About half of parents say that they are satisfied with everything in extracurricular activities - 48.2%; 21.3% expressed their opinion that extracurricular activities should be carried out at the child's choice; 25.1% spoke about the need to reduce extracurricular activities and transfer these hours to the study of basic subjects.
For children to spend more time outdoors -7.8%, on improving children's nutrition in schools at the expense of the state -23,5%.
Excerpts from Parent Survey Questionnaires:
"I'm happy with everything, thanks!"
"To devote more time to mathematics - children do not know how to think logically."
“Our schools are 70% unprepared to provide extracurricular activities! There is no additional space, no playrooms and lounges. "
“Children will be forced to give up their dance classes, because after school extracurricular activities they do not physically master it. They have almost an 8 hour day at school! "
“My child also has such important points, as classes with a speech therapist, and this also requires additional time, which is not enough. "
“According to the new standards, parents should pay more attention to their children’s education and, perhaps, not all dads and moms like it. We understand that the future of the younger generation is to a greater extent depends precisely on the parents, their participation in the fate and education of the child. And the school is a reference point, assistant, mentor, friend ”.
“I see both pluses and minuses in innovation. Among the downsides is the too high rate of knowledge acquisition. In my opinion, it is too early to actively engage in the second grade foreign languages, computer science. Children often sit for preparation. homework until late at night. What are these health-saving technologies? Or why were the grades canceled in first grade? The child needs encouragement. The educational and methodological complex "Primary School of the XXI century" introduces children to the traditions and culture of their great country. The program focuses on raising the qualities of kindness, responsibility, empathy and helping children in children. difficult moment... It develops students' interest in studying the Motherland, its nature, history, fostering such an important quality in our time as patriotism. "
“It turns out that the main task of the school is to teach children to learn, to be able to independently find knowledge on the Internet, reference books, textbooks. I am one hundred percent convinced that the school, especially the primary school, should first of all provide knowledge, lay the foundation, as was done in the Soviet school, which gave the country a huge number of great scientists, talented engineers, doctors and teachers. Today, pupils in elementary school have "porridge" in their heads. A lot is given to self-mastering, but it turns out that, without a solid foundation, they cannot understand what is required of them. Parents have to sit for hours at home and act as teachers.
I am convinced: the facade of a house can be made in different ways, but there must always be a foundation. "
“A good past is positively dangerous if it makes us satisfied with the present, and therefore not ready for the future.” Charles W. Eliot
Really, modern school is no longer what it was before. Many want to keep traditional teaching methods. This is especially important for primary school. The school must learn to organically combine all teaching methods. Pupils are gradually beginning to wean from writing, and printed editions are being replaced by electronic textbooks. I believe that computers cannot replace notebooks and textbooks for a first grader. It is undoubtedly very important to innovate in school curriculum, but you shouldn't forget about traditional methods either. The school must develop and keep up with the times in order to produce worthy students, specialists in demand in the future.
"It is possible to give computers to children only when they receive a powerful base of mental operations,"- wrote in his article (http://www.direktor.ru/article.htm?id=52) school teacher Dmitry Verin-Galitsky. He also believes that it is not worth canceling the prescriptions, as they develop motor skills, which contributes to the development mental activity.
I completely agree with him. Traditional teaching methods should not be abandoned. Moreover, it is necessary to reintroduce calligraphy, otherwise, already in grades 4-5, children write in such scribbles that they themselves cannot figure it out, not to mention the teachers. In addition, the fine motor skills that writing and calligraphy lessons develop are taught to think in a completely different way. In the middle level of the school, we are faced with the fact that children do not know how not to draw some elementary conclusions, no, they cannot even retell a simple text, it becomes a problem for them to answer a specific question. And by the 10-11th grade, literature lessons become completely overwhelming, because there you have to think, draw conclusions, analyze and speak. And our children, for the most part, do not know how to speak clearly and coherently. But all this is laid down in elementary school. Fine motor skills is directly related to the development of the child's inner speech. And internal speech is the basis of external speech, i.e. pronounced. The better the fingers are developed in the child, the smaller movements they can perform, the richer, more figurative and syntactically correct speech will be formed.
The upbringing of a person, the formation of the properties of a spiritually developed personality, love for one's country, the need to create and improve is the most important condition for the successful development of Russia.
K. D. Ushinsky wrote:“We do not tell teachers - do this or that; we tell them: study the laws of those phenomena that you want to control, and act in consideration of these laws and the circumstances in which you want to apply them "
I am optimistic about the future. Lev Nikolaevich Tolstoy said these words: "Teaching is an art, so perfection is unattainable, and improvement is endless."
In order to move forward, it is important to regularly assess the results achieved.
Dear colleagues, control your work yourself! Revisiting what was planned and actually accomplished will allow you to analyze the efforts being made, adjust your plans based on resources and circumstances. Perhaps you will see new horizons and perspectives.
Wish you positive planning and good luck in achieving your goals!
Thank you for the attention!
Literature:
1.Akutina S.P. Development of students' moral value orientations. The program of classes with schoolchildren // Classroom teacher. - 2007. - No. 3. - S. 5-25.
2.Arkhipova I.L. Development the spiritual world child in elementary school. - Rostov-on-Don: Phoenix, 2005 .-- 216 p.
3. Bagashev A.V. Spiritual moral education youth / A.V. Bagashev. - Education of schoolchildren, 2008. - No. 9. - P. 10 - 13.
4. Berezina V.A. Additional education for children in Russia. - M .: Dialogue of cultures, 2007. - 511 p.
5.Vlasova, T.I. Spiritually oriented model of modern education // Science and practice of education and additional education. - 2008. - No. 2. - S18-22.
