Forms of extracurricular activities. Pedagogy

Forms of extracurricular activities- these are the conditions in which its content is realized. (Smirnov S.A.)

There are a huge number of forms of extracurricular work. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed according to the object of influence (individual, group, mass forms) and according to the directions and objectives of education (aesthetic, physical, moral, mental, labor, environmental, economic).

A peculiarity of some forms of extracurricular work at school is that they use forms that are popular among children, coming from literature - “Timurov’s, chef’s work”, or from television: KVN, “What? Where? When?”, “Guess the Melody”, “Field of Miracles”, “Spark”, etc.

However, an ill-considered transfer of television games and competitions into extracurricular activities can reduce the quality of educational work. For example, the game “Love at First Sight” is built on sexual interest in a partner and can contribute to the premature development of sexuality in children. A similar danger lurks in “Miss...” beauty contests, where appearance acts as a prestigious package, so such competitions can cause an inferiority complex in some children and negatively affect the formation of a positive “I-concept”.

Forms of extracurricular work today include a wide range of different activities. There are classic forms of extracurricular work, such as class hour and class meeting, communication hour and information hour. In addition to the classical forms of extracurricular work in the teacher’s methodological arsenal, there are modern forms of extracurricular work that are created on the initiative of the class teacher himself. Such forms are games, holidays, quizzes, competitions, marathons, competitions, tournaments, etc. (9, pp. 90-91)

In implementing his functions, the class teacher selects forms of work with children. First of all, they are associated with the organization of various activities of children. It is possible to distinguish forms by type of activity - educational, labor, sports, artistic; according to the method of influence of the teacher - direct and indirect.

Based on the time it takes to complete the form, it can be divided into:

· short-term (from several minutes to several hours);
long-term (from several days to several weeks);
· traditional (regularly repeated).

Based on the time of preparation, we can talk about forms of work carried out with students without including them in preliminary preparation, as well as in forms that provide for preliminary work and preparation of students.

According to the subject of the organization, the classification of forms can be as follows:

· organizers of children are teachers, parents and other adults;
· activities are organized on the basis of cooperation;
· the initiative and its implementation belong to the children.

Based on the results, all forms can be divided into the following groups:

· result - information exchange;
· result - development of a common decision (opinion);
· the result is a socially significant product.

Depending on the number of participants, the forms can be:

· individual (teacher - student);
· group (teacher - group of children);
· mass (teacher - several groups, classes).

Group forms of work include councils of affairs, creative groups, self-government bodies, micro-circles. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. Its main task is, on the one hand, to help everyone express themselves, and on the other, to create conditions for obtaining a tangible positive result in the group that is significant for all members of the team and other people. The influence of teachers in group forms is also aimed at developing humane relationships between children and developing their communication skills. In this regard, an important means is the example of a democratic, respectful, tactful attitude towards children by the teacher himself.

Collective forms of work of teachers with schoolchildren include, first of all, various activities, competitions, performances, concerts, performances by propaganda teams, hikes, tourist rallies, sports competitions, etc. Depending on the age of the students and a number of other conditions in these forms, teachers can perform different roles : leading participant, organizer; an ordinary participant in activities influencing children by personal example; a novice participant influencing schoolchildren with a personal example of mastering the experience of more knowledgeable people; advisor, assistant to children in organizing activities.

When making attempts to classify forms of educational work, one should also keep in mind that there is such a phenomenon as the mutual transition of forms from one type to another. So, for example, an excursion or competition, more often considered as an event, can become a collective creative activity if these forms are developed and carried out by the children themselves. (23, pp. 45-47)

The most effective forms of extracurricular work in elementary school are:

A class meeting is a form of organizing collective life. In your opinion, the main purpose of the school is to ensure the intellectual, spiritual, moral and socio-cultural development of the student at the optimal level for each level. This goal is realized through the main forms of the educational process - class meetings, class hours, and through various additional forms of working with children: excursions, hikes, participation in certain programs (projects). Class hour is an hour of spiritual communication between the class teacher and the students of his class. The topics of thematic class hours are determined by the needs of the spiritual development of the child, teenager, young man, their interests and aspirations. We define the classroom hour as an hour for correcting the child’s behavior and call it a situational classroom hour.

KVN (club of cheerful and resourceful people) is a competition between two or more same-age teams of 10-12 people. Teams can be formed from one or more classes, the rest of the participants are fans. A jury (3-5 people) is elected to evaluate the results of competitions. Each team prepares a greeting for their opponents and homework. Before each competition, the presenter explains in detail and clearly the conditions of the competition and the number of points for the correct original answer. Conditions are developed for the jury: the number of points for each competition, the criteria for summing up the results, the time for announcing the results.

KVN structure:

· greeting teams;
· warm-up;
· competitions;
· captain competition;
· competition for the best homework.

Special competitions are organized for fans, thereby they can bring additional points to their teams.

The topics and content of competitions can be very diverse. By subject training: literary, mathematical, historical, economic, etc. or complex in nature, from different fields of knowledge.

