Forms of extracurricular activities. Forms of extracurricular activities

EXTRA-CLASS EDUCATIONAL WORK
AT SCHOOL

1. The essence of extracurricular educational work

Extracurricular educational work is the organization by the teacher of various types of activities of schoolchildren during extracurricular time, providing the necessary conditions for the socialization of the child’s personality.

First of all, it is necessary to determine the place of extracurricular educational work in the pedagogical process of the school.

Extracurricular educational work is a combination of various types of activities and has wide possibilities for educational influence on the child.

Let's consider these possibilities.

Firstly, a variety of extracurricular activities contributes to a more comprehensive development of the child’s individual abilities, which are not always possible to consider in class.

In the first grade of one of the schools near Moscow, a few minutes before the New Year's light, it turned out that the electric garland had deteriorated. The teacher went for help. When she returned with a high school student, it turned out that the garland was already working, because it was repaired by a first-grade student - undisciplined, sloppy, smart, but restless in class, Kiryusha. This is how the teacher learned about the child’s passion for electrical engineering and subsequently created situations that allowed him to develop his technical abilities.

In this class, but already in the second year of study, the “almost poor student” Tanya K. surprised everyone. At work in the forestry planting Christmas trees, she worked so deftly, quickly, beautifully that she overtook many children from middle and high school, and it became impossible look at her as a “notorious lazy woman.”

Remember similar examples from your school experience, and you will be convinced that extracurricular work helps overcome stereotypes in the perception of a child as a student. In addition, various types of activities contribute to the child’s self-realization, increasing his self-esteem, self-confidence, i.e., positive self-perception.

Secondly, inclusion in various types of extracurricular activities enriches the child’s personal experience, his knowledge about the diversity of human activity, the child acquires the necessary practical skills.

For example, in the “secret workshop,” after school, second-graders, together with the teacher, make various souvenirs from “Kinder surprises” and plastic bottles, and in the whole-class lesson “We are going to visit” they learn to give gifts, take care of others, etc.

Third, a variety of extracurricular educational work contributes to the development in children of interest in various types of activities, the desire to actively participate in productive activities approved by society. If a child has developed a stable interest in work in combination with certain practical skills that ensure his success in completing tasks, then he will be able to independently organize his own activities. This is especially true now, when children do not know how to occupy themselves in their free time.

time, resulting in an increase in child crime, prostitution, drug addiction and alcoholism.

It has been noticed that in schools where a variety of extracurricular educational activities are well organized, there are fewer “difficult” children and the level of adaptation and “growing into” society is higher.

Fourth, in various forms of extracurricular work, children not only show their individual characteristics, but also learn to live in a team, i.e. cooperate with each other, take care of your comrades, put yourself in the place of another person, etc. Moreover, each type of non-educational activity - creative, cognitive, sports, labor, play - enriches the experience of collective interaction of schoolchildren in a certain aspect, which in its totality gives great educational effect.

For example, when children stage a play, they gain one experience of communication - the experience of interaction, largely at the emotional level. When cleaning the classroom collectively, they gain experience in distributing responsibilities and the ability to negotiate with each other. In sports activities, children understand what “one for all, all for one”, “a sense of elbow” means. In KVN, belonging to a team will be perceived differently, therefore, the experience of collective interaction will be different.

Thus, extracurricular work is an independent area of the teacher’s educational work, carried out in conjunction with educational work in the classroom.

2. Goals and objectives of extracurricular educational work

Since extracurricular work is an integral part of educational work at school, it is aimed at achieving the general goal of education - the child’s assimilation of the social experience necessary for life in society and the formation of a value system accepted by society.

The specificity of extracurricular educational work is manifested at the level of the following tasks:

1. Formation of a positive “I-concept” in the child, which is characterized by three factors: a) confidence in the friendly attitude of other people towards him; b) confidence in his successful mastery of this or that type of activity; c) a sense of self-worth. A positive “I-concept” characterizes the child’s positive attitude towards himself and the objectivity of his self-esteem. It is the basis for the further development of the child’s individuality. “Difficult” children tend to have negative self-images. The teacher can either strengthen these ideas or change them

to a positive perception of yourself and your abilities. In educational activities, for many reasons (it is difficult for the child, a large number of children in the class, insufficient professionalism of the teacher, etc.), it is not always possible to form a positive “I-concept” in every child. Extracurricular activities provide an opportunity to overcome the limitations of the educational process and develop a child’s positive perception of himself.

2. Formation of cooperation and collective interaction skills in children. For speedy social adaptation, a child must have a positive attitude not only towards himself, but also towards other people. If a child, with a positive “I-concept,” has developed the ability to negotiate with friends, distribute responsibilities, take into account the interests and desires of other people, perform joint actions, provide the necessary assistance, positively resolve conflicts, respect the opinions of others, etc. , then his adult work activity will be successful. A completely positive “I-concept” is formed only in collective interaction.

3. Formation in children of the need for productive, socially approved activities through direct acquaintance with various types of activities, the formation of interest in them in accordance with the child’s individuality, the necessary skills and abilities. In other words, in extracurricular activities, a child must learn to engage in useful activities, he must be able to get involved in such activities and organize them independently.

4. Formation of moral, emotional, volitional components of children’s worldview. In extracurricular activities, children learn moral standards of behavior through mastering moral concepts. The emotional sphere is formed through aesthetic ideas in creative activity.

5. Development of cognitive interest. This task of extracurricular work reflects continuity in educational and extracurricular activities, since extracurricular work is connected with educational work in the classroom and is ultimately aimed at increasing the efficiency of the educational process. The development of cognitive interest in children as a direction of extracurricular work, on the one hand, “works” on the educational process, and on the other hand, it enhances the educational impact on the child.

The listed tasks determine the main directions of extracurricular work in achieving its main goal and are in the nature of general provisions. In real educational work, they should be specified in accordance with the characteristics of the class, the teacher himself, school-wide extracurricular work, etc.

Functions of extracurricular educational work. The purpose and objectives of extracurricular educational work give a specific character to the functions of the holistic pedagogical process - teaching, educating and developing.

The teaching function, for example, does not have the same priority as in educational activities. In extracurricular activities, it plays an auxiliary role for more effective implementation of educational and developmental functions. Educational function extracurricular work is not about the formation of a system of scientific knowledge, educational skills and abilities, but in teaching children certain behavioral skills, group life, communication skills etc.

Of great importance in extracurricular activities is developmental function. It lies in development of schoolchildren’s mental processes.

The developmental function of educational work also lies in development of individual abilities of schoolchildren through their inclusion in relevant activities. For example, a child with artistic abilities can be invited to participate in a play, holiday, KVN, etc. A child with mathematical abilities can be invited to participate in a mathematical Olympiad, calculate the most interesting and safe route for a walk around the city in a certain time. In individual work with this child, the teacher can offer to create examples, tasks for the children, etc.

The developmental function of extracurricular work is to identify hidden abilities, develop the child’s inclinations and interests. Having noticed that the child is interested in something, the teacher can provide additional interesting information on this issue, offer literature, give instructions that lie in the student’s area of interest, create conditions in which the student receives the approval of the children’s team for his competence on this issue, i.e. That is, the teacher opens up new opportunities for the child and thereby strengthens his interests.

How can you use information about the functions of extracurricular activities when preparing specific activities? In order to get positive results, you need to formulate a goal. Let's say you want to have a conversation with your children about the rules of behavior when visiting. You set a goal: to inform children about the rules of behavior. This goal is aimed at implementing the teaching function and is not a priority in extracurricular activities. Therefore, you need to formulate the purpose of your conversation with children so that it reflects priority functions in accordance with the tasks of extracurricular work, and communicating new knowledge about the rules of behavior at a party will be one of the tasks

this conversation. This could be: creating in children a desire to adhere to certain rules when visiting; develop interest in the rules of etiquette; to form the ethical concept of “norm of behavior”, to adjust children’s existing ideas about the rules of behavior when visiting, etc. The purpose, objectives, functions of extracurricular work influence the selection of its content.

- firstly, the predominance of the emotional aspect over the informational one (for effective educational influence it is necessary to appeal to the child’s feelings, his experiences, and not to the mind, or rather, to the mind through emotions);
- secondly, in the content of extracurricular work, the practical side of knowledge is of decisive importance, i.e. The content of extracurricular work is aimed at improving a variety of skills and abilities. In extracurricular activities, learning skills are improved ("Entertaining ABC", "Fun Mathematics", etc.), independent work skills are developed when searching for information, organizing various extracurricular activities ("Fairy Tale Evening", quiz "My Favorite City"), communication skills (“social”) skills, ability to cooperate (teamwork, KVN, sports, role-playing excursions, games); ability to comply with ethical standards (everyday communication, “Etiquette and Us”, “Travel to the Land of Road Signs”, etc.). Since the practical aspect prevails over the theoretical in the content of extracurricular work, it is more reasonable to consider the content from the perspective of children’s activities, through which they master this or that area of social experience.

Cognitive activity children in extracurricular activities is intended to develop their cognitive interest, positive motivation in learning, and improve learning skills. It is a continuation of educational activities using other forms. This could be the “Why Club”, “Tournament of the Curious”, “What? Where? When?”, excursions to the Polytechnic Museum, to production, visiting various exhibitions, etc.

Leisure. (recreational) activity necessary for organizing a good rest for children, creating positive emotions, a warm, friendly atmosphere in the team,

relieving nervous tension. Such forms as “Igrograd”, “Ogonyok”, “Humorina”, “Jam Day”, discos, etc. are effective. Very often in extracurricular activities these two aspects are combined - educational and entertaining. For example, “Field of Miracles”, “Entertaining... (mathematics, history, geography, etc.)”, a dream competition, quizzes, “Evening of Riddles”, etc. In order to determine which aspect prevails, you need to analyze goals, objectives, priority functions implemented by the teacher in a specific form.