6. How to design universal learning activities in primary school. From action to thought: a guide for teachers / Ed. A.G. Asmolova. - 2nd ed. - M.: Education, 2010 .-- 152 p. : ill. - (Second generation standards). - Bibliography: p. 148-150. - ISBN 978-5-09-022831-2.
7. Kuznetsova M.I. FSES and improving the system of monitoring and assessing the achievements of primary schoolchildren / MI Kuznetsova // Primary school plus before and after. - 2011. - No. 3. - S. 19-23. - Bibliography: p. 23.
8. Melnikova E.L., Technology problem learning// School 2100. Educational program and ways of its implementation.- Issue 3.-M .: Balass, 1999. - p. 85-93
9. Osipova N.V. Indicators of the formation of universal educational actions of students / N. V. Osipova, I. A. Golovinskaya, S. V. Bryukhanova // Management of an elementary school. - 2010. - No. 10. - S. 26-33.
10.Pesnyaeva N.A. Formation of universal educational actions in the educational dialogue / N. A. Pesnyaeva // Primary school management. - 2010. - No. 7. - S. 15-22.
11. Planned results of primary general education / Ed. G.S. Kovaleva, O.B. Loginova. - 2nd ed. - M.: Education, 2010 .-- 120 p. : ill. - (Second generation standards). - ISBN 978-5-09-023809-0.
12. What are universal educational actions and why are they needed / O. A. Karabanova // Municipal education: innovation and experiment. - 2010. - No. 2. - S. 11-12.
21.06.2012 Thursday
How to coordinate after-hours group and extracurricular activities? Does the child have to attend all ten hours of extracurricular activities? How can monitoring of the physical development of schoolchildren be organized in the "Health" program? How to organize extracurricular activities in a rural school if there are no specialists? Alevtina Valentinovna REPINA, the head of the department for the development of general and additional education of the Department of Education of the Yaroslavl Region, answers these and other questions of the teaching staff of schools in the Yaroslavl Region.
1. How to coordinate the after-hours group and extracurricular activities?
- Classes for extracurricular activities can be held on Saturdays (one option), or during the week on a separate schedule. The job description of the head of the extended group may include the accompaniment of children to classes. The work schedule of the extended day group is compiled separately, taking into account the breaks for after-school classes.
2. Extracurricular activities should be carried out at a strictly defined time (for example, from 13.00 to 15.00) or not?
- Extracurricular activities are carried out according to the schedule of classes approved by the head of the institution. The time is determined by the institution in agreement with the parents, since the children in the first grade are met and seen off by the parents.
3. Is it obligatory for the child to attend all 10 hours of extracurricular activities? And is it possible that he will not participate in it at all for family reasons?
- If the child attends classes in specialized institutions of additional education for children ( School of Music, sports school), then in these areas he may not attend extracurricular activities at school. An individual itinerary for the child is drawn up, taking into account visits to other institutions and taking into account all the directions identified in extracurricular activities. In accordance with the requirements of the Federal State Educational Standard, parents should be made aware of the results to be achieved when a child leaves primary school. These results can only be obtained through the organization of lesson and extracurricular activities. Refusal may be due to the child's health condition (for example, high loads, a special diet, etc.). Refusal is made in writing and is motivated.
4. Is it possible to involve specialists from institutions of additional education in organizing extracurricular activities of students, and on what conditions?
- Specialists of additional education not only can, but also need to be involved in organizing extracurricular activities on a contractual basis or on the basis of combination. The payment is made by the school.
5. Should all 5 areas of extracurricular activities be presented in the curriculum, or is it enough to choose 1-2, but in more hours?
- All areas of extracurricular activities should be presented in the basis of the educational program of the institution. The institution creates conditions for the development of the child, the choice is up to the participants in the educational process.
6. Can traditional school activities integrate into programs and offer them (count to students) as extracurricular activities?
- Traditional school activities are related to the system of educational work of the institution. They may or may not be. Classes within the framework of extracurricular activities are in the schedule of the institution and their conduct is mandatory for teachers. Classes are not supposed to be massive, but when organizing, developing they take into account the individual characteristics of children, are organized using new technologies ( project activities, research, etc.).
7. How to solve the problem of employment for all students in the afternoon (school resources are not enough)?
- On a contractual basis with institutions of additional education for children either at the expense of their own rates, or at the expense of rates of institutions of additional education. It is possible to attract specialists from youth and children's public organizations.
8. Will there be additional funding for extracurricular activities?
- Funding for 10 hours of extracurricular activities is determined in the standard for one student. The calculation of the standard was carried out taking into account 10 hours.
9. The "Health" program involves monitoring physical development. There are no medical workers on the staff. Who will do it?
- Depending on what is meant by monitoring physical development? If this is the correspondence of height and weight to age, then these data are from pediatricians (if there are no medical workers at school), the health group is also determined by pediatricians. If this is the fulfillment of norms in physical education lessons, then it is a physical education teacher. There should be a student health diary, where summary data is entered, but with parental consent. The project is being developed. The introduction of a student's health passport is currently problematic, since issues with staffing units have not been resolved, there are problems of interdepartmental interaction, protection of personal data.
10. Will the educational institution be financed for the organization of extracurricular activities if there are 4 students in the class?
- Will. This is defined in the regulation.
11. Is it planned to allocate additional funds specifically for equipping primary classrooms in accordance with the requirements (for training sessions and the organization of extracurricular activities)?
- It will. The standard for the student provides funds for the material and technical equipment of the educational process. The institution determines the funding priorities.