A competition is a personal or team competition aimed at identifying the best participants and performers of work. A competition can be an independent form of work, for example: a “march song” competition, a musical, folklore, dance, poetic or entertainment nature in the form of a competition of ditties, parodists, etc. Competitions can be an integral part of holidays, KVN, brain rings and other forms. .

Conference - widely used in educational work. It takes place in the form of meetings, lessons, conferences, scientific, scientific-practical, reading, and final. Any type of conference requires careful preparation: determining the topic; notification of participants (one month in advance) about the timing of its implementation; development of a program, a list of suggested literature for preparation; formulation of debatable and problematic issues submitted for discussion.

Preparation of conference participants involves studying various sources, encyclopedias, reference books; mastering the skills of drawing up plans, writing abstracts, and the text of a report.

Interest clubs are an association of permanent students for a long period of time based on joint activities.

The activities of the club may be related to the introduction of participants to sports, literature, music, theater, philately and other interests. Members of the club association must take an active part in its work and have rights and responsibilities. It is important not only their presence, but also the ability to perceive information, to be able to express oneself, one’s individuality. Forms of work of the club: lectures, conversations, debates, meetings, competitions, performances, concerts, exhibitions, discos. The structure includes a leader, a club council, an initiative group, and club members.

Evenings (party) - an evening gathering for a friendly meeting, for entertainment. It is organized more often for high school students. There may be: literary, musical, song, dance, poetry, humor evenings, etc. The purpose of the evenings is to unite participants and introduce them to art. The organization of the evening begins with its announcement, creation of a program, preparation of the host, and musical accompaniment. In the final part of the evening, it is advisable to include a bright performance, a musical piece, or a dance number.

Quiz is an educational game consisting of questions and answers on topics from various fields of science, technology, literature and art. It is of great importance for expanding the educational horizons of students. Widely used in working with children of different age groups. A special feature of the quiz is the selection of questions taking into account the age of the children and their level of knowledge.

Discussion is the organization of an exchange of opinions between students. It involves dividing the class into groups of 4-5, 6-10 people, whose members act as leaders or participants. The main condition for preparing participants for a discussion is: familiarizing everyone with the information that other participants have; encouraging different approaches to discussion; various discrepancies of opinions and proposals are allowed; providing the opportunity to criticize and reject any statement, opinion or decision; encouraging students to seek group agreement in the form of a common opinion or solution.

The discussion can take the form of: debates, expert group meetings, round tables, symposiums, court hearings, forums.

Holidays are a mass event dedicated to dates and events of a national or class nature and held in accordance with the traditions of an educational institution. If the holiday is dedicated to special dates, then it includes 2 parts:

· ceremonial part in the form of congratulations, greetings, summing up;
· concert, performances, solo performances, games, parodies, attractions, dances.

Excursions - an outing, a trip, a collective visit to places of interest. It may be of an educational or cultural-educational nature. Preliminary preparation is required, both on the part of the organizers and participants. Excursions can cover a variety of topics:

· in the spring (winter) park;
· historical places of our city (village);
· life of wonderful people, etc.

A game is a competition, a competition between children according to pre-agreed and defined rules. The form of organization of games is varied in nature, these are: didactic, role-playing, business, simulation and modeling. In practice, games of an intellectual and entertaining nature are widely used: quiz, KVN, competitions, brain rings. The latter is organized in three rounds, in each round the game goes to three points. You are given one minute to think about the questions. After the second round, the team with the fewest points is eliminated. The winner is the team that wins the last round. The order of entry into the game is determined by drawing lots. During breaks between tours, music or game breaks are organized.

Disco - English, the word means - a collection of records. “Disk” is French for “record”, the Greek ending “theka” is “box”.

The forms of organizing discos are very diverse: dancing - “we dance without interruption”; thematic; dance and disco theaters. The method of preparing and holding discos requires great efforts from the organizer to equip the music library with the necessary equipment, appropriate equipment and decoration of the hall. (24, pp. 33-34)

In elementary school, the following forms of communication hours can be used:

· conversation (ethical, moral)
· discussion (in fourth grade)
· meeting interesting people
· quizzes on various areas of knowledge
· KVNs
· theatricalization
· interactive games
· trainings
Reader's conferences
(9, p. 115)

Thus, there are a large number of forms of extracurricular work, which are difficult to classify, so there is no unified classification in the psychological and pedagogical literature. The class teacher in an elementary school has the opportunity to choose various forms of extracurricular activities.

Modern methodological techniques for enhancing extracurricular activities

A modern teacher, the head of a circle or sports section, or a teacher of additional education needs to be fluent in teaching practice with the basic methodological techniques or methods of organizing extracurricular activities.

Interactive forms of extracurricular activities are forms of organizing a study session or extracurricular activity that involve intensive mental work, physical, communicative activity or quick decision-making. These forms include express quizzes, brainstorming, relay races, mini-competitions, etc.