Health and sports activities for children in extracurricular work is necessary for their full development, since at primary school age, on the one hand, there is a high need for movement, and on the other hand, the nature of changes in the functioning of the body in adolescence depends on the health status of the primary school student. Sports and recreational activities are carried out in excursions to nature, sports, outdoor games, sports competitions, hikes, etc.

Labor activity in extracurricular work reflects the content of various types of labor: household, manual, socially useful, service. For a teacher, organizing work activities in extracurricular activities presents certain difficulties, but his efforts are worth the educational result that the varied systematic work activities of schoolchildren provide.

This result is manifested in the formed need for work, in the ability to occupy oneself. Diligence, work skills and abilities are developed in the workshop of Father Frost, the “Needle and Thread”, “Spun and Screw”, “Book Hospital”, class repair workshop, and the regular holding of Cleanliness Day. In extracurricular activities, you can organize the production of visual aids for lessons, games, patronage work, work to improve your city, etc.

Creative activity involves the development of children’s inclinations and interests, and the disclosure of their creative potential. Creative activity is reflected in such forms as concerts, song competitions, reading competitions, drawing competitions, etc., theater, design club.

One of the tasks listed above is the formation of the moral, emotional and volitional components of the worldview of schoolchildren.

The moral sphere is formed through the acquaintance and acceptance of moral concepts and the development of norms of behavior: in conversations, debates, play activities and other forms.

The most important components of schoolchildren’s worldview are economic, environmental views and beliefs. They

are formed using such forms as “The Economic School of Scrooge McDuck”, the conversation “What is Economics?”, “Operation Tree in the City”, the ecological expedition “Visiting the Old Forest Man”, the conversation “Our Pets”, visiting theaters, discussing films, cartoons, etc.

1. Traditions and features of the school. For example, if at school the priority is learning, then in extracurricular educational work the cognitive aspect may predominate. In a school under the patronage of a religious denomination, extracurricular activities will contain relevant spiritual and moral concepts. Environmental education will become a priority in schools of the corresponding profile, etc.

2. Features of the age, class, individuality of children.

3. Features of the teacher himself, his interests, inclinations, attitudes. If a teacher strives to achieve high results in teaching children, then in extracurricular activities he will select the content that contributes to the achievement of this goal, i.e. organize cognitive activities. For another teacher, it is important to shape the student’s personality in the learning process, so in extracurricular work he will give priority to work and creative activities; A teacher who loves sports will influence schoolchildren through the organization of recreational and sports activities.

Forms of extracurricular activities- these are the conditions in which its content is realized. There are a huge number of forms of extracurricular work. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed 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 and come from literature - “Timurov’s, chef’s work”, or from television: KVN, “What? Where? When?”, “Guess the melody”, “Field of Miracles”, “Ogonyok”, etc.

However, an ill-considered transfer of television games and competitions 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. Similar

danger also 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”.

When choosing a form of extracurricular work, you should evaluate its educational significance from the standpoint of its goals, objectives, and functions.

Methods and means extracurricular activities are methods and means of education (see the relevant sections of the textbook), the choice of which is determined by the content and form of extracurricular activities. For example, having chosen a whole-class lesson “Man and Space,” aimed at developing cognitive interest and developing children’s horizons, the teacher can use the following methods: talking with children to find out their interest and awareness on this issue; instructing children to prepare messages (a kind of storytelling method); the game method will be used in various variants: an element of a role-playing game, when, with the help of special game attributes (space “helmet”, “rocket”), one of the children is sent into “space” and asked to describe what he sees; drawing up a “flight plan”, when children must list the types of work that astronauts perform; decipher mysterious letters left on a distant planet (the teaching method in this form is aimed at teaching children to work in a group through a clear distribution of responsibilities), etc.

The tools used in this class-wide lesson are: classroom design (star map, portraits of astronauts, photographs from space); musical accompaniment ("space music", recordings of astronauts' negotiations, spacecraft launch), game attributes, diagram of the solar system, video materials, "message from an alien planet", books about space recommended for children.

So, having examined the essence of extracurricular educational work through its capabilities, goals, objectives, content, forms, methods and means, we can determine its features:

1. Extracurricular work is a combination of various types of children’s activities, the organization of which, together with the educational influence carried out during training, shapes the child’s personal qualities.

2. Delay in time. Extracurricular work is, first of all, a collection of large and small activities, the results of which are delayed in time and are not always observed by the teacher.

3. Lack of strict regulations. The teacher has greater freedom to choose content, forms, means, methods

extracurricular educational work than during a lesson. On the one hand, this makes it possible to act in accordance with one’s own views and beliefs. On the other hand, the teacher’s personal responsibility for the choice made increases. In addition, the absence of strict regulations requires the teacher to take initiative.

4. Lack of control over the results of extracurricular activities. If a mandatory element of the lesson is control over the process of students mastering educational material, then in extracurricular activities there is no such control. It cannot exist due to the delay of results. The results of educational work are determined empirically through observation of students in various situations. A school psychologist can more objectively evaluate the results of this work using special tools.

As a rule, overall results and the level of development of individual qualities are assessed. The effectiveness of a specific form is very difficult and sometimes impossible to determine. This feature gives the teacher advantages: a more natural environment, informality of communication and the absence of stress for students associated with evaluating results.

5. Extracurricular educational work is carried out during breaks, after classes, on holidays, weekends, vacations, i.e. during extracurricular time.

6. Extracurricular educational work has a wide range of opportunities for attracting the social experience of parents and other adults.

Requirements for extracurricular activities. Based on the characteristics of extracurricular educational work, we will name the defining requirements for it.

1. When organizing and conducting extracurricular activities, goal setting is required. The absence of a goal gives rise to formalism, which destroys the relationship between the teacher and children, as a result the effectiveness of education can be zero or have negative results.

2. Before you begin, you need to define the expected results. This helps to formulate tasks in such a way that they contribute to the achievement of a common goal - the child’s assimilation of social experience and the formation of a positive value system.

3. In educational extracurricular work, an optimistic approach is needed, relying on the best in every child. Since the results in educational work are delayed, the teacher always has a chance to achieve a positive overall result.

This becomes possible if the child, with the help of the teacher, believes in himself and wants to become better.

4. The organizing teacher must have high personal qualities. In extracurricular activities, the role of the teacher’s contact with children is important, the establishment of which is impossible without certain personal qualities of the teacher. In extracurricular activities, children evaluate the teacher primarily as a person and never forgive falsehood, double standards, or lack of selfless interest in people.

5. When organizing extracurricular educational work, the teacher must be in constant creative search, selecting and creating new forms that meet the current situation in the class. Teacher creativity is a necessary condition for effective extracurricular work.

Organization of extracurricular educational work. In order for these requirements to be implemented in practical activities, we propose a certain sequence for organizing extracurricular activities. It can be used both for individual and mass work.

1. Studying and setting educational goals. This stage is aimed at studying the characteristics of schoolchildren and the class staff for effective educational influence and identifying the most relevant educational tasks for the current situations in the class.

The purpose of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects (the best in the child, the team), and what needs adjustment, formation and selection of the most important tasks.

The study is carried out using already known methods of pedagogical research, the leading among which at this stage is observation. Through observation, the teacher collects information about the child and the team. An informative method is conversation, not only with the child and the class, but also with parents and teachers working in the classroom; Of particular importance is a conversation with a school psychologist, who will not only expand the teacher’s understanding, but also give professional recommendations.

In individual work, the study of the products of a child’s activity is of great importance: drawings, crafts, poems, stories, etc.

In the study of a group, the method of sociometry is informative, with the help of which the teacher learns about the most popular and unpopular children, the presence of small groups, and the nature of the relationships between them.

2. Modeling upcoming extracurricular educational work is that the teacher creates in his imagination an image of a certain form. In this case, the goal, general tasks, and functions of extracurricular work should be used as guidelines.

For example, there is a boy in the class who is very withdrawn and does not make contact with the teacher and the children. The general goal is the formation of sociability, the leading function is formative in conjunction with development. Let's say a study of this boy's personality showed that he has very low self-esteem and high anxiety, specific goals are to increase self-esteem, relieve anxiety, that is, the formation of a positive "I-concept". Children in first grade are friendly, affectionate, but incurious, with practically no outlook. The general goal of extracurricular work is the development of cognitive interest, the leading function is developmental, the specific goal is to broaden the horizons of children, the formation of cognitive activity.

In accordance with the purpose, objectives, priority functions of extracurricular work and the results of the study, specific content, forms, methods, and means are selected.

For example, regarding the already mentioned withdrawn boy, the teacher noticed that the child’s tension subsides during drawing lessons, he draws with pleasure, and is more willing to make contact with teachers. Having chosen creative activity as the content, the teacher, at the first stage of working with the child, organizes a whole-class lesson in which children create a collective panel “Butterflies and Flowers,” paint stencils of butterflies and attach them to flowers. In this work, quality is not of decisive importance and the child is “doomed” to success. The teacher uses the method of encouragement, admiring the overall result, highlights the work of a given child, and notes the significance of his work for the overall result.

In the case of a class where children have low cognitive activity, the teacher chooses the cognitive developmental activity of children as the content, the form is an excursion to the Polytechnic Museum on the topic “Clocks”.

In both this and other cases, he carefully thinks through the upcoming work; the more detailed the image, the more nuances he can take into account in advance.

3. Practical implementation of the model is aimed at implementing the planned educational work in the real pedagogical process.

4. Analysis of the work carried out is aimed at comparing the model with the real implementation, identifying successful and problematic issues, their causes and consequences. The element of setting a task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning further extracurricular activities.

3. Forms of individual extracurricular work

In individual extracurricular educational work, the general goal - providing pedagogical conditions for the full development of the individual - is achieved through the formation of a positive “I-concept” in the child and the development of various aspects of his personality and individual potential.