12. Detailing of extracurricular activities: 10 hours voluntarily or obligatory for each student; 10 hours is compulsory for each student or for the class as a whole; payment for these hours will be carried out according to new documents or as payment for hours before?
- Financing is provided by the class-kit. Payment for an hour is made based on the cost of an hour circle work in the institution.
13. Is the class teacher required to lead any clubs?
- Is not obliged to. He has other responsibilities.
14. What will the homeroom teacher do after class?
- V job description it is possible to prescribe the accompaniment of students to classes.
15. How can you record 10 hours of extracurricular activities? Who will do this?
- Each teacher is recorded in special journals. Control can be exercised by the director, deputy director for educational work, for educational work.
16. How to plan and organize extracurricular activities in a rural school in the absence of specialists?
- By the efforts of teachers, librarians, visiting cultural specialists, institutions of additional education. Creation of groups of different ages.
17. How to solve the problems of extracurricular activities with children who come and go on school buses (ie live far enough from school)?
- First of all, to solve the issue of food for children together with parents and change the school bus schedule.
With the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it has received the status of an almost equal member of the educational process along with the classical curriculum. In addition, it became mandatory, which emphasized its importance in the new educational concept... One of the main tasks that extracurricular work at school was designed to solve was the ability to open access to additional forms education for primary school children who, for various reasons, could not attend sports, music, art schools. In addition, it is the extracurricular process that makes it possible to realize the notorious individual approach to the child, giving him the right to choose classes according to the content and form of conducting, taking into account his desires and interests.
Organization of extracurricular activities in accordance with the Federal State Educational Standard
A student who learns without desire is a bird without wings.
Saadi
Regulatory issues
- Federal state standard education in paragraph 16 considers extracurricular activities as a full-fledged part of the educational process along with the compulsory curriculum.
Extracurricular activities are all types of educational work that are not carried out in the form of a lesson.
- A methodological guide indicating the goals, content and algorithm for organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09-3564 "On extracurricular activities and the implementation of additional educational programs."
- Order of the Ministry of Education and Science of Russia of October 6, 2009 N 373 "On the approval and implementation of the federal state educational standard for primary general education" sets the total number of hours of extracurricular activities at the level of primary education in the amount of up to 1,350 hours.
- Resolution of the Chief State Sanitary Doctor of the Russian Federation of November 24, 2015 No. 81 "On Amendments No. 3 to SanPiN 2.4.2.2821-10" Sanitary and Epidemiological Requirements for the Conditions and Organization of Training, Content in educational organizations»Adjusts the maximum permissible weekly load.
We draw your attention to the fact that 10 hours is the maximum permissible level of a weekly load, unfortunately, the lower limit is not indicated, therefore, on the ground, parents may be faced with a situation where educational institution plans extracurricular activities focusing on maximum level loads, referring to the requirements of the new standard. At the same time, the letter clearly states that the school itself determines and regulates the amount of hours allocated for extracurricular activities in accordance with the characteristics and requirements of the general education program, taking into account the interests of students and the capabilities of the educational organization, as well as the amount of funding, using both educational and vacation time.
To create optimal conditions for the harmonious development of pupils, all areas of extracurricular work should be reflected in the basic general educational program of the school, while it is important to note that behind the participants educational activities, which are students, teaching staff, as well as parents as legal representatives of children, the right to choose directions and forms of work remains.
Extracurricular activities are mandatory for the educational organization and are implemented in the interests of the harmonious and comprehensive development of the student's personality.
Please note that for some categories of students an exception can be made and they can use selective or complete release from compulsory attendance of extracurricular activities.
- In accordance with clause 7 of part 1 of article 34 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation"
- Children attending institutions of additional education, for example, sports, music, art schools, in this case, in these areas, the child may not attend extracurricular activities. The class teacher develops an individual route for the student's extracurricular activities, after which he draws up local act or, more simply, an agreement between the parents (legal representatives) of the child and the school administration, represented by the director.
- A student's health condition, which requires a special diet or control of the general educational load. In such a situation, exemption is issued at the request of the parents addressed to the school principal and medical certificates confirming the child's need for a special approach to the organization of the educational process.
Sample application addressed to the headmaster.
- Director ________ No.
fromStatement.
I, ____________________________________________________________, parent of __________________________________________, student (s)
The class, taking into account the opinion of the child, chose the following activities as extracurricular activities for the 2016-2017 school year:
___________________________________________________________________________________________________,
Also, my child has already made his free choice of the type of extracurricular activities in accordance with the Federal State Educational Standard, and attends
___________________________________________________________________________________________________.
- In accordance with parts 1 and 3 of Article 44 of Federal Law N 273-FZ, the parents of a minor have preemptive right for education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.
Thus, the student or his parents (legal representatives) retain the right to consider the programs offered by the school and choose directions and forms of extracurricular activities based on their requests.
If the school administration ignores the student's legal right to make a choice and insists on compulsory attendance at all extracurricular activities, i.e., violates the child's legal rights and interests, parents can contact the executive authorities of the constituent entity of the Russian Federation for an explanation.
Directions and forms of extracurricular activities
Extracurricular activities are carried out by the educational organization according to the key vectors of the student's personality development:
- general intellectual;
- general cultural;
- spiritual and moral;
- social;
- sports and recreation.
The forms of extracurricular work should differ from the class-lesson form of organizing the educational process. The most popular forms of extracurricular activities:
- excursions;
- cool watch;
- electives and circle work;
- round tables and scientific sections;
- role-playing and business games;
- Olympiads, quizzes and contests;
- exhibitions and concerts;
- sports competitions and "Days of Health";
- holidays and theatrical performances;
- visiting theater and art exhibitions;
- socially useful activity;
- social projects, for example, in the framework of environmental education.