Conversation- a method of teaching and upbringing that involves dialogue between the teacher and students primarily on teacher issues. Conversation activates the mental work of students, maintains attention and interest, develops speech: every question is a problem that students solve. Types of conversations: preparatory, informative, heuristic, reproducing, generalizing, repeating. Conversations of various types can be combined, intersected, interspersed depending on the micro-goal at a certain stage of the educational lesson and extracurricular activities.

Heuristic conversation used when the teacher does not tell the truth, but teaches how to find it. Based on an analysis of facts and phenomena known to students, as well as independent observations, students come to a conclusion on the topic of new (cognitive) material.

Reproducing conversation is used to consolidate the studied material, as well as to repeat and justify the actions performed.

Informative Conversation used by the teacher in cases where new material cannot be obtained heuristically.

Summary conversation It is usually carried out at the end of a lesson (extracurricular activity) and at the end of studying a major topic, section, course.

Dialogue- a type of oral speech (less often written), characterized by a change in the statements of two or more (in this case, the term “polylogue” is sometimes used) speakers. Replies (statements) of speakers are interconnected in meaning and together form a single whole, therefore dialogue is a type of coherent speech or text. In dialogue, situation, gesture, facial expressions, and intonation play an important role. The dialogue is characterized by certain stylistic features: questions, exclamations, elliptical constructions, interjections and particles, addresses, etc.

Demonstration- methodological technique, showing tables, diagrams, models, paintings, slides, videos, television programs, images projected on the screen using modern electronic and video equipment in class (extra-curricular activities) to all students.

Differentiated approach- a form of organizing the work of students based on their association, within the educational team, in small groups according to interests, according to the level of readiness, and in mixed groups - according to national composition, according to the degree of proficiency in Russian (foreign) language. Each group receives tasks of a different nature and varying degrees of difficulty. A differentiated approach allows, within the teenage team, to catch up with those lagging behind, to give each teenage group (each individual) an opportunity for development. The division into groups is not permanent. Creative groups of different composition can be created for different types of work.

Dosage of educational material. When organizing and conducting an extracurricular lesson (event), the teacher needs to think through the intensity of each stage of the lesson or event. Such work helps prevent students from overloading and fatigue, and provides optimal conditions for assimilation of educational (cognitive) material.

Proof- a methodological technique that develops thinking and speech and consists of substantiating a statement with the help of other thoughts, statements that have already been proven or accepted without evidence (obvious or unprovable). Tasks with the sentence “prove” are widely used both in classrooms and during extracurricular activities.

Consolidation of knowledge, skills and abilities- a type of educational activity of students, organized and checked by a teacher, aimed at implementing the principle of solid mastery of educational (cognitive) material. Consolidation of knowledge is carried out by repeating new material in different versions and combinations, in a rearranged form, with new examples, as well as by performing practical actions - exercises, practical tasks. Consolidation in a training session is usually carried out after the explanation of new material.

Testing- a modern type of testing the assimilation of educational (theoretical) material, determining the psychological type of a teenager’s personality, his inclinations and interests. Testing involves two methods of execution: a computer version and a paper version. Teachers prepare short assignments on the topics studied or a block of educational material, offer various options for solving them (answers), of which only one option is correct. Students are asked to indicate the correct answer option either on sheets of paper or on a computer within a certain (limited) time.

Computer- a modern technical tool for training, development and searching for information on the Internet, which is used in the following forms:

Development and use by students of computer programs, with which they work independently on personal computers or in computer classes;

Use of ready-made computer programs, educational games, testing;

Control and self-control (knowledge and skills are tested);

Communicating with friends from other regions and countries via the Internet, transmitting information via email;

Modeling and design; summarizing the theoretical material being studied, as well as summarizing and editing the written text;

Analysis and selection of educational texts, necessary information and their evaluation according to certain criteria;

Quantitative study of spoken speech or printed texts, etc.

Repetition of educational (cognitive) material- return during a lesson (extracurricular activity) to what was previously studied in order to consolidate it, connect it with new material, generalize and systematize what has been learned. Repetition ensures the strength of knowledge acquisition. Typically, repetition is carried out using new examples, in a different order, using new methods of activity (trainees prepare generalizing tables, diagrams, reports, etc.).

Individual training (consultation)- a form of organizing training sessions with individual students outside the educational team. Most often used with students assigned to homeschooling. Individual training usually consists of clarification of difficult theoretical issues, joint completion of tasks taking into account the teacher’s methodological instructions, and independent work under the guidance of a teacher. As a rule, individual consultations are given by the teacher when preparing reports and performing long-term creative work (using the project methodology).

Speech development of students- the process of mastering speech: the means of language (phonetics, vocabulary, grammar, speech culture, styles) and the mechanisms of speech - its perception and expression of one’s thoughts. The process of speech development occurs in people of different ages. The term “speech development” is also used in a narrow methodological meaning: special educational activities of the teacher and students aimed at mastering speech, as well as the corresponding section of the Russian or foreign language methodology course. It includes the organization of speech situations, speech environment, vocabulary work, syntactic exercises, work on text (connected speech), intonation, correction and improvement of speech.

All work on speech development is based on a course in grammar, vocabulary, phonetics, word formation, stylistics, as well as on the theory of speech and text, which is not included in the program for students, but is used as the basis for the methodology for developing students’ speech.