The essence of individual work lies in the socialization of the child, the formation of his need for self-improvement and self-education. The effectiveness of individual work depends not only on the exact choice of form in accordance with the goal, but also on the inclusion of the child in one or another type of activity.

In reality, it is not so uncommon for a situation when individual work comes down to reporting, remarks, and reprimands.

Individual work with a child requires the teacher to be observant, tactful, careful (“Do no harm!”), and thoughtful. The fundamental condition for its effectiveness is the establishment of contact between the teacher and the child, the achievement of which is possible if the following conditions are met:

1. Full acceptance of the child, i.e. his feelings, experiences, desires. No children's (minor) problems. In terms of the strength of their experiences, children's feelings are not inferior to those of an adult; in addition, due to age-related characteristics - impulsiveness, lack of personal experience, weak will, the predominance of feelings over reason - the child's experiences become especially acute and have a great influence on his future fate. Therefore, it is very important for the teacher to show that he understands and accepts the child. This does not mean at all that the teacher shares the child’s actions and actions. Accepting does not mean agreeing.

2. freedom of choice. A teacher should not achieve a certain result by hook or by crook. In education, the motto “The end justifies the means!” is completely unacceptable. Under no circumstances should a teacher force a child to admit anything. All pressure is eliminated. It is good for the teacher to remember that the child has every right to make his own decision, even if from the teacher’s point of view it is unsuccessful.

The teacher’s task is not to force the child to accept the decision proposed by the teacher, but to create all the conditions for the right choice. A teacher who thinks first of all about establishing contact with a child, who wants to understand him, who assumes that the child has the right to make an independent decision, has a much greater chance of success than a teacher who is concerned only with the immediate result and external well-being.

3. Understanding the child's internal state requires the teacher to be able to read non-verbal information sent by the child. Here lies the danger of attributing to the child those negative qualities that the teacher wants to see in him, but which, rather, are inherent not in the child, but in the teacher himself. This feature of a person is called projection. To overcome projection, the teacher should develop such abilities as empathy - the ability to understand the inner world of another person, congruence - the ability to be oneself, benevolence and sincerity.

Failure to comply with these conditions leads to the emergence of psychological barriers in communication between the teacher and the child (see: Gippenreiter Yu. B. How to communicate with a child? - M., 1995). Let's consider the effect of these barriers using the following example.

Imagine that at recess a crying seven-year-old Ira comes up to you and says: “Tanya doesn’t want to be friends with me.”

What are your first words, colleague? Surely, some of you will suggest asking: “What happened, why doesn’t she want to be friends?”, someone will suggest finding another girlfriend, someone will try to distract Ira. These are barriers to communication, because all these and other actions that we describe below are aimed at stopping the child’s crying; they do not correspond to what the child actually expects from the teacher.

We offer a verbal (verbal) expression of the barrier.

Consolation in words: “Calm down, don’t cry, everything will be fine.”

Asking: “Why doesn’t Tanya want to be friends with you? What happened? Did you quarrel? Did you offend her?” etc.

Advice: “Stop crying, go to Tanya again and find out why she doesn’t want to be friends with you, find yourself another girlfriend,” etc.

Avoiding the problem: “Let’s play with you now, do something... etc.” (ignoring the child's tears).

Order: “Stop it right now! Come on, stop crying, do you hear what I’m telling you?!”

Notations: “You need to play together, don’t complain, good girls don’t quarrel, they know how to be friends and understand their difficulties themselves, good girls never...”, etc.

Guess: “You probably did something yourself, if Tanya doesn’t want to be friends with you, maybe you offended her?”

Accusations: “It’s her own fault, since she doesn’t want to be friends with you.”

Denial of the child’s feelings: “Don’t cry, don’t be upset, don’t worry about such a trifle, just think, what a tragedy - Tanya doesn’t want to be friends!”

Criticism: “Of course, no one will be friends with such a crybaby-vaxxer.”

What to do in such a situation?

To answer this question, remember a similar situation in which you experienced both pain and resentment from your loved one and brought these experiences to your other loved one. For what? What is usually expected from a person who is trusted with their experiences? Understanding.

4. What does it mean to “listen” and “hear”? The ability to hear is a physiological act in which involuntary perception of sounds occurs. Listening is a volitional act that requires certain volitional efforts from a person.

Listening is an active process, therefore in the psychology of communication there is such a thing as “active listening,” which comes in two types - reflective and non-reflective.

Non-reflective listening is used when the storyteller is experiencing a strong negative (resentment, grief, aggression, etc.) or positive (love, joy, happiness, etc.) emotion and needs an understanding listener.

The understanding listener is required to:

1) demonstrate to the narrator with all his appearance that they are listening to him carefully and trying to understand him;
2) do not interrupt with remarks and stories about yourself;
3) do not give assessments;
4) replace value judgments with nonverbal and verbal reflections of the narrator’s feelings, i.e., facial expressions, gestures and other means of nonverbal communication convey the feelings experienced by the narrator, as if to act as a mirror of his feelings, or with the help of statements of this type: “Yes, you are now very... slightly... (depending on the degree of the feeling experienced) upset, offended, glad, happy”, etc. convey the emotional state of the narrator;
5) do not give advice if they are not needed.

Reflective listening is necessary when discussing production issues or in controversial situations, as it prevents conflicts and misunderstandings between people, i.e. when the content of the conversation itself is of paramount importance, and not its context, when it is necessary to find out the points of view of the interlocutors, jointly decide something, agree on something.

Reflective listening is similar to non-reflective listening in its attitude “I’m paying full attention,” but differs in special techniques: clarification, clarification - “We’re meeting...at...?”, “What do you mean?”, “I don’t understand, explain more.” times", paraphrasing - "In other words, you can say...", "So, do you think...", etc. These techniques are aimed at eliminating errors in the interlocutor’s perception and misunderstanding.

Active listening is the main way to overcome barriers in communication between teacher and child. Eastern wisdom says: “It is not for nothing that God gave only one organ for speaking, and two for listening.”

In individual educational extracurricular work, along with the planned component, there is a spontaneous component, the so-called pedagogical situations, which are an indicator of the level of pedagogical professionalism.

Algorithm for solving pedagogical situations. In order to have an effective educational impact on the child’s personality in an “emergency” situation, we propose an algorithm for solving a pedagogical situation. This is a set of consistent actions aimed, on the one hand, at achieving an educational effect, and on the other, at strengthening contact in communication between a child and an adult. The systematic use of the algorithm makes the educational process more focused, consistent and humane, prevents pedagogical errors and helps to better understand the child.

It is strongly recommended for novice teachers to use an algorithm for solving a pedagogical situation to better master professionalism.

Let's look at the application of the algorithm using an example.

Extracurricular activity in second grade "My favorite city." During the conversation, the teacher noticed that the boy Vasya was enthusiastically carving his name on the table with a beautiful penknife.

First stage, conventionally called “stop!”, is aimed at the teacher’s assessment of the situation and awareness of his own emotions. This stage is necessary in order not to harm the child with hasty actions and not to complicate the relationship with him. Only in cases where the situation poses a danger to the life and health of the child or others should you act quickly and decisively, for example, when a child tries to insert the same knife into an electrical outlet. But such situations do not occur so often, so in all other cases it is recommended to take advantage of the pause and ask yourself: “What do I feel now? What do I want now? What am I doing?”, after which you can move on to the second stage.

Second phase begins with the question “why?” asked by the teacher to himself. The essence of this stage is to analyze the motives and reasons for the child’s actions. This is a very important stage, since it is the reasons that determine the means of pedagogical influence. Each reason requires a special approach.

For example, a student can cut a desk because he is bored, and because he wants to test the knife, and because he wants recognition from others, but does not know how to realize himself; he can also spoil the desk “to spite” the teacher and etc.

In order to correctly determine the motives of a child’s behavior and accurately answer the question “why?”, the teacher needs to master non-verbal communication.

So, if a student were to cut the desk “to spite” the teacher, he would demonstrate his intentions, for example, with a direct, defiant look.

If a student was ruining his desk out of boredom, he would look bored, and instead of a knife, he would most likely use a pen or pencil, with which he would draw meaningless patterns.

If he wanted to test the knife, he would do it unnoticed, under his desk, pretending to be an exemplary student with his hands hidden, etc.

The student's concentrated appearance (the tongue sticking out from zeal, did not notice the teacher's approach) indicates that the child is not demonstrating his behavior. The fact that he diligently spells out his name suggests that he lacks recognition from others and does not know how to realize himself. Naturally, this may not be the only reason; we only assume that in this particular case, dissatisfaction with one’s social position in the class is the leading motive for the student’s behavior. Having answered at least in general terms the question “why?”, you can proceed to the third stage of the algorithm.

Third stage consists in setting a pedagogical goal and is formulated in the form of a question “what?”: “What do I want to get as a result of my pedagogical influence?” When it comes to unseemly acts, every teacher wants the child to stop his unworthy activity and never do it again. But this is only possible if the child experiences a feeling of embarrassment, shame, and not fear. In ordinary practice, unfortunately, the teacher bases his pedagogical influence on the child’s sense of fear, which gives a positive but short-lived effect, since more and more frightening measures are required to maintain it.

How can we get out of this vicious circle and induce in a child not fear, but a feeling of shame, for example? Shame will be a stimulus in the case when the pedagogical influence is directed not against the child’s personality, but against his action. If a child clearly realizes that he himself is good, but this time he did not act very well, then through a feeling of shame (because he, such a good person, could allow himself to do an unworthy act), he will have a desire to really never do that again. Therefore, setting ourselves pedagogical

goal, you need to think about how, in each specific case, you can simultaneously show the child that you accept him for who he is, understand him, but at the same time do not approve of his actions, since they are not worthy of such a wonderful child. This approach, without humiliating or belittling the child, can evoke in him stimulating positive behavior and feelings.