By the scale of the form extracurricular activities share:
- Individual - the main goal is for the child to master the skills of self-organization and self-control, this can be the development of an individual project, the preparation of a story, a report, an amateur performance, design, etc. items.
- Kruzhkovaya - visiting circles and sections of interest, disclosing and improving the intellectual and creative potential of students.
- Mass traditional school events aimed at moral and civil-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).
Tasks and ways of implementing the extracurricular process in primary school
The main tasks that extracurricular activities are designed to solve:
- improve the conditions for the development of the child's personality by expanding and enriching the standard range of programs and forms of work;
- effectively distribute the teaching load, taking into account the individual intellectual and creative needs of students;
- to promote the child's favorable passage through the stage of adaptation to school life;
- provide corrective assistance to children with learning difficulties.
Ways to carry out extracurricular activities:
- the variable part of the basic curriculum (20%) in the format of modules, special courses, extracurricular activities;
- the system of extracurricular education of the school, based on additional programs that are developed by the teachers of the school on the basis of copyright or sample programs, and approved by order of the director;
- the work of institutions of additional education, such as sports, music, art schools;
- long day group activities;
- activities of a teacher-organizer, teacher-psychologist, social educator;
- class leadership (community activities, excursions, competitions, projects).
The extracurricular educational process is subject to a separate work plan approved by the school management and agreed with the parents (in the form of a survey), according to which a schedule of classes is developed, evenly distributed during working week or on Saturdays. Classes have a pronounced individual focus, since when choosing the forms of conduct, it is recommended to rely on modern innovative technologies, such as student project activities, research, experiment, etc.
An example of the selection of programs for extracurricular activities for 1–2 grades.
| Directions of personality development | Work program name | Number of hours per week | Class | Total | |
| Sports and recreation | The ABC of Health Outdoor games Rhythmic mosaic | 3 hours | Grades 1 and 2 | 6 o'clock | |
| Spiritual and moral | Road of good We are patriots School etiquette Why Much Me and the world | 2 hours | Grades 1 and 2 | 4 hours | |
| Social | Psychology and us | 1 hour. | 1st and 2nd grades | 2 hours | |
| General Intellectual | Cognitive development | 1 hour | 1 class | ||
| Entertaining informatics grade 2 Computer science in games | 1 hour | 2nd grade | |||
| Entertaining english | 1 hour | 1 class | |||
| General cultural | A museum in your class From play to performance Nature and artist The magic of creativity | 2 hours 1 hour | Class 1,2 2nd grade | ||
| Total | 20h | ||||
Algorithm for the implementation of an individual approach in the choice of priority areas and forms of extracurricular activities of the child.
- Stage 1. Parents' meeting, the purpose of which is to present programs in all areas of extracurricular activities.
- Stage 2. The school psychologist conducts diagnostics (testing) of the level of intellectual and psychological readiness of students for systematic learning, as well as the individual abilities and inclinations of the child.
- Stage 3. Consulting parents based on the results of the test study, providing recommendations from a psychologist, individual discussion of the optimal child development program.
- Stage 4. Based on the recommendations of the psychologist and the study of programs, parents make a voluntary conscious choice of the volume and content of extracurricular activities for their child.
To exclude possible overloads, an individual plan of extracurricular activities is drawn up taking into account the sections and circles that the child attends outside comprehensive school... The teacher has an electronic version of the schedule of extracurricular activities for each student and can make the necessary adjustments. Parents of students also have an individual itinerary for their child, so they have complete information about the whereabouts of the child during the day.
Example individual route elementary school student.
| Days of the week / directions extracurricular activities | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
| General Intellectual | My first discoveries 13.45 - 14.25 | |||||
| Social | ||||||
| General cultural | Theater studio "Shorty" 13.45 - 14.20 | Theater studio "Shorty" 13.00 - 13.35 | ||||
| Spiritual and moral | Young journalist 13.00 - 13.35 | Our native land 13.45 - 14.20 | ||||
| Sports and Wellness | FOK "Karate" 12.30 | FOK "Karate" 12.30 | FOK "Karate" 12.30 |
Parents are also given a kind of "homework", that is, recommendations for the family upbringing of a child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, watching children's educational gear, documentaries... Control is carried out through conversations and observation of the child.
On planned parenting meetings the teacher conducts a questionnaire to monitor the level of parental satisfaction with the quality of teaching and the results of extracurricular work. A similar survey is carried out among children, the forms and directions of work are being clarified that arouse the greatest interest among the pupils. Based on the final findings, the teacher makes changes in the planning of extracurricular activities.
Extracurricular activities are recorded in a special journal, which contains information about the teacher, the composition of students, time, form and content of classes. If educational organization cannot carry out extracurricular activities due to staff shortage, it is possible to attract the help of parents, to use the possibilities of sports, music or art schools. Extracurricular work can also be carried out within the framework of school summer grounds or thematic shifts for children during the holidays, as well as combined with the work of an extended day group, but in this case their schedule should not coincide.
Supervises the extracurricular activities that are carried out class teachers and the teachers of the school, the head teacher for educational work or the head teacher for additional education, and he, in turn, is accountable to the director of the school.
Report forms:
- A report that includes a teacher's work plan with an indication of the hours, topics, forms, content and results of the lessons or activities carried out; an individual itinerary for the child's extracurricular activities; extracurricular activities journal.
- Report of the organizer teacher, educational psychologist, social teacher, indicating the activities and results of the work performed.
- Open classes, reporting concerts, exhibitions of works, presentations of all teachers participating in the extracurricular process.