Role-playing game— a methodical method of teaching and activating extracurricular activities of schoolchildren. The essence of the role-playing game is to create situations in which each participant receives a fictitious name, a social role - a tourist, a guide, a journalist, a nurse, a teacher, etc. The presenter directs the course of the conversation. Role-playing game creates motivation that is close to natural, arouses interest, and increases the emotional level of students’ educational work.

Self-control- a necessary stage of educational action. It is implemented in the following techniques: checking the correctness of the written text; use of dictionaries and reference books; checking your answer against a pre-drawn plan; self-observation of pronunciation, tempo, expressiveness of speech and correct reading of the text, etc.

Independent work- cognitive, educational activity performed on the instructions of the teacher, under his guidance and control, but without his direct participation. It may occur when studying new educational material, consolidating knowledge, preparing an essay or report, creative work, collecting a collection or herbarium, or designing a project.

Project method is currently the most popular teaching method among experimental teachers. The most effective application of the design method is possible using a computer. There are three main stages, or phases, in the project process. At the first stage, a fruitful idea is put forward (a meaningful core, the meaning of further actions). In the second (middle) stage, a multifaceted panorama of what is desired emerges from an undifferentiated idea (building a technology for further actions or techniques for a future planned model). The final design phase is the preparation of design and technological documentation.

The project method assumes a fundamentally different approach: “Think, imagine, reflect on the way and by what means this could be accomplished.”

Priority forms of extracurricular work in educational institutions

Most often, the priorities for children and adolescents in general education institutions are gaming, theater, discussion, situational creative, psychological, competitive forms of educational and extracurricular work that allow students to realize themselves.

The most popular forms of extracurricular activities are:

1. Subject weeks in academic subjects of social, humanitarian, mathematical and natural science cycles.

2. Educational and cognitive activities: school-wide subject Olympiads and public reviews of knowledge, honoring prize-winners and winners of school-wide, city (district) and regional (district, regional, republican) subject Olympiads and competitions; championships of “experts of the virtual world” (experts in information and communication technologies), festivals of creative and research projects; school-wide competitions “Best student” (by parallel classes), “Best graduate of school (lyceum, gymnasium)”, “Best student portfolio”.

3. Heroic-patriotic and military sports events: work of school museums, theme evenings and holidays; organizing and conducting excursions and thematic excursion trips, military sports games “Zarnitsa” and “Eaglet”, “Safe Wheel” competitions, teams of YID (young traffic inspectors) and YDP (young friends of firefighters).

4. Mass holidays (collective and creative activities): themed holidays, festivals of creativity and fantasy; competitions: “Hello, we are looking for talents”, “Come on, guys”, “Miss School”, KVN, professions, homemade products; intellectual tournaments of experts; competitions of staged or marching songs, theatrical performances, recitations and author's creativity, drawings and posters.

5.Specialized (thematic) or career guidance promotions: fairs of knowledge and future professions; holidays and festivals of folk art, national customs and traditions; festivals of science and creativity, hobby groups and clubs; children's book or bibliophile week.

6. Socially useful and socially significant events: labor landings and subbotniks; Timurov's activities, Aibolit and purity raids; search and local history work; operations “Gift to Distant Friends”, “Gift to a Veteran”; charity events: “Help disabled children”, “Our gift to an orphanage”, “Help older people”.

7. Sports and tourism activities: organizing and conducting tourist rallies, “Robinsonades” and competitions, one- and multi-day walking, combined, mountain, bicycle and motorcycle hikes and expeditions; evenings of tourists, “Small Olympic Games”, tournaments (championships) in volleyball, basketball, track and field and weightlifting, gymnastics and wrestling, chess and checkers (backgammon, billiards); sports relay races (with students, parents); competitions “Mom, Dad, I - a sports family”, “The most athletic class”.

The most common forms of leisure communication:“lights”, round tables, discos, evenings, get-togethers, trips out of town, visits to museums, meetings with interesting people; work of hobby groups and clubs, sports sections; brainstorming sessions, discussions and interactive activities.

New game forms are becoming popular: according to the game type of the “New Civilization” program, intensive communication (targeted trainings, educational and developing intellectual and psychological games), communicative-linguistic (communication trainings, creative game evenings), communicative (discussions, brainstorming, business, role-playing games).

Forms of extracurricular activities

The most common division of forms of extracurricular work is as follows: individual, circle, uniting and mass. Individual work is the independent activity of individual students aimed at self-education. For example: preparation of reports, amateur performances, preparation of illustrated albums, etc. This allows everyone to find their place in the common cause. This activity requires educators to know the individual characteristics of students through conversations, questionnaires, and studying their interests. Club extracurricular work helps to identify and develop interests and creative abilities in a certain field of science, art, and sports. Its most common forms are clubs and sections (subject, technical, sports, artistic). The circles conduct classes of various types: these are reports, discussions of works of literature, excursions, production of visual aids, laboratory classes, meetings with interesting people, etc. The report of the circle’s work for the year is held in the form of an evening, conference, exhibition, review.