Fourth stage consists in choosing the optimal means to achieve the set pedagogical goal and answers the question “how?”: “How to achieve the desired result?” When thinking through ways and means of achieving pedagogical influence, the teacher must leave freedom of choice to the child; the child can do as the teacher wants, or maybe differently. The teacher's skill is manifested in the ability to create conditions so that the child can make the right choice, and not force him to do what is necessary.

A professional knows that there can be several ways out of any situation. Therefore, he will offer the child several options, but will present the best option as the most attractive and thereby help the child make the right choice.

A master teacher uses a wide arsenal of pedagogical means, trying to avoid threats, punishment, ridicule, diary entries about bad behavior and complaints to parents, since the listed methods of pedagogical influence are ineffective and indicate a low level of professionalism. Refusal of such means from the very beginning of teaching activity provides enormous opportunities for the creativity of the teacher and makes the process of communication with the child joyful and fruitful.

Fifth stage- practical action of the teacher. This stage is the logical conclusion of all previous work in resolving the pedagogical situation. It is at this stage that pedagogical goals are realized through certain means and methods in accordance with the child’s motives.

The success of the teacher’s practical action will depend on how correctly he was able to determine the motives and reasons for the child’s action, how accurately he was able to formulate a specific pedagogical goal based on the reasons for the action, how correctly he was able to choose the optimal ways to achieve the goal and how skillfully he was able to implement them in the real pedagogical process.

A professional teacher knows that the results of pedagogical influences, as a rule, are distant in time and ambiguous, so he acts as if “for growth,” relying on the best in the child, even if this best has not yet manifested itself. He,

When accepting any child, he addresses him not as he is “today,” but as he may be “tomorrow.”

Sixth stage- the final one in the algorithm for solving a pedagogical situation, it is an analysis of the pedagogical impact and allows you to evaluate the effectiveness of the teacher’s communication with children. This stage should not be neglected, since it makes it possible to compare the set goal with the achieved results, on the basis of which it is possible to objectively determine the effectiveness of the teacher’s work and formulate new perspectives.

4. Forms of mass extracurricular educational work

Forms of mass extracurricular work allow the teacher to indirectly influence each child through the team. They contribute to the development of children’s skills to understand others, interact in a team, and cooperate with peers and adults.

These mass forms of extracurricular activities can be divided into two large groups, which differ in the nature of children’s activities.

First group- frontal forms. The children’s activities are organized according to the “side by side” principle, that is, they do not interact with each other, each carries out the same activity independently. The teacher influences each child at the same time. Feedback is provided to a limited number of children. Most general-class educational activities are organized according to the “nearby” principle.

Second group Forms of organization of extracurricular activities for children are characterized by the “together” principle. To achieve a common goal, each participant plays his role and contributes to the overall result. The success of everyone’s actions depends on the actions of each participant. In the process of such organization, children are forced to interact closely with each other. Activities of this kind are called collective, and educational work is called collective educational work. The teacher influences not each individual, but the relationship between children, which contributes to better feedback between him and the students. According to the “together” principle, children’s activities can be organized in pairs, in small groups, or in the classroom.

Each direction has its own advantages and limitations.

The first group is characterized by ease of organization for the teacher, but does little to develop collective interaction skills. The second group is indispensable for developing children’s skills to cooperate, help each other, and take on

responsibility. However, due to the age characteristics of younger schoolchildren (they do not see each other as an equal person, they do not know how to negotiate or communicate), the organization of collective forms requires a lot of time from the teacher and certain organizational skills. This is where it becomes difficult for a teacher.

Both directions are interrelated and complement each other, so below we will consider the capabilities of each approach using the example of a specific form.

An effective form of organizing extracurricular work on the “together” principle is collective creative work (CTD), the technology of which was developed by the Leningrad scientist Doctor of Pedagogical Sciences K. P. Ivanov.

The technology of collective creative work becomes especially relevant in a democratic school, since it is built on humanistic foundations - on the interaction of schoolchildren in small groups. It includes 4 main stages.

On first stage Children are given a common goal, to achieve which they are divided into groups (from 3 to 7-9 people). Each group offers its own version, a project for achieving this goal. At this stage, children are united on the basis of a common goal of activity and conditions are created for the motivation of this activity for each child.

On second stage During the discussion of all options for implementation, one is selected or a consolidated one is created. After this, a business council is selected from representatives of each group. This is a collective management body that distributes functions and responsibilities between all participants in the matter. Children learn to understand the point of view of others and negotiate.

On third stage The council carries out the preparation and implementation of the planned project through the distribution of assignments between groups, monitoring their actions in order to provide the necessary assistance. Each group makes its own independent contribution to the implementation of the common project, and the success of the others depends on the activities of one group, so the work of the groups is based not on competition between them, but on cooperation. At this stage, children gain experience in collective activities, learn to understand each other, take care of each other, provide assistance, acquire various practical skills, develop or discover their abilities.

On fourth stage there is a discussion of the case carried out from the point of view of successes and shortcomings. Each group analyzes its actions, making suggestions for the future. This stage helps children develop analytical skills

their own and others’ activities, making adjustments to it, children also develop objective positive self-esteem, since such discussions never touch on the personal qualities of children.

CTD have a diverse impact on each child, enrich his personal experience, and expand his social circle. With the systematic use of CTD technology, each child gets the opportunity to participate in different groups and in different roles: organizer and performer.

You can learn more about the CTD technology in I. P. Ivanov’s book “Encyclopedia of Collective Creative Affairs” (M., 1989).

There are some similarities in the technology of CTD and the technology of organizing extracurricular educational work: both have modeling, practical implementation and analysis of activities. Therefore, if a teacher accustoms himself to constructing educational work according to this algorithm, it will be easier for him to include children in CTD.

Preparation of a class-wide educational lesson. Let’s assume that the stage of studying a children’s group in accordance with the algorithm has already been completed and the teacher has chosen this form of classes. First of all, the purpose of the lesson is determined, in accordance with which the topic of the lesson is selected, the most relevant for this class, and the idea of this lesson is formulated.

The teacher must mentally ask himself: “What do I want to get as a result of my educational impact on children through the disclosure of this topic?” The goal of a general class educational lesson should reflect developmental, corrective, formative functions; the teaching function can act as one of the tasks. In other words, “to impart knowledge about...” cannot be the goal of an educational lesson, but rather a task. The more specifically the teacher formulates the purpose and objectives of the extracurricular activity, the more specific his ideas about the desired results will be. Only after this should you begin to select content, methods, and tools. Those teachers who attach paramount importance to the topic and content, and approach the formulation of the goal formally or omit it altogether, act unprofessionally. In this case, the purposefulness and systematicity of educational work suffer.

The results of the modeling are reflected in the notes of the general class educational lesson, which has the following structure:

Name.
Goal, tasks.
Equipment.
Form of conduct.

The title reflects the theme of the extracurricular activity. It should not only accurately reflect the content, but also be concise and attractive in form.

Objectives must be very specific and reflect this content. They should not be of a universal nature: instead of the task of “cultivating love for one’s native city”, it is better to set the tasks of “developing interest in the history of the city”, “forming a desire in children to make their contribution to the preparation of the city for the anniversary”, “contributing to the formation of a sense of respect in children to famous townspeople of the past," etc.

The equipment for extracurricular activities includes various means: manuals, toys, videos, slides, literature, etc. It is necessary to indicate not only the name of the literary source, but also its author, place, and year of publication.

The form of conducting a class-wide lesson can be an excursion, quiz, competition, performance, etc. In this case, the plan combines the form of the lesson with the name, for example: “Math quiz”, “Fantasy competition”, “Excursion to the zoo”. If a whole-class lesson combines several forms of conduct, then the method of placing children is indicated: circle, teams, etc.

The course of the lesson includes a description of the content, methods of education and can be either a detailed, sequential presentation of the lesson by the teacher in the first person, or a thesis plan with the main content on cards (depending on the personality of the teacher). When modeling the course of a lesson, you need to take into account its duration and structure. A whole-class educational lesson can last from 15-20 minutes for six-year-olds to 1-2 hours for children ten-eleven years old, if it is Ogonyok.

For the purpose of effective practical implementation in general class lessons that vary in content and methods, you should adhere to 4 main stages of the lesson.

1. Organizational moment(0.5-3 min).

Pedagogical goal: to switch children from educational activities to another type of activity, to arouse interest in this type of activity, positive emotions.

Typical mistakes: duplicating the beginning of the lesson, taking too long.

moment, i.e. the use of a riddle, problematic issue, game moment, sound recording, etc.; changing the conditions for organizing children; children moving to another room (biology, physics, music class, library, school museum) or simply placing children on the carpet in the classroom, in a circle, etc. This arouses interest in the upcoming lesson and positive emotions.

2. Introductory part(from 1/5 to 1/3 of the entire lesson time).

Pedagogical goal: to activate children, to position them for educational influence. The teacher determines how much his pedagogical forecast coincides with reality regarding the children’s capabilities, their personal qualities, level of awareness on this topic, emotional mood, level of activity, interest, etc. At this stage, the teacher needs not only to “ignite” the children, but also determine whether he needs to make adjustments during the lesson and what nature these adjustments should be. For example, the teacher counted on the novelty of his message and planned a story, and the introductory conversation showed that the children were familiar with this problem. Then the teacher needs to replace the story with a conversation or a game situation, etc. Thus, the purpose of the introductory part is to “build a bridge” from the child’s personal experience to the topic of the lesson.

A typical mistake is ignoring this stage because the teacher is afraid of the children’s unexpected reaction, that is, the children may say or do something different from what the teacher expects. The teacher builds the introductory part not on the child’s activity, but on his own, excluding feedback, assigning the children the role of passive listeners. The teacher does not attach importance to the emotional mood of the children.