Extracurricular activities
Within the framework of modern concept education, sets of textbooks and additional manuals for extracurricular activities on developing learning systems were developed by L.V. Zankova, D.B. Elkonina, V.V. Davydov, a set of textbooks "School of the XXI century" edited by Academician N.F. Vinogradova, a set of textbooks "Harmony". The manuals are independent textbooks for optional subjects ("Theater", "Economics in Fairy Tales", etc.), as well as additional materials for extracurricular reading and workbooks for individual work in the disciplines of the basic curriculum (a book for reading on the subject "The World Around"). A set of manuals is optional, the teacher himself decides on the appropriateness of their use.
The team of authors proceeded from the humanistic belief that every child can achieve success in their studies if they create the necessary conditions... The main thing is the implementation of an individual approach to the personality of the child based on his life experience. The concept of a child's life experience includes not only features developmental psychology, but also a worldview that is formed under the influence of the surrounding natural and social environment. Such an environment can be a modern city with a high-speed rhythm of life and a developed information infrastructure, or maybe a village in the outback, respectively, with a calm, often patriarchal way of life in natural natural conditions... As conceived by the authors, each child should feel that the textbook was written for him personally, so that he would find answers to his questions in a language that he understands.
Description of several manuals for extracurricular activities for the 2nd grade (textbooks, workbooks).
| Polyakova A.M. Transformations of words, Russian in crosswords and puzzles. 1-4 grade | The book contains task cards on the main topics of the Russian language course in elementary school. The game form, a variety of language material, non-standard formulation of questions allows children to test themselves: their knowledge, ingenuity, attention, dedication, and the teacher - to diversify the teaching of the subject. |
| Benenson E.P., Volnova E.V. The world of lines. Workbook | Prepares younger students for the study of geometry in the main link of the school. This workbook introduces younger students to the lines viewed on a plane and in space. Interesting creative tasks are aimed at the development of logical thinking, the formation of initial knowledge and skills in geometry. The notebook can be used for independent work at home, as well as in class at school. |
| Benenson E.P., Volnova E.V. Plane and space. Workbook. | Children get an idea of concepts such as plane and volumetric figures, learn to work with sweeps, develop spatial thinking. Interesting creative tasks are aimed at the development of logic, the formation of initial knowledge and skills in geometry. |
| Smirnova T.V. Anya's amazing adventures in the Land of Chills. Book to read. The world | In a fascinating fairytale form, the book tells about the amazing journey of a little girl, teaches you to overcome unforeseen life situations, not to lose heart, not to stop at difficulties, to be able to be friends ... Secrets of medicinal herbs, healing properties of plants, folk wisdom, omens - all this is simply woven into the storyline of the fairy tale ... The book can be used for extracurricular reading lessons in primary grades. |
| Tsirulik N.A., Prosnyakova T.N. Technology | Students work with various materials, the tasks of the textbook differ in the level of difficulty. The book consists of four thematic blocks - "The world of nature", "Gift with your own hands", "The world fairytale heroes"," Cozy house ", inside which there are the following sections:" Modeling "," Application "," Mosaic "," Origami "," Weaving "," Modeling and construction from geometric shapes"," Sewing and embroidery "," Volumetric modeling and design. " |
| Smirnova T.V. Squirrel and company. Economics for children in fairy tales, games | Available for child education the basic concepts of economics are revealed in the form of fairy tales. Game tasks, riddles and tasks are used to consolidate and assimilate the material. |
| Generalova I.A. Theatre | The textbook for additional education for the optional course "Theater", developed within the framework of the Educational system "School 2100", is focused on the development of the child's creative abilities by introducing him to the world of theater. |
| Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies | The book offers interesting natural science information, fairy tales, riddles about butterflies in a fun way. But the main thing is that it tells and shows how children can embody their images in various techniques (applique, mosaic, modeling, weaving, origami, etc.) from a variety of materials. |
| Savenkov A.I. I am a researcher. Workbook | The manual is designed specifically for dialogue with a child and allows not only to teach observation and experimentation, but also contains a complete series research activities- from defining the problem to presenting and defending the results obtained. |
| Prosnyakova T.N. Magic secrets. Workbook | In the course of the lesson, children learn new techniques for working with paper: tearing, corrugating various geometric shapes, rolling paper into a ball and twisting into a bundle, learn new weaving techniques, perform compositions using the origami technique from squares and circles. |
Photo gallery of benefits for extracurricular activities for the 2nd grade
Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. I.A.Generalov's workbook Theater Benenson E.P., Volnova E.V. Density and Space Benenson E.P., Volnova E.V. The world of lines Polyakov A.M. Transformations of words Smirnova T.V. Anya's Amazing Adventures in the Land of Oznobysha T.V. Smirnova Squirrel and company. Economics for Children in Fairy Tales and Games Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies
Determination of the results of extracurricular activities
Evaluation of the results of extracurricular activities is not recorded in the journal, since the result of extracurricular activities is not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving three levels, which are guided by the Federal State Educational Standard of the LEO.
- The first stage provides for the acquisition by children of knowledge about the permissible norms of social behavior, the structure of society, the formation of students' understanding of everyday reality and the world around them social relations between people. Of great importance is the relationship with teachers, who, in the eyes of children, are an authoritative source of social knowledge; it is important that the teacher's personality is respected by the pupils. Only in such conditions is it possible for the student to adopt life experience teacher.