Uniting forms of work include children's clubs, school museums, and societies. Friendship clubs, weekend clubs, and interesting meetings are becoming widespread. They operate on the basis of self-government and have their own names and charters. The work of clubs is organized in sections. Thus, international clubs can have sections: correspondence, studying history, geography, economics, culture of the country with which the children are friends. Profile clubs (literary, young physics, chemist, mathematics). The purpose of political clubs may be to study the youth movement abroad, study the history of political doctrines, etc. A common form is school museums. According to their profile, they can be local history, historical, historical-literary, natural history, or artistic. The main work in school museums is related to collecting materials. For this purpose, hikes, expeditions, meetings with interesting people are carried out, extensive correspondence is conducted, and work in the archive is carried out. Museum materials should be used in lessons and for educational activities among the adult population. It is necessary that the work of the school museum take place in contact with the state museum, which should provide them with scientific and methodological assistance.

Forms of mass work are among the most common in school. They are designed to simultaneously reach many students; they are characterized by colorfulness, solemnity, brightness, and a great emotional impact on children. Mass work contains great opportunities to activate students. So a competition, an Olympiad, a competition, a game require the direct activity of everyone. When conducting conversations, evenings, and matinees, only a part of schoolchildren act as organizers and performers. In activities such as attending performances or meeting interesting people, all participants become spectators. The empathy that arises from participation in a common cause serves as an important means of team unity. A traditional form of mass work is school holidays. They are dedicated to calendar dates, anniversaries of writers and cultural figures. During the school year, it is possible to hold 4-5 holidays. They broaden your horizons and evoke a feeling of involvement in the life of the country. Competitions, Olympiads, and shows are widely used. They stimulate children's activity and develop initiative. In connection with competitions, exhibitions are usually organized that reflect the creativity of schoolchildren: drawings, essays, crafts.

Reviews are the most common competitive form of mass work. Their task is to summarize and disseminate the best experience, strengthen career guidance activities, organize circles, clubs, and foster a desire for a common search.

The form of mass work with children is the classroom hour. It is carried out within the allotted time and is an integral part of educational activities. Any form of extracurricular work should be filled with useful content. A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways to implement the educational functions of the team.

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EXTRA-CLASS WORK IN LITERATURE

For more than two centuries, the programmatic study of literature at school has been accompanied by extracurricular activities, significantly expanding the opportunities for schoolchildren to communicate with the world of art. Its origins go back to literary collections (18th century) in noble boarding houses and educational institutions of the all-class type, where the works of Lomonosov and Sumarokov were heard, students’ own works and translations were read, and plays were staged. Pupils of the Tsarskoye Selo Lyceum “tried their pens” in handwritten magazines, and the best works of literary creativity of the lyceum students were presented in the “Lyceum Anthology”.

If periods of political reaction in the public life of Russia were accompanied by increased strict regulation of the educational process, the prohibition of any extracurricular activities, then in the era of liberalization, on the contrary, extracurricular work became a laboratory for the active search for new forms of studying literature and creative amateur activities of students. Thus, literary conversations, a form of organizing independent extracurricular reading that appeared in the middle of the 19th century, the extreme importance of which for the school was noted by N.I. Pirogov,) H.JT. Chernyshevsky; K.D. Ushinsky, were officially banned in 1866. Nevertheless, the experience of literary conversations was supplemented in the 80s, at the turn of the century, by literary festivals, evenings, reading competitions, performances, excursions to art museums, and visits to the theater. Clubs and literary exhibitions organized by M.A. Rybnikova were aimed at in-depth study of the author and revealed the fundamental importance of consistency for extracurricular work. In the 20s - 30s. In our century, the palette of forms of extracurricular development of literature is enriched with diverse excursions, evening cycles, conferences, debates, literary courts, and games. In subsequent decades, the trend of integrated use of diverse forms of extracurricular work has noticeably increased, manifested, in particular, in the organization of permanent groups - literary circles, clubs, museums. All-Russian literary festivals, held since 1974, are a sign of the scale of modern extracurricular work in literature.

Why, despite the improvement of programs and the very process of studying literature at school, extracurricular work invariably remains an important channel for schoolchildren to master literature? Why is she especially attractive to guys?

Extracurricular work allows young readers to communicate with a much wider range of aesthetic phenomena than in class, and becomes a source of diverse artistic impressions - reading, museum, theatrical, musical, and from meetings with interesting interlocutors. The driving force behind extracurricular activities is interest. If work in the classroom, regulated by a single and mandatory program for everyone, is aimed at developing a system of knowledge, skills and abilities, then extracurricular work impresses the student with voluntary participation, freedom of individual choice of literary material, forms of communication with art, methods of creative self-expression - the opportunity to do what whatever you want and can: try yourself as an actor, artist, tour guide, etc. This, according to B.M. Nemensky, is a “free search zone.” Here, an important role is played by the focus on the rapid implementation of a personally significant plan, on the “final result” - be it a performance, a literary tournament, or a local history expedition. Finally, in extracurricular work the communication itself is more open, diverse, multifunctional (interpersonal, cognitive, artistic, creative), while the relationship between teacher and students is distinguished by openness and informality, an atmosphere of true co-creation.