In the first case, the questions, in the second, the tasks should not only be interesting to children, but also structured in such a way that they provide information to the teacher about the students’ readiness to perceive the prepared material. In the introductory part, the teacher forms the children’s primary ideas about the upcoming lesson, organizes their activities, i.e. introduces them to the assessment system, informs them of the lesson plan, and divides them into teams. With the traditional assessment system, the teacher must give clear criteria and explain the necessary rules.

When children are divided into teams, their actions need to be based not on competition, but on cooperation. This technique is effective for this: teams receive points for correct answers instead of

Pieces of a cut picture are heard. When summing up in the final part, the overall picture is assembled from these pieces and it becomes obvious that it is not the number of points that is important, but the overall result.

In the introductory part, you can use a variety of methods and means of activating children: problem conversation, rebus, crossword puzzle, task of ingenuity, dexterity, etc.

3. Main part should be the longest in time (2/4, a little more than 1/3 of the total class time).

Pedagogical goal: implementation of the main idea of the lesson.

Typical mistakes: teacher activity while children are partially or completely passive. The monotony of methods is only a story or a conversation. Lack of visibility and general poverty in the use of educational means. The predominance of methods of forming consciousness over methods of forming behavior. Creating a learning atmosphere for the lesson. Edification, moralizing.

Methodological recommendations: the educational effect in the implementation of developmental, corrective, formative, educational, teaching functions is higher if children are as active as possible in the classroom. In activating children in extracurricular activities, the creation of a special emotional atmosphere, different from the lesson, is of paramount importance. For example, children are not required to raise their hand or stand up. To maintain discipline, special rules are introduced: the one to whom the arrow pointed answers, the forfeit fell, etc. It is optimal when several children express their opinions on one issue. The creation of a warm, friendly atmosphere is facilitated by the absence of value judgments in the teacher’s speech: “right”, “wrong”, “stupid”, “well done”, and the use of friendly, emotional, immediate reactions instead of evaluations, expressing the feelings of the teacher: “Yes? How interesting! ", "Thank you for the new version", "Wow! Wow!" - with admiration, not sarcasm, etc.

The effectiveness of the main part increases if the teacher uses in it the maximum possible number of methods for shaping behavior: exercise, educational situation, game, training, assignment; includes various types of activities: labor, creative, sports, etc. When uniting children into teams when organizing various types of activities, the teacher must place the children so that they can freely communicate with each other (combining in rows when children are sitting next to each other is unacceptable) , distribute responsibilities so that everyone feels part of the team, and does not speak only for themselves. When giving time to complete a task, you should

Allow a few minutes for the team to discuss and ask the team representative whom the children will choose. Only in this case do children have a common goal of activity, different functions and motives for cooperation.

Methods for forming consciousness should contribute to the formation of children's beliefs and effective ethical concepts. For these purposes, it is effective to modify the story method into a message, a student’s report, and use discussion more often. In extracurricular mass forms of educational work, children should be taught the rules of discussion:

Remember that those arguing are looking for the truth, but they see it differently; you should find out the common ground, and then the difference in views and treat this with respect.
The purpose of the discussion is to establish the truth, not the rightness of one of the parties.
The truth must be sought through facts, and not through accusations against the opponent’s personality.
First, listen respectfully, and then express your point of view.

4. Final part(from 1/5 - 1/4 of the time to less than 1/3).

Pedagogical goal: to set children up for the practical application of acquired experience in their extracurricular life and determine to what extent they succeeded in realizing the idea of the lesson. Thus, the final part gives the teacher the opportunity to realize educational influence on the child in a different environment.

Typical mistakes: this part is ignored altogether or reduced to two questions: “Did you like it?”, “What new did you learn?”

Recommendations: specific test tasks in a form that is attractive to children: crossword puzzle, mini-quiz, blitz, game situation, etc. to determine primary results. Various recommendations for children on applying the acquired experience in their personal lives. This could be a display of books on this issue, as well as a discussion of situations in which children can apply the skills and information acquired in class. Advice for children on applying the experience gained: what they can tell their loved ones, what to ask about this topic; where you can go, what you need to pay attention to, what you can play, what you can do yourself, etc. In the final part, you can find out whether the topic of the lesson needs further development and how this can be done? The teacher can use the final part to develop children’s initiative in conducting subsequent whole-class activities.

Individual and mass forms of extracurricular educational work will be more effective in educational impact

for children, if parents are directly involved in their organization and implementation.

Test questions and assignments

Define the extracurricular educational work of a primary school teacher.
What do you need to know as a future teacher about extracurricular educational work in the 1st, 2nd... turn? (Make a list based on the material in this chapter.) Justify your choice. If you think that nothing is needed, also justify your decision.
What are the features of extracurricular educational work?
What requirements for organizing extracurricular activities would you like to remember? Why?
What would you use from this chapter when organizing and conducting an individual form of extracurricular educational work?
Make a summary of a class-wide educational lesson on any topic in any class or analyze an existing one from the perspective of the requirements set out in this chapter.
Using an algorithm for solving a pedagogical situation, analyze any situation from personal experience or use the work of G. A. Zasobina et al.

Literature

Amonashvili Sh.A. Pedagogical symphony. - Ekaterinburg, 1993. - Part 2.
Burns R. Development of "I-concept" and education. - M., 1986.
Bogdanova O.S., Kalinina O.D., Rubtsova M.B. Ethical conversations with teenagers. - M., 1987.
Gippenreiter Yu. B. How to communicate with a child? - M., 1995.
Zasobina G.A., Kabylnitskaya S.L. , Savik N.V. Workshop on pedagogy. - M., 1986.
Ivanov I.P. Encyclopedia of collective creative works. - M., 1989.
Karakovsky V.A. My beloved students. - M., 1987.
Kodzhaspirova G.M. Culture of professional self-education of a teacher. - M., 1994.
Methods of educational work / Ed. L.I. Ruvinsky. - M., 1989.
New in the educational work of the school / Comp. NOT. Shurkova, V.N. Shnyreva. - M., 1991.
Pedagogy / Ed. P.I. Faggot. - M., 1995. - P. 429-442.
Tsukerman G.A., Polivanova K.N. Introduction to school life. - M., 1992.
Shilova M.I. To the teacher about the education of schoolchildren. - M., 1990.

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State educational institution of additional professional education

(advanced training) for education workers in the Moscow region

(GOU Pedagogical Academy)

Practice-oriented project

“Forms of organizing and conducting extracurricular and extracurricular activities of biology students”

according to the course of the variable training module

“Modernization of biological education” (72 hours)

Listener

Lilyakova Albina Vladimirovna

Biology teacher of Municipal Educational Establishment Secondary Secondary School No. 14

p. Tomilino

Lyubertsy district of the Moscow region

Scientific director of the project:

Dankova E. V.,

Candidate of Biological Sciences, Associate Professor of the Department of Natural Sciences

Lyubertsy 2011

Introduction……………………………………………………. ………..3

General characteristics of extracurricular work in biology……………7

.Extracurricular activities as a category of biology education…………..7
Educational importance of extracurricular activities in teaching biology…………………………………………………………………………………9
Forms and types of extracurricular activities……………………………….11

2. Forms of organization and conduct of extracurricular and extracurricular activities in Municipal Educational Institution TSOSH No. 14……………………………………………………………………………….14

2.1. Organization of individual and group episodic

extracurricular work in biology……………………………………………14

2.2. Organization of extracurricular activities…………………….16

2.3. Massive extracurricular activities……………………………19

2.4. Wall newspaper, newsletters, montages……………………………….24

2.5. Exhibitions of students’ works……………………………………25

3. Conclusion…………………………………………………………………………………27

4. Literature…………………………………………………………………………………28

Introduction

The pedagogical process is not limited to teaching. Everything that is carried out at school in terms of educational work outside of school hours is united in some pedagogical sources by one general concept -extracurricular educational work. In other sources, along with extracurricular educational work, they also highlightextracurricular work in academic subjects(subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students by class teachers, the school librarian and all other school employees, which is carried out during extracurricular hours, but does not have a specifically expressed subject nature (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
Along with extracurricular and extracurricular work, there is alsoextracurricular educational work.It is carried out in music and art schools, youth stations, young technicians, clubs at various organizations, etc., i.e. It is carried out under the guidance not of school teachers, but of employees of out-of-school institutions and is characterized by a greater practical focus and specialization compared to extracurricular work.
The variety of forms of extracurricular educational work is constantly updated with new forms that correspond to the changing social conditions of school life. Often the basics of their content and methodology are borrowed from popular games on television programs (“Ogonyok”, KVN, “Round Table”, “Auction”, “What? Where? When?”, etc.).
Allvariety of formseducational work with students can be divided into three groupsdepending on the main educational task they solve:

1) forms of management and self-government of school life (meetings, meetings, rallies, classes of class teachers, meetings of representative bodies of student self-government, wall printing, etc.);

2) educational forms (excursions, hikes, festivals, oral magazines, information, newspapers, theme evenings, studios, sections, exhibitions, etc.);

3) entertainment forms (matinees and evenings, “cabbage parties”, “get-togethers”)

Tools and methods usedalso play a significant role.

Depending on this signForms of educational work can be divided into three groups:

1) verbal (meetings, rallies, information, etc.), during which verbal methods and types of communication are used;
2) visual (exhibitions, museums, excursions, stands and other forms of visual propaganda), which are focused on the use of visual methods - pupils’ visual perception of patterns of relationships, actions, etc.;

3) practical (duties, patronage and charitable activities, collecting and designing exhibits for museums, exhibitions, making stands, publishing newspapers, magazines, participating in labor operations, etc.), the basis of which is the practical actions of students, changing the objects of their activities.