- The second stage determines the level of understanding of the significance of basic moral and spiritual values, which are the semantic core of the life of society, such as family, the value of human life, peace and stability, love for the Fatherland, respect for labor, respect for nature, etc. at the second level, it is important to create a social environment friendly to him, built on the principles of solidarity and mutual understanding, the priority of democratic relations, and respect for the interests of the child. It is at school that the child receives the first serious experience of social adaptation, at this age his self-esteem and picture of the world are formed, therefore it is extremely important that he receives a full-fledged experience that allows him to form the qualities of a worthy personality.
- The third step raises to the level of independent and responsible social action. The child goes beyond school life into a big social world, faces new challenges, learns to overcome new problems, solve the problems of self-realization and self-determination, search for their place in society.
An effective method for assessing student achievement can be the “Portfolio” technique, which provides for the creation of an individual folder with characteristics of personal character traits, indicating the interests and inclinations, and creative success of each child. Such a portfolio may include sections "My hobbies", "My projects", "Family", "Friends", "What I am", "Travel", "My achievements". A collection of works will be interesting and indicative, which will clearly demonstrate the progress of the child's skills and craftsmanship in one form or another of cognitive or artistic activity, search work, and can become a source of pride and a source of inspiration. Note that the student himself takes part in the choice of materials that will compose his report, teachers and parents only help him, thus, the skills of introspection that are so necessary in adult life, objective perception of the results of their efforts and adequate self-esteem are laid.
Diagnostics is carried out at the beginning and end of the academic year in each direction and includes the following list of criteria:
- The degree of personal involvement and activity in the affairs of the school.
- The general level of behavioral culture, good breeding.
- Assessment of the degree of self-esteem adequacy.
- The level of openness and sociability.
- Assessment of the level of physical and psychomotor development.
- Development of thinking, skills of mental operations of observation, synthesis and analysis, comparison, the ability to highlight the main thing.
- Development of creative imagination, aesthetic perception of the world.
In the process of research, they resort to using the author's testing methods:
- the technique of V.V. Sinyavsky to identify organizational skills;
- A. Criulina's test for the development of interaction skills;
- game methods (game "Leader");
- methods of sociometry for assessing the psychological climate of the class.
Extracurricular activities programs developed in accordance with the requirements of the Federal State Educational Standard
School teachers develop programs of extracurricular activities based on copyright programs or other sample programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school director.
The complex of programs developed by the educational and methodological center "School 2100":
- "I will be a real reader" (authors EV Buneeva, OV Chindilova).
- “I open knowledge” (authors EL Melnikova, IV Kuznetsova).
- “I am learning to evaluate myself” (authors DD Danilov, IV Kuznetsova, EV Sizova).
- “I know everything, I can do everything” (authors AV Goryachev, NI Iglina).
- "Theater" (by IA Generalova).
- "Rhetoric" (authors T.A. Ladyzhenskaya, N.V. Ladyzhenskaya, etc.)
Programs of the educational and methodological complex ( learning programs, guidelines, textbooks, workbooks for independent and additional work) "Perspective primary school":
- “A museum in your class” - a course in museum pedagogy, will prepare a child for the skills of independent perception and analysis of a work of painting (image as a reproduction).
- Scientific Experimenting Clubs “We and the world"- awakening interest in research activities.
- "Design Bureau" - realizes the tasks of acquaintance with the laws of the surrounding world with the help of mathematical tools (diagrams, drawings, design from different materials). "What's inside the volcanoes?", "Is there a lot of salt in the sea water?"
- "Journey to the Computer Valley" - the development of modern projects based on information technologies... "Who am I?", "Family Tree", "Funny Letters".
- "Nature native land"- acquaintance with the natural world of the small homeland.
- "The world of ecology" - the formation of ecological consciousness, the use of intersubject connections.
- "City of Masters" - a complex of creative laboratories, mastering the skill of modeling, origami, construction, study of the basics of design.
Key points:
- the relationship between the lesson and non-lesson parts of the program as variable;
- expansion of the baseline;
- it is possible to develop other programs by the teachers of the school, but with an orientation towards the content of the teaching materials "Perspective primary school".
The City of Masters program.
| 1 class | 2nd grade | Grade 3 | 4th grade | |
| Game Library Workshop | 2 | 3 | 3 | 2 |
| Modeling workshop | 5 | 4 | 2 | 3 |
| Floristry workshop | 4 | 5 | ||
| Father Frost's workshop | 6 | 4 | 4 | 4 |
| Ideas collection workshop | 8 | 10 | 3 | 7 |
| Origami workshop | 4 | 4 | ||
| Design workshop and modeling | 4 | 4 | 3 | |
| Puppet theater workshop | 5 | |||
| Design workshop | 11 | 5 | ||
| Izoniti workshop | 3 | |||
| Soft toy workshop | 4 | |||
| Magic Web Workshop | 5 | |||
| Paper plastic workshop | 4 | |||
| Total: | 33 | 34 | 34 | 34 |
An example of sets of manuals developed by a team of authors of the teaching materials " Promising school"(R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc.)