The special interest in extracurricular work in modern schools is also explained by the fact that, being less inertial than programmatic, lesson-based teaching, it sets the tone for breaking down methodological stereotypes, the birth of new approaches to teaching literature, and introduces the spirit of lively dialogue, revelation, and emancipation in the search for truth. a generation tormented by spiritual thirst. Extracurricular work becomes a kind of laboratory for the creativity of a wordsmith, in which forms of communication with art that are non-traditional for the educational process and adequate to the current sociocultural situation are modeled. Today we are not surprised that the “holy of holies” - the final exam - can take the form of defending an essay on a topic independently chosen by the student and even in the form of a collective game (Bogdanova R.U. New approaches to conducting the exam // Literature at school. - 1989 . - No. 3). The prototype of many lesson forms recognized as innovative is extracurricular activities.

Extracurricular work in literature is initially, due to the nature of art, a multivariate phenomenon, and its strict classification is hardly possible. The interaction of different types of art (literature and theater, music, painting, etc.), different types of activities of schoolchildren, mastering a specific literary topic, problem can determine the profile of extracurricular work. Let us highlight relatively independent directions in it.

Classes literary local history focused on studying the literary life of their native land, introducing the children to the image of their “small homeland” in the works of literary artists. These are excursions, hikes, expeditions, the creation of school museums. Cognitive, search, and popularization local history activities naturally merge these days with cultural and protective ones: simply admiring the past is not enough, we must help preserve it. “Literary local history helps to discover a high cultural tendency in a familiar, everyday environment... Culture begins with memory. A person who feels the layers of past times that surround him every day cannot behave like a savage.

Communication with literature is inevitably associated with literary creativity young readers, an attempt to express themselves in words and images. Sensitivity to words and mastery of literary genres make the reading process truly creative. “From a little writer to a big reader” - this was the goal of M.A. Rybnikov’s children’s literary work. Clubs and studios become a school for mastering literary genres, mastering journalism, the art of translation, and handwritten magazines, almanacs, wall newspapers become a collection of the first author’s publications” (Leibson V.I. Methodological recommendations for the literary and creative development of schoolchildren in extracurricular activities. - M., 1984; Bershadskaya N.R., X a l and -m about in a V. 3. Literary creativity of students at school. - M., 1986).

Potential artistic and performing activities schoolchildren are implemented in expressive reading circles, school theaters that create conditions for self-expression through the spoken word, dramatic interpretation (Yazov and Ts-ky E.V. Expressive reading as a means of aesthetic education. - L., 1963; Sorokina K.Yu School theater as a means of literary development. - M., 1981; Rubina Yu. I. et al. Fundamentals of pedagogical management of school amateur theater performances. - M., 1974).

As a rule, the named directions in extracurricular work are connected, on the one hand, with the regional specifics of literary and local history material, school traditions, and the tireless search of generations of teachers and students; on the other hand, the source of extracurricular work of a literary, creative, artistic and performing nature is the pronounced talent or creative passions of the teacher - a poet, an avid theatergoer, a master of artistic expression.

In the mass practice of schools, extracurricular work on mastering the life and work of a particular writer is most represented. It is most often conducted in parallel with the programmatic study of the author, noticeably intensifying during the years of writer's anniversaries. Let us dwell in more detail on this type of extracurricular work, synthetic in nature, including, in particular, elements of both local history and various creative activities. Freedom, improvisation, a lively response to the interests and needs of children inherent in extracurricular activities do not at all mean that extracurricular work is a purely spontaneous phenomenon. Back in the 20s. M.A. Rybnikova, having brilliantly implemented a systematic approach in extracurricular work, wrote that it was “the system of slow reading and a long stop on one creative individuality” (Rybnikova M.A. The work of a wordsmith at school. - M.; Pg., 1922. - P. 11) creates conditions for live, direct contact between students and the writer. And today, the wordsmith N.V. Miretskaya convinces: “We can dryly list the well-known forms of work: an elective, a circle, excursions, a hike, a competition, a school evening, a theater, a thematic excursion... A lot of forms and methods have been invented, it is important , how we connect them together, what content we fill and how we put them into action” (Miretskaya N.V. Conjugation: Comprehensive work on aesthetic education at school. - M., 1989. - P. 20). Only systemic influences can be a development factor.

How can one discover internal unity in the variety of types and forms of extracurricular work? How to build a system that would stimulate students’ interest in literature, making it undying, so that each new meeting with the author would become a personal discovery of his unique world, and the corresponding forms of activity would determine the way of entering this world?