Principles of organizing extracurricular activities

Extracurricular activities are based on a voluntary basis, with equal rights for both students who know the subject well and those with poor learning to participate in it. An individual approach to children is especially important: taking into account their interests and requests, relying on their initiative and independence, stimulating curiosity and cognitive activity. Every suggestion, remark, and wish of students is listened to, discussed, taken into account and acted upon.

The connection between extracurricular activities and work in the classroom lies in the fact that the knowledge acquired by students in the classroom is the basis for extracurricular communication. The system of extracurricular activities develops in accordance with the system of in-class activities. On them, students develop ideological, moral and aesthetic views, norms, concepts, draw conclusions, compare and generalize facts. This showsprinciple of educational training.

Scientific principlerequires that extracurricular activities be built on a cognitive basis, and not turn into a means of fun or entertainment. Any extracurricular material, even if it is presented in an unexpected and unusual form, corresponds to scientific data without unnecessary simplification or complication.

Becomes important in extracurricular activitiesprinciple of visibility. The scientific nature, the depth of the material presented in extracurricular activities, and the identification of its practical significance must be combined with an engaging form. This is where parents come to the rescue: together with their children and teachers, they design visuals for extracurricular activities and events, help in the design of scenery and costumes, and are direct participants.

Extracurricular work, to a greater extent than classroom work, is based on principle entertaining.This principle is reflected in the variety and variability of forms, methods, specific techniques, tasks, linguistic games that allow achieving the goal with the greatest efficiency.

Object research is an extracurricular activity in biology.

Subject The research included the mechanisms of the impact of extracurricular activities on a child’s personality, the formation of moral qualities, and the influence of the interest of students and teachers on the effectiveness of extracurricular activities.

Purpose The project was the development of various forms of extracurricular and extracurricular work in biology to organize students’ activities that influence the moral development of the individual.

Tasks :

1. Determine the degree of interest of students and teachers in extracurricular and extracurricular work in biology.

2. Select material for developing various forms of holding events.

3. Determine the circle of students who want to take part in various events in biology.

4. Determine the focus of extracurricular work (what personal qualities, according to teachers, should be aimed at developing).

5. Introduce various forms of organization and conduct of extracurricular work in biology into the school’s extracurricular and extracurricular activities.

To solve the problems set in this project, various methods of collecting information were used: questionnaires, interviews, familiarization with literary sources; conducting extracurricular activities in various forms.

Hypotheses:

1. Extracurricular work and extracurricular work in biology will be of interest to a wide range of students.

2. Extracurricular and extracurricular work in biology can be carried out in various forms.

3. The result of extracurricular and extracurricular work in biology must be effective (lead to the moral development of the student’s personality).

When assessing the effectiveness of ongoing extracurricular and extracurricular activities, I identified the mainperformance criteriaextracurricular activities:

1. Obtaining additional extracurricular educational knowledge. Indicator: the number of students attending biology-oriented clubs, the number of students who called reading additional literature a norm of behavior.

2. Sports, physical improvement. Indicator: the number of students attending various sections, the number of students who named health as the main values of life, the number of students who named playing sports as a norm of behavior.

3. Art classes. Indicator: the number of students taking part in various theatrical productions, KVNs, holidays, etc.

4. Classes in line with the chosen profession. Indicator: number of professionally oriented students.

5. Comfort at school. Indicator: the number of students who feel like “owners of the school.”

6. Commitment to development. Indicator: the number of students striving for self-improvement and moral development.

7. Characteristics. Students’ self-assessment of the importance of their personality. Criterion: the ability to make decisions that determine the life of the class and school. Indicator: The number of students who have the opportunity to make decisions that determine the life of the school and class.

1. General characteristics of extracurricular work in biology

The educational tasks of the school biology course are most fully resolved on the basis of the close connection of the class-lesson teaching system with the extracurricular work of students. The knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms of educational work find significant deepening, expansion and awareness in extracurricular activities, which have a great impact on the overall increase in their interest in the subject.

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, extracurricular work should be classified as one of the components of the biological education system for schoolchildren, extracurricular work -

To one of the forms of teaching biology, and extracurricular work in biology -

to the system of additional biological education for schoolchildren.

Extracurricular work in biology is carried out during extracurricular hours. It is not compulsory for all schoolchildren and is organized mainly for those who have an increased interest in biology. The content of extracurricular work is not limited to the framework of the curriculum, but goes significantly beyond its boundaries and is determined mainly by schoolchildren by those interests, which in turn are formed under the influence of the interests of the biology teacher. Very often, for example, teachers interested in floriculture engage schoolchildren in studying the diversity and growing of ornamental plants, and teachers interested in bird biology subordinate almost all extracurricular work to ornithological topics. Extracurricular activities are implemented in its various forms.

Extracurricular work, like extracurricular work, is carried out by students outside the lesson or outside the classroom and school, but always according to the teacher’s assignments when studying any section of the biology course. The content of extracurricular work is closely related to the program material. The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer assignments in biology (grades 6 and 7) provided for in the curriculum, as well as all homework of a practical nature.

Extracurricular work of students, in contrast to extracurricular and extracurricular activities, is carried out with extracurricular institutions (stations for young naturalists, institutions of additional education) according to special programs developed by employees of these institutions and approved by the relevant public education authorities.

1.2 Educational significance of extracurricular activities in teaching biology.

This significance has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into strong beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for using observation and experiment - the main methods of biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. Conducted by students, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly or an ordinary mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or circle session contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.

In the process of extracurricular work, performing various experiments and making observations, protecting plants and animals, schoolchildren come into close contact with living nature, which has a great educational influence on them.

Extracurricular work in biology makes it possible to more closely connect theory with practice. It introduces schoolchildren to various feasible labor: preparing the soil for conducting experiments and observing plants, caring for them, planting trees and shrubs, preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for assigned work, the ability to complete the work started, contributes to the development of a sense of collectivism.

If extracurricular work is related to the production of visual aids from materials collected in nature, as well as dummies, tables, models, the organization of biological Olympiads, exhibitions, the publication of wall newspapers, it causes the need for schoolchildren to use popular science and scientific biological literature, and to engage in extracurricular reading .

The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

Thus, extracurricular work in biology is of great importance both in resolving the educational tasks of the school biology course, and in resolving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy a prominent place in the activities of every biology teacher.

1.3 Forms and types of extracurricular activities

The comprehensive school has accumulated extensive experience in extracurricular work in biology, therefore, along with revealing the content and organization of extracurricular work, its forms and types are considered.

When identifying forms of extracurricular work, one should proceed both from the number of students taking part in extracurricular work and from the principle of systematic or episodic implementation.

Characteristics of forms of extracurricular work in biology.

Forms of extracurricular work can be classified according todegree of systematic organization of student activities:

One-time (competitions, KVNs, Hours of entertaining biology, quizzes, conferences, Olympiads);
- systemic (newspaper publication, project work, excursions, theatrical performances, extracurricular activities, local history associations of students).

All of them are organized and conducted once (or several times) during the academic year for different classes and groups of students.

Their main goal: to develop students’ interest in the subject and region.

Forms of extracurricular work can be classifiedby the number of students studying there:

Individual form of work- is an independent activity of individual students aimed at self-education. For example: preparation of reports, amateur performances, preparation of illustrated albums, observations in nature, production of visual aids, selection of material for a stand, conducting experiments and observations of plants and animals in nature, at a training and experimental site, 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.

Towards unifying formsWork includes children's clubs (circles), school museums, societies.Club work(profile clubs)can unite, for example, botanists, zoologists, physiologists, geneticists(club of a young biologist, a young veterinarian, a young ecologist). In circles (clubs), various types of classes are held: reports, film screenings, 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.

A common form is school museums. Their profile may be local history. 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 workare 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. Socontest, olympiad, competition, gamerequire the direct activity of everyone. When conducting conversations, evenings, and matinees, only a part of schoolchildren act as organizers and performers. In events such asattending performances, 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. The traditional form of mass work isschool 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, there are usually Exhibitions , which reflect the creativity of schoolchildren: drawings, essays, crafts. School Olympiads are organized by academic subject. Students from primary school take part in them. Their goal is to involve all children with the selection of the most talented. Reviews - the most general 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. A form of mass work with children is 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 (campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding of birds; making and hanging bird nests).

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.

All of the above forms and types of extracurricular work in biology are interconnected and complement each other. There is a certain pedagogical pattern in the emergence and development of the relationship between them. An interest in working with living organisms usually arises among schoolchildren when completing individual assignments. Having successfully completed certain teacher tasks, they usually ask for additional extracurricular work. If there are several such schoolchildren in the class, the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take an active part in the preparation and conduct of mass naturalistic events.

The use of the results of individual, occasional group and circle work in lessons (for example, demonstrations of manufactured manuals, reports of observations, reports prepared on the basis of extracurricular reading) contributes to the involvement of students in extracurricular activities who have not previously shown sufficient interest in it. Often, some schoolchildren who initially took passive part in mass extracurricular work on landscaping the school grounds, making bird houses, as listeners, subsequently become either young naturalists, or are actively involved in individual or group episodic work carried out on the instructions of the teacher.

Forms of organization and conduct of extracurricular and extracurricular activities in Municipal Educational Institution TSOSH No. 14

1.2. Organization of individual and group episodic extracurricular work in biology.

Schoolchildren's extracurricular work in biology can be successful if it is constantly guided by the teacher. Managementindividual workindividual students interested in biology is that the teacher helps them choose or clarify the topic of classes, recommends reading relevant literature, developing a methodology for conducting an experiment or observation, is interested in the progress of the work, advises how to overcome certain difficulties encountered, etc. Results Teachers then use individual work as an illustration when presenting new material in biology lessons, in notes from wall newspapers on biology, and on stands in the biology classroom.