This set of manuals can be used in the classroom of a literary or mathematical circle, for independent work of students of the whole class, as well as in individual work with the aim of consolidating and deepening teaching material general educational program, preparation for olympiads, competitions.
| Literary reading Grade 3 Reader ed. ON. Churakova | The goal is to awaken interest in learning about the world around you through reading, to acquaint you with exotic plants and animals. Illustrations, tasks and questions to the texts contribute to the formation of a culture of meaningful reading. |
| Literary reading. Grade 3. Book number 1 | Acquaintance with the history and genre differences of the fable, the aesthetic nature of the comic, the peculiarities of the poetic perception of the world. Study of the genre of the story, practical skills in describing the character of the protagonist of the tale. By selecting and demonstrating paintings, listening to music, reading stories and fairy tales, an understanding of the integrity of the world of artistic culture is laid. |
| Literary reading. Grade 3. Book number 2 | It is included in the "Literary Reading" EMC, includes questions that develop attention, analytical thinking, the ability to draw independent conclusions, instill the skills of perceiving the text as a useful and interesting source of information, teach how to work with the text. |
| Maths. Grade 2. Book number 1 | Trains the ability to perform addition and subtraction operations within a hundred, teaches short method writing a problem, introduces the arithmetic operation of multiplication. "Multiplication table". |
| Maths. Grade 2. Book number 2 | Designed for individual work in order to consolidate skills, develops the ability to add and subtract, multiply. |
| Maths. Grade 2. Book number 3 | Aimed at developing practical skills in arithmetic operations of subtraction and addition, multiplication and division single-digit numbers, gives the initial geometric representations. |
| Maths. Grade 2. School Olympiad. | Notebook for extracurricular activities. Included are tasks for mathematical olympiads, circles, individual forms of work with gifted students. |
| Maths. Grade 2. Practical tasks | Notebook Teaches you how to work with diagrams, tables, making measurements, constructions. Recommended for work on extracurricular activities and in preparation for the olympiads of different levels. |
Photogallery of teaching aids for extracurricular activities of the educational complex "Perspective School"
T.A. Baikova Russian language O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Zakharova Mathematics in Questions and Tasks O.V. Zakharova Mathematics in practical assignments R.G. Churakova Mathematics. School Olympiad O.A. Zakharova Practical problems in mathematics
Examples of classes in the areas of extracurricular activities
The game "By the Way of Good" (based on the story of the tale by G.H. Andersen " The Snow Queen") - spiritual and moral direction
Purpose: the formation of ethical ideas, awareness of the importance moral qualities personality, understanding the importance of confirming kind words and wishes with kind deeds.
- the formation of the ability to communicate, the development of correct perception of the real life situation, adequate assessment and response;
- promote the manifestation of a feeling of friendly participation, support and mutual assistance, teach to value friendship and cherish warm relationships;
- cultivate tolerant relationships with each other, built on respect and mercy and the desire to help others, to do good deeds;
- involvement in the world of universal values.
Event plan:
- Guess the hero. The teacher describes the character of the fairy tale and asks the children to say his name.
- Each team is given a set of cards with the names of the heroes that need to be characterized.
- The children are invited to look at illustrations depicting scenes from life, and are asked to sort them according to the principle of good or bad and explain their decision.
- The next stage of the game will require the children to connect fragments of proverbs or aphorisms about good and evil in meaning.
- Children will have to write a wish on a postcard to their relatives, friends, teacher or fairytale hero.
Video: Class hour for the 4th grade "We are different - this is our wealth" - social direction
"Opening a children's cafe" - research direction, 2nd grade
Purpose: development of children's initiative, creative imagination and the ability to model.
- the formation of the ability to set a task, plan an activity, dividing it into stages;
- training in the skills of organizing teamwork in a group;
- development of attention, thinking, the ability to reason, compare, see the reason for what is happening;
- improving intellectual, communication skills, awakening creativity, research activity.
- The guys got important and interesting task to design a cafe in which the children of the whole city could have fun celebrating the holidays. The teacher precedes the receipt of the assignment with a story in which the context sounds a problem that the children must independently define and formulate.
- The planning stage is designed as a game of cards, which must be placed in the correct sequence (the issue of land lease, the conclusion of contracts for the right to build, building materials, equipment, a team of builders, design, advertising, etc.).
- Children are given large sheets of Whatman paper and pictures with furniture, flowers, dishes, interiors, etc. Fun and perky, to the accompaniment of energetic music, the guys model their cafe, and then present their stage of work.
Video: Class hour on the topic "Conflict" - social direction
"Healthy food" project-presentation of the course "ABC of Health", 2nd grade - health-improving direction
Purpose: to give an idea of the principles and rules of healthy eating.
- develop the skills of attentive perception of the interlocutor's speech, the ability to listen to the teacher or classmates;
- promote the acquisition of experience of self-esteem and introspection, free initiative and responsible behavior;
- to form the ability to conduct a correct conversation, the ability to listen, to enter into a dialogue on time, to keep the thread of the conversation, to follow the logic;
- teach to plan their actions, adjust preliminary plans depending on the situation, control their behavior and emotional reaction, look for effective ways to overcome the difficulties that have arisen.
Carrying out scenario:
- The teacher reads a letter from Carlson, in which he says that he is extremely ill and asks the guys to help him become cheerful and cheerful again.
- Determination of the causes of the disease literary hero, discussion of the problem of unhealthy diet and lifestyle.
- Recommendations for Carlson for a speedy recovery: daily routine, healthy diet, physical activity, hygiene, etc.
- Guessing riddles, conducting a discussion about harmful and healthy cuisine.
- Summing up, systematizing and generalizing the experience gained.
Video: Circle "Technical Modeling" - general intellectual direction
"Open space and architecture" - a general cultural direction
Purpose: to give an idea of such a form of art as architecture, to master the skills of artistic technique of drawing with the help of cardboard.
- explore the concept of open space and architecture;
- learn to portray the nature of your home;
- master search skills for working with information;
- learn to express your opinion about works of art, show an emotional reaction;
- analyze the reasons for success or failure in achieving the goal;
- soberly assess their actions and make adjustments to the plans in time, taking into account the previously made mistakes.
Assignment: draw a picture on the theme "My favorite corner of nature."
Game scenario:
- An exposition of children's works in various genres of art is being prepared.