The prevailing position in the sociology of art and pedagogy that an individual’s artistic interests are realized in three types of activities (acquaintance with works of art or “consumption of art”; acquiring knowledge about it; one’s own artistic creativity) helps to streamline the idea of the structure of extracurricular work when exploring the world writer. Moreover, the “complex of three orientations” is recognized as optimal (Foht-Babushk and Yu. U. On the effectiveness of artistic education // Art and school. - M., 1981. - P. 17 - 32). Meanwhile, in real school practice, extracurricular work often comes down to occasional mass “events” of an anniversary nature, watching a film adaptation or getting acquainted with a museum exhibition, i.e. There is a multidirectionality of elements of aesthetic activity, an unjustified disproportion of individual types and forms of extracurricular work, while the concept of “system” is used in its everyday sense - to denote periodicity in work.

While ensuring that children’s artistic experiences harmoniously represent impressions from direct encounters with works of art, enriching the stock of art history knowledge, and their own creativity, it is important to remember the age dynamics in the manifestation of schoolchildren’s attitude to various types of artistic activity. In the 30s L.S. Vygotsky put forward the hypothesis: “Each period of childhood is characterized by its own form of creativity” (Vygotsky L.S. Imagination and creativity in childhood: Psychological essay. - M., 1967. - P. 8). A certain type of artistic activity at a given age stage turns out to be leading, most fully expressing the tendency of age, but coexisting with other types of activity and presupposing their hierarchy. “This process is objective. The type of artistic activity that is closest to a child of a given age can be called relevant. About other types of artistic activity we can say that they have not reached the age of relevance or, on the contrary, have already passed " "(Yu sov B.P. On the problem of the relationship of arts in children's artistic development: On the periods of age-related relevance of classes in various types of art // Theory of aesthetic education. - Issue 3. - M, 1975. - P. 46), _ summarizes B.P. Yusov.

In conditions of pedagogically organized extracurricular activities, various types of extracurricular work are implemented in certain forms.

Younger teenagers are especially attracted to the game. Fifth-graders prefer role-playing games (dramatizations, dramatizations of literary works), and fantasy games. The gradually increasing cognitive activity of adolescents is manifested in the fact that in the 6th grade, the special interest of children in a variety of educational games that include a role-playing element (for example, imaginary journeys involving the “role” of a guide) becomes obvious. By the 7th grade, the range of forms of artistic and educational activity expands significantly (discussion of books, films, exhibitions, abstracts, excursions, conferences, almanacs, tournaments of experts, etc.). The interest of older teenagers gradually shifts towards the perception of works of art with their further interpretation (reader, viewer, etc.).

The dynamics of gradually becoming more complex - taking into account continuity and prospects - forms of extracurricular activities of adolescents, focused on the “zone of proximal development” (L.S. Vygotsky), is reflected in Tables 1 and 2.

Ayvazyan A.P.,

English teacher

Forms and methods of extracurricular work in the subject.

Education is a special kind of birth. The socio-political, economic, social transformations taking place in our country recently require changes in approaches to the educational process in a modern school.

Value orientations have changed, and the greatest value, in accordance with the principles of humanization and democratization of society, is recognized as a free, developed and educated individual, capable of living and creating, making decisions in an ever-changing world. In the concept of modernization of Russian education for the period until 2010, education is defined as a priority area of activity for educational institutions. In pedagogy there are several definitions of the category of education. The system of educational work is understood as a system of interrelated educational activities (cases, actions) leading to the set goal. The educational system serves to optimize the processes of personal development. Therefore, the main criterion for its effectiveness will be the result - the development and self-expression of the student’s personality. The question of the role of extracurricular work in the educational process, its influence on the motivation for learning a foreign language seems very relevant in connection with the need to find more modern forms and methods of work in order to increase the level of students’ preparation in a foreign language, and the requirement to strengthen the educational impact on students in the teaching process foreign language and other school subjects.

The system of extracurricular work in a foreign language includes a set of interrelated and interacting forms, methods and types of extracurricular activities, united by common goals. The content of extracurricular work in a foreign language lies in the organic unity of its main directions:

pragmatic (formation of students’ communication skills);
epistemological (providing students with information about the country of the language being studied, about events in the world);
axiological (development of students’ value orientations and motives for activity).

The interaction of these areas ensures the harmonious development of the individual in the system of extracurricular work in a foreign language.

The functioning of the system of extracurricular work in a foreign language is based on a number of principles that determine the content, forms, and methods of pedagogical influence on the individual. The most significant principles of extracurricular work in a foreign language are the following:

The principle of connection with life.
The principle of communicative activity.
The principle of taking into account the level of language preparedness of students and continuity with foreign language lessons.
The principle of taking into account the age characteristics of students.
The principle of combining collective, group and individual forms of work.
The principle of interdisciplinary connections in the preparation and conduct of extracurricular work in a foreign language.

All of the above principles interact with each other. The implementation of one principle in the practice of pedagogical activity is impossible without observing others. The effectiveness and efficiency of extracurricular activities are directly dependent on the above principles and also the following conditions:

1) voluntary participation;

2) a combination of children’s initiative and initiative with the guiding role of the teacher;

3) clear organization and careful preparation of all planned events;

4) aesthetic expressiveness, entertaining and novelty of content, forms and methods of work;

5) the presence of targets and prospects for activity;

6) widespread use of methods of pedagogical stimulation of student activity.