In biology lessons, the teacher can invite students to observe this or that phenomenon outside of class time, provide additional information about the animal or plant and tell them where they can read more about them. At the same time, in the next lessons you should always find out which of the students carried out the recommended observation, read the book, made a visual aid, etc., encourage them and involve them in other work.

Group episodic classes Usually organized by a teacher in connection with the preparation and holding of school public events, for example, the school biology Olympiad, biology month, healthy lifestyle month, Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, sets them a task, for example, to prepare and conduct Bird Day, and then gives them various instructions: one - to compile reports on the importance of birds in nature and the need for their protection, quiz questions; for others - to select drawings depicting birds and design montages; the third - to compose a literary montage of their poems about birds, the fourth - to publish a thematic wall newspaper, the next - to prepare and conduct reports, prepare artistic performances for the holiday. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a holiday.

Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous episodic group or creates a new one.

Occasional group extracurricular work is also organized in connection with the teacher’s desire to involve students in studying the living nature of their region, for example, to conduct an inventory of tree and shrub vegetation in the school area or a neighboring park; find out the species composition of birds inhabiting areas near water bodies of the village. Tomilino or a park area near the school; study the daily activity of animals of various species, the “biological clock” of plants. The need to organize such occasional group work usually arises when there is no circle of young naturalists at school.

In a similar way, classes are organized for an occasional group of students to prepare and conduct biological KVN, evenings, hours of entertaining biology and other mass biological events.

2.2. Organization of extracurricular club activities.

Unlike an episodic naturalistic group, circle classes bring together schoolchildren who systematically perform various tasks over the course of a year or even several years. The composition of the circle is stable and includes both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age, but by their inclinations and passion for biology. When determining the content of the circle’s work, it is most advisable to proceed from the fact that every schoolchild who is interested in biology should have a comprehensive knowledge of living nature. The naturalistic circle is characterized by such types of work as experiments and observations (in a natural setting, at a training and experimental site, in corners of wildlife); excursions in nature and agricultural production; participation in nature conservation; production of visual aids.

Since the 2010-2011 academic year, at Municipal Educational Institution TSOSH No. 14 there have been two clubs from DDT “Intelligence” (Moscow): “Young Veterinarian”, “Exotic Animals in the House”. Classes are taught by Doctor of Biological Sciences, Professor - G.V. Pavlov; methodologist – R.V. Zhelankin.

This academic year (2011-2012) the “Young Veterinarian” club includes students in grades 8-9, and the “Exotic Animals in the House” club includes students in grades 3-5.

The program of these clubs involves different types of activities (see Appendix)

Charter of the circle. The Young Naturalists Club is a voluntary organization. However, having joined it, students must follow certain rules (charter), which are developed and adopted by the circle members themselves at one of the first gatherings.

Active circle. The success of the circle largely depends on its assets (headman, secretary, those responsible for TSO, wall seal), which are chosen at one of the first circle lessons.

The head of the circle maintains contact with the leader of the circle, informs about upcoming changes in the circle’s schedule, presides over them, prepares lists of those leaving for excursions, and monitors the performance of duties by other members of the circle’s activists.

The circle secretary compiles and posts duty lists, notes the presence of young people at circle meetings, finds out the reasons for absence, keeps brief minutes of meetings, and prepares a photo report on excursions and activities of the circle.

The person responsible for the TSO monitors the correctness of the TSO, their readiness for work, and is responsible for the safety of equipment, the youth library, etc.

The person responsible for wall printing, together with members of the editorial board, selects material for the wall newspaper and monitors its timely release.

The leader of the circle develops in every possible way the initiative and independence of the circle’s active members, and consults with them in resolving certain issues.

The work program of the circle is drawn up by the head of the circle.It reflects all types of work of the circle. When drawing up such a program, the head of the circle proceeds from the interests of the young people, their cognitive research abilities and capabilities. Individual or group assignments for independent research work are distributed among the juniors, and instructions are provided for completion.

Club classes are held twice a week.

At the end of the year, a reporting session is held, a wall newspaper is published, and an exhibition is organized based on the results of the work.At the reporting lesson of the circle, the young natists report on the work done, show collections, photographs of the objects being studied, and read out the records of the observations carried out.

Extracurricular work remains interesting for students only if they do not feel stagnation or monotony in it. Therefore, it is necessary to gradually lead the circle members from performing simple experiments and observations to conducting more complex ones of a research nature.

Of great importance in the development of circle work at school is the organization of encouraging young people, which is expressed primarily in recording the completion of useful tasks by them in the general diary of the circle and the systematic “publication” of records in the wall press.

Club leaders are not limited to conducting classes within the school.

This year, members of the circles are visiting laboratories at the Intellect DTD. Already visited the Living Innovations laboratory on the following topics:

1. “How to see bacteria? (work on microscopes)",

2. “At an appointment with a veterinarian (learning how to identify a disease in your pet)”,

3. “Biological program – DNA molecule (study of the structure of the DNA molecule).” During the classes, laboratory work was carried out under the guidance of laboratory heads and short lectures were listened to on topics.

During the month of natural science subjects (in November), these laboratories were also visited by students of different classes who were not part of the study groups.

Members of the “Young Veterinarian” circle visited the exhibition “Intellectual Property” of the Eastern Administrative District of Moscow and international scientific conference “Nanotechnologies and nanomaterials”

2.3. Massive extracurricular activities.

Subject months

Our school holds subject months every year. Their schedule is approved by the director at the beginning of the school year. The month of natural science subjects usually takes place in our school in October, and the month for a healthy lifestyle takes place in April. This is a traditional form of work that allows all school students to be involved in subject-related activities depending on their interests and cognitive capabilities. The purpose of holding monthly events is to develop interest in subjects, broaden the horizons of students, and prevent a healthy lifestyle. During them, teachers use various forms of extracurricular work.

As a rule, subject months are held in close contact with class teachers and subject teachers. Subject months are held, combining events required for all classes with events for individual groups of students.These are, for example, biological olympiads, evenings, holidays, hours of entertaining biology, quizzes, class hours, work on nature conservation, etc. They are organized by biology teachers with the help of circle members or a group of students not registered in a circle, the student activists of the school.

School biology olympiadsare usually spent at school in the fall. Students who are gifted in this area from the point of view of the teacher and 3-4 students are invited to participate in the Olympiads.

The Olympics takes place in two rounds.Usually, a month before the Olympiad, a group of students issues a bulletin about the procedure for holding it, posts a list of recommended literature, and options for last year’s Olympiads.

The first round of the Olympiad takes place in writing. For the second round of the Olympiad, the young people prepare living and fixed natural objects, stuffed animals, tables, drawings and photographs of plants and animals, and anatomical preparations. All this is placed in departments: “Botany”, “Zoology”, “Human Anatomy and Physiology”, “General Biology”. In each department, Olympiad participants take tickets with one question or task, requiring them to name a plant, animal, or say whose footprints are shown in the picture, or to briefly talk about some object or phenomenon.

The winners of the school Olympiad are candidates for participation in the regional or district Olympiad. Every year (for the last 10 years) students of our school take prizes (2 or 3) in regional competitions. In the 2011-2012 academic year, a 10th grade student won the regional Olympiad (4th place).

Biological KVNs, which have become widespread in schools, are carried out following the example of television KVN. To conduct KVN, two teams are usually selected from several classes (preferably parallel), each of which, 2-3 weeks before the start of the competition, prepares a biological greeting for the opposing team, questions, riddles, poems and stories about wildlife.

The presenter also prepares for KVN in advance. To evaluate the work of the teams during the competition, a jury is elected, which includes the leader and activists of the youth circle, the class teachers of students who take an active part in KVN, and the person responsible in the youth parliament for the cultural work of the school. The biology teacher - the organizer of KVN - supervises all the work. He recommends relevant literature to the participants, inquires about the progress of the preparation of the game, conducts consultations, and gives advice on how to implement certain ideas of the teams in the most interesting way possible.

Fans are invited to biological KVN - all interested students of the school. The date of the KVN is announced in advance: a colorful announcement is posted in the school lobby.

At our school, KVNs are held once a year during the month of natural science subjects.

Cool watch . The main function of the classroom is to enrich students with moral, aesthetic and other knowledge, to develop skills and abilities of moral behavior. Most often, our school hosts classes aimed at preventing a healthy lifestyle. During a classroom lesson, the main “character” is the teacher. He prepares a class script and student assistants to conduct the class (see Appendix).

Hours of entertaining biologyusually organized by classes or in parallel classes. The duration of one lesson is an academic hour.

Students prepare each hour of entertaining biology (botany, zoology, etc.) under the guidance of a teacher in advance. They select the necessary information from the recommended literature, compile it, and prepare visual aids. When classes are given a playful form (for example, in the form of a trip), facilitators are trained.

During the lesson itself, the presenter invites students to take a trip, names stopping points, during which pre-prepared students provide interesting information about plants (in entertaining botany), about animals (in entertaining zoology), etc.

The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.

Variousbiological evenings, for example: “Forest Treasures”, “Journey to the Homeland of Houseplants”, “How Superstitions Are Born”, etc. Each evening is preceded by a lot of preparatory work: a program for the evening is developed, topics for reports and messages are distributed among the organizers, and its entertaining part is prepared ( quiz questions, biological games, crosswords), amateur performances (poems, dramatizations), decoration, exhibition of naturalistic works of students.

The value of such preparation for evenings lies primarily in the fact that schoolchildren are introduced to independent work with various popular science and reference literature (at the same time their biological horizons are expanded), they comprehend and creatively process the information they find. It is important that at the same time one of the most important tasks of the school is realized, related to the development of creative activity and independence of adolescents, the ability to navigate the flow of modern information. In cases where the teacher uses ready-made scripts and invites students (speakers, presenters) to memorize this or that text and retell it in the evening, the educational effect of the evenings is small. This year, as part of the subject month, a biological evening “Tea Ceremony” was held (see Appendix)

Theatrical performances.This form of extracurricular work has the goal of developing students’ personal qualities and interest in the subject.