- "Who is bigger?". Children should carefully analyze the exhibited works and correctly determine their genre (natural, rural, urban, architectural landscape, open space). The title of each term is accompanied by a demonstration of the corresponding slide.
- Work with explanatory dictionaries, the teacher asks to find the word architecture.
- Discussion of future work, conversation around the theme of the landscape, thinking over a suitable name for your drawing.
- Children start to create. Using the thickest brushes, paint over the surface of the sheet, transferring the horizon line dividing heaven and earth. The teacher suggests experimenting using cardboard as a drawing tool, for example, a wide strip of cardboard will help to depict a house with a slight movement of the hand, and narrower ones will be useful for drawing a window, doors or a fence. Finally, with thin brushes, finish painting the details of the landscape.
Assignment at home: draw a sea or mountain landscape.
Video: Lesson of the "Little Genius" circle, solving inventive problems - general intellectual direction
Unfortunately, many parents perceive electives, classroom hours, play methods and children's creative projects as a secondary and burdensome burden on the child. However, it should be noted that it is the activity of the student outside traditional form the lesson liberates and opens up new horizons for knowledge and experimentation for the child, interests and captivates, instills confidence and helps him to successfully realize himself, to find his self, allows the school to get away from the routine of daily monotony of monotonously replacing lessons. Let's hope that this promising innovation will still successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of the teachers, will take root in the Russian school, to the delight of children and their parents.
Nabieva S.Kh.
teacher of the 1st category
MBOU "ASOSH No. 2 with coal. study dep. objects "Aktanysh region
Implementation of the Federal State Educational Standard in primary school (from work experience).
The introduction of new generation federal state educational standards for general education (hereinafter - FSES) is one of the most important transformations in the general education system, dictated by the need to prepare graduates for life.
Analyzing the teaching materials recommended by the Federal State Educational Standard of the NOE for use in the educational process, out of all the proposed educational and methodological complexes and educational systems, the teachers of our school for the implementation of the FGOS LEO chose the UMK "Perspektiva". UMK "Perspektiva" and the system-activity approach that underlies it fully meets all the requirements laid down in the FGOS of the second generation.
The basis of my work is the system-activity approach to learning with the use of innovative technologies since the schoolchildren's own educational activity is an important component of the system-activity approach.
An integral part of the core of the standard are UUDs. Learning mastery of universal learning activities creates an opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. Cooperation becomes the main thing in the lesson, mutual understanding arises between all participants, efficiency and motivation for learning increases. It is necessary to work in this direction from the first day of school. The student himself must become an "architect and builder" of the educational process.
And because of how this work is organized by the teacher, it depends educational achievements students. Already in grade 1, in my lessons, I teach children to set a goal, draw up a plan for achieving it, search for a solution, reflect on the results of their activities, exercise self-control and give an independent assessment of their work in the lesson. Reflection was an integral part of all lessons in the class. To evaluate their work in conditions without grade learning in the classroom, children used the so-called traffic lights, starfall success cards, emoticons with phrases written on the stand in the class. note the quality of their work according to the following criteria: K - beauty, P - correctness, B - speed. Then we discuss it in pairs, analyze it in a group, correct the assessment (in red). Each time children evaluate their work more objectively.
When completing control tasks, each child receives an educational card for self-assessment, where the red - “I did it!”; yellow - “You have to be attentive!”; green - “We must try!”; blue - “We must train!” After completing the control tasks, the children gradually colored their drawings and made the appropriate conclusions. Thus, a modern student, on the basis of a system-activity approach, must learn to teach and evaluate himself.
An important element of the formation of UUD is the orientation of younger students in information and communication technologies.
In the 1st grade - these are drawings, crafts, in the 2nd grade - mini-essays, baby books, in 3-4 grades - crosswords, essays, didactic games, presentations, crafts.
I pay great attention to an integrated approach to teaching, which involves the active use of the knowledge gained in the study of one subject in the lessons of other subjects. For example: in the literacy class, we study the sound (o), the letters O, o. We are working on the word "autumn ". Further, this work continues at the lesson of the surrounding world on the topic" Seasons ". At the music lesson - listening to works. At the art lesson - we draw autumn. At the technology lesson - we perform a plot application. As a result, we make a collective project depicting autumn in all its Diversity. The design and research method, widely represented in the new standards, is widely used in my practice. Projects are different in form, topic, content. In 1st grade academic year my first graders presented their projects in the form of oral presentations, drawings, layouts, posters, newspapers, on the topic: "Forest and its inhabitants", "My family", "My friends." ".
In my work, I pay great attention to generalization, comparison, conclusions. I never give knowledge in a finished form. I think over the task system very carefully. I don’t ask small questions. Therefore, developing a system of assignments for a lesson, I focus, for example, in mathematics, not on recognizing and naming spatial figures, but on the ability to find them in the world around them. In the lessons of the world around me, I focus children not so much on mastering specific knowledge, how much to work with information, diagrams, tables. Already in grade 1, I teach how to navigate in a textbook (spread, table of contents, dictionary). We learn to perform various roles in the group (leader, performer) of the critic.
Thus, in accordance with the Federal State Educational Standard, lessons should be built according to a completely different scheme. It is necessary, first of all, to strengthen the child's motivation to learn about the world around him, to demonstrate that schoolwork is not about obtaining knowledge abstracted from life, but, on the contrary, the necessary preparation for life. The student must become a living participant in the educational process.
In conclusion, I want to say that a lot depends on the desire and character of the teacher. If a teacher is open to everything new and is not afraid of change, then he, undoubtedly, will take the first confident steps in the new conditions for the implementation of FSES.
Loading...