In extracurricular activities There are 3 main forms of work in a foreign language: mass, group and individual. These forms are determined on the basis of criteria such as the number of students, the regularity of the work, and the stability of the student body.

Mass forms are distinguished depending on the frequency of mass episodic (evenings, matinees, conferences dedicated to holidays, Olympiads in foreign languages, competitions, KVN). Foreign Language Week is one of the mass permanent forms of work.

Group forms of work are most often represented by two main types: circle and club. The circle form of work has a different focus (to further improve the level of practical language proficiency, regional studies circles). Individual forms of work are of great importance in identifying the individual abilities and inclinations of students. They involve preparing essays, learning poems, songs, making albums, and publishing wall newspapers.

All forms of extracurricular work are closely interconnected and interdependent.

The system of extracurricular work for foreign language teachers includes the following activities:

School tour of Olympiads in subjects.
Preparation and participation of school students in extracurricular competitions.
Organization and implementation of “Love Week” (Foreign Language Week).
Participation of students in city and regional events (Francophonie Week, competitions of the French Embassy in Russia, etc.).
Celebration of fifth graders “What have we learned in a year”.
Excursions, cultural trips to cinemas, exhibitions related to the countries of the languages being studied.
Student Research Activity (SAR).
Using the Internet in teaching foreign languages.

Let us briefly describe each position of extracurricular activities in more detail. An important means of stimulating students’ interest in learning a foreign language are olympiads.

Olympiads increase students’ interest in a foreign language, create a positive attitude among high school students towards learning a foreign language, activate their initiative and independence, and provide them with wide scope for creative activity and development of foreign language abilities. Olympiads help identify gifted children among school students. At the same time, all this is intended to contribute to achieving the ultimate goal of education in secondary school - increasing the level of knowledge, skills and abilities of its graduates, creating a language base that could provide them with the skills of practical use of lexical and grammatical program material. The winners of the Olympiads are awarded certificates and souvenirs.

Our school annually conducts “ Foreign Language Week” dedicated to Valentine's Day Students of our school accept participation in city and regional events ( Francophonie Week, competitions of the French Embassy in Russia, etc.). Children's participation in such competitions develops children's interest in the country of the language they are learning, in a foreign language, and broadens their horizons.

It has become a tradition in our school at the end of the school year to hold a holiday for fifth-graders “What have we learned in a year,” at which the children show their knowledge in foreign languages, participate in developing the script for the holiday, prepare decorations, and performances. Such holidays are one of the important types of extracurricular activities. They deepen and expand students' knowledge, increase interest in learning the language, consolidate speaking skills and abilities, enrich the vocabulary, develop correct pronunciation, and expressive reading. They benefit not only the students participating in the program, but also those who are listeners and spectators at the festival.

School students visit exhibitions, theaters, and cinemas related to the country of the language they are learning. This stimulates students' interest in a foreign language. The connection between the lesson and extracurricular work is a serious factor in the activity of communication in a foreign language, the formation of independence and activity of students as personality traits.

The school has sections of the scientific society of students in the following subjects: history, geography, geology, foreign language.

High school students use it when preparing homework Internet. The Internet helps take foreign language learning to a new level. The Internet is about communication, information and publication; communication is carried out using e-mail, information is contained in huge layers of the World Wide Web, publishing your material can be done by creating your own page on the Internet. Extracurricular activities are an integral part of the school’s educational work system and an important means of comprehensive education of youth. The development of a system of extracurricular activities in a foreign language is an urgent problem, since it strengthens not only the motivational side of language learning, but also has a practical (communicative) and educational orientation. Extracurricular activities not only have a qualitative impact on students’ academic performance, but also contribute to the improvement and further development of the foreign language speech skills and abilities they acquired in lessons and to the comprehensive solution of educational and educational problems. In addition to its great practical importance for better mastery of foreign languages, extracurricular work has great educational significance, promotes the development of independence, creative activity of students, the development of moral character traits, and contributes to the general cultural development of students.

Extracurricular activities contribute to the development of students’ creative abilities and aesthetic taste, nurture their imagination, mobilize their attention and memory, develop their sense of responsibility, teach them independence and organization, and accuracy in performing assigned tasks.

In order to involve as many students as possible in extracurricular activities, it is necessary to use different forms: individual, club, mass, skillfully combining them.

Teachers at other schools can use similar forms of extracurricular activities in their work.

Literature

The concept of modernization of Russian education for the period until 2010 // Bulletin of Education of Russia. - 2002.-No. 6-p.11-40.
Upbringing? Education... Education! - /[ ed. V.A. Karakovsky]. - M.: New School, 2000.
Bespalko, V.P. Components of pedagogical technology./ V.P. Fingerless. - M.: Pedagogy, 1998.
Schumann S. The place of education in the holistic process of personality development./S. Schumann// Education in modern school. - 2002 - No. 4 - p.27-33.
Bim I.L. A personality-oriented approach is the main strategy for school renewal./I.L. Bim // Foreign languages at school. -2002-No.2-p.11.