Socially beneficial activities(OPD) is the leading psychological activity of adolescents. OPD is characterized by gratuitous labor aimed at strangers, a quick and visible result that has social recognition and benefits.

In mass socially useful events held by the schoolAll schoolchildren take part in nature conservation and landscaping of the school grounds. This work is organized by the school administration, biology teacher, class teachers, club members, and school student activists.

Before each mass socially useful campaign, students are given the scope and nature of the work, they receive the necessary instructions and carry out the work. During such events, students acquire relevant skills and environmental knowledge.

There are many flower beds on our school grounds. Grades 5-6 participate in planting seedlings. Students receive tasks for growing seedlings of annual plants in biology lessons. In spring and autumn, students bring underground parts of perennial plants from family dachas. Thus, almost all school students admire “their” plants in these flower beds. The designers are biology teachers and willing students. There is a fruit and berry garden on the school grounds. Trees and shrubs are planted there annually by school graduates, and high school students take care of them during summer work practice.

Pupils of our school in the spring, summer and autumn participate in the improvement of the school grounds and the park adjacent to the school. These events instill in the individual morality, environmental culture, hard work, a sense of patriotism, responsibility, etc.

Design work. Purpose: teaching schoolchildren rational methods of collective (group) creative research work;
development of individual educational, organizational, creative and other abilities of students; students' mastery of the content side of the subject. This school year, the most interesting projects on ecology were prepared by the 10th grade children: “Garbage: what to do with it?”, “Study of the ecological state of the school and school site”; last year, 6th graders, under the guidance of a biology and art teacher, completed a research project work “Landscape design of a school flower bed.”

Excursions are the most popular form of extracurricular local history work. Excursions can be planned (conducted by excursion organizations) and amateur (prepared and conducted by schoolchildren). The disadvantage of planned excursions is that children are passive receivers of information, the degree of assimilation of which largely depends on the qualifications of the guide. This school year, as part of the month of natural science subjects, students in grades 5-10 visited the horse yard at the Golitsyn estate in Kuzminki, where they became acquainted with horse breeds, their conditions of keeping, feed, and horse utensils. Grades 2-4 took an excursion “Visiting the Reindeer”Moscow region.

Every year, students of our school go on excursions to the Prioksko-Terrasny Nature Reserve and Bird Park)

2.5. Wall newspaper, newsletters, montages.

Wall printing plays a big role in organizing extracurricular work in biology. Club members publish youth newspapers, newsletters, and photomontages. The main drawback in this type of activity of the circle members is often manifested in the fact that they copy interesting information from magazines and other popular science literature into “their newspapers,” almost without reflecting in the wall press the work of the circle as a whole and the work of individual youth members. At the same time, information about the activities of the biology club must be included in the school seal. The school press should also reflect the results of all independent research of the circle members.

During the month of natural science subjects, schoolchildren in grades 5-11 publish newspapers on biological topics, about biologists, about environmental protection, about a healthy lifestyle, etc. Topics are suggested by the teacher. Students can create newspapers in groups or individually. This academic year, newspapers were published on the topics “Traditions and Smoking”, “Tablet from...”, “Health Cocktail”, “We are for a healthy lifestyle”.

2.5. Exhibitions of student work.

The purpose of holding exhibitions is to develop students’ interest in their native land and develop students’ creative abilities. Exhibits of the exhibition may include drawings, photographs, models, crafts, computer works, teaching aids and other products created by participants.

At the preparatory stage, the teacher needs to determine: the purpose, topic, type (types) of exhibits, time and place of the exhibition; criteria for evaluating works (if the exhibition is competitive); list of participants. The exhibition regulations must be communicated to all school students. The subject of the exhibition can cover any aspect of life in the region.

It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or a certain time of year.

Our school practices exhibitions from natural materials “Autumn Fantasies”, photo exhibitions “Winter Landscapes”, “Winter is a Merry Season” (healthy lifestyle series), “Spring is the time of flowering”. Over the years, biology and primary school teachers organized exhibitions “Students’ Summer Work” (collections and herbariums), “Gifts of Autumn” (grown plants), “My Bouquet for Mom” (appliqués). Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its artist.

The exhibition is organized in the biology classroom or in the school hall. It is open to everyone (both students and parents) after school hours. A vigil has been organized at the exhibition. Guides are assigned to familiarize yourself with the students’ work. This year the school is creating a guest book.

The creation of newspapers and exhibitions develops students' interest in biology and creative thinking.

One of the forms of communication between the school and the family isorganizing assistance for parents in conducting extracurricular educational work with students. Among the parents there are specialists in various fields of science and technology, medical workers, labor veterans, etc. Their participation in extracurricular educational work with students gives it variety and increases its content.

The educational activities of parents at school are carried out primarily in the form of conversations with students, presentations and lectures. They are dedicated to the development of science and technology, familiarizing schoolchildren with the industrial successes of people. The topics of these speeches include medical issues, stories about the lives and creative activities of outstanding people, etc.

A common form of parental participation in extracurricular activities of the school is conducting excursions for students to industrial enterprises and scientific institutions, as well as organizing local history work.

As part of subject months, our school annually holds meetings with parents, doctors, veterinarians, cosmetologists, and food production workers. For girls in grades 8 and 9, one of the mothers, a gynecologist, organizes an excursion to the gynecological office. In the spring, as part of the month for a healthy lifestyle, there is an excursion for grades 10-11 to the Baby House in the village. Malakhovka, organized by the parents of our student who work in this House. Students see children, and these are mostly disabled children abandoned by dysfunctional parents, and through their example they become familiar with the manifestations of various hereditary diseases.

Conclusion

“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative initiative in expanding and supplementing the school curriculum in biology.” The extracurricular form of classes opens up wide opportunities both for the manifestation of the teacher’s pedagogical creative initiative and for the diverse cognitive initiative of students and, most importantly, for educating them. In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in the surrounding nature, learn to apply acquired knowledge to practice, they develop a natural-scientific worldview. Extracurricular activities also contribute to the development of initiative and collectivism.

In all types of extracurricular activities, a single principle of educational training is carried out, carried out in the system and development. All types of extracurricular activities are interconnected and complement each other. During extracurricular activities, there is direct and feedback communication with the lesson. Types of extracurricular work make it possible to lead students from individual work to team work, and the latter acquires a social orientation, which is of great importance for education.

Extracurricular activities, conducted as part of the entire teaching process, develop students’ multifaceted interests, independence in work, practical skills, their worldview and thinking. The forms of such activities are very diverse, but in terms of content and methods of implementation they are related to the lesson; During the lesson, students develop an interest that finds its satisfaction in one form or another of extracurricular activities and again receives development and consolidation in the lesson.

The interests of students are often extremely narrow, limited to collecting and an amateur attitude towards individual animals. The task of the teacher is to expand the interests of students, to raise an educated person who loves science and knows how to explore nature. When conducting experiments and long-term observations of natural phenomena, schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.

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APPENDIX No. 1

Class hour “SUFFERING FROM CYBERMANIA”

Form: round table dedicated to the problem of computer addiction

The form of the class hour - a round table - allows children to speak out and develops discussion skills. It is very important that the teacher-leader is able to organize the discussion. The round table discussion consists of 3 blocks: 1 information (information on the problem of computer addiction) and 2 discussion blocks (“Who is to blame” and “What to do?”). Actions of the leader in each block: first give the floor to the “guests”, then to the rest of the children. At the same time, discussions should not be allowed in the information block. After the “guests” report, children are invited to supplement their statements with new facts. In discussion blocks they can already express their opinions.

It is advisable that the teacher constantly emphasizes that as a result of the discussion, a common opinion should be developed that takes into account the opinions of the majority. Therefore, it is very important to summarize at the end of each block and formulate a general idea.

All lines are written out in detail in the script, but this does not mean that they need to be distributed to all children. This will turn the round table into a rehearsed matinee, which will be uninteresting for ninth graders. It is important for them to speak out and be heard. Moreover, the topic is close and understandable to everyone. Texts can be distributed only to “guests”, warning them that they are not given for cramming, but for guidance (in terms of time and content).

Target : to familiarize children with the harmful effects of computer games, to give an idea of Internet addiction; to form a positive attitude towards such character qualities as independence, curiosity; develop skills in participating in discussions; encourage children to expand their horizons, to participate in sports clubs, to self-knowledge, self-development, and self-improvement.

Preparatory work: distribute roles among children: mothers (2), doctors (2), programmers (2), provide everyone with texts. All children should be seated at their desks, and the “guests” should be seated facing the class at the blackboard.

Decor : write the topic on the board, epigraph “Computers are machines that are designed to solve problems that you would not have if you did not have a computer.

Class plan

Motivational conversation.

Round table “Suffering from cybermania.”

First block of discussion. "Three facets of the problem."

Third block of discussion. "What to do?"

Final word.

Summing up (reflex to them)

Class progress

I. Motivational talk

Cool manager tel. Today we will touch on a pressing topic for all teenagers.

Raise your hands, who has played computer games at least once?

Have you ever skipped class to play?in the games room?

Do you talk with your friends about computer games, codes, levels, etc.?

Do you enjoy working at the computer?

Do you get angry at those who distract you from your computer?

Have you ever deceived your loved ones by saying that you were writing an essay or looking for information while you were just playing or chatting?

Have you ever forgotten the time while playing on the computer?

Do you put off important things for the sake of your computer?

Do you like to play on the computer in moments of sadness or depression?

Do your parents scold you for spending too much money on Internet games?

(Answers from children.)

Psychologists ask similar questions when they want to make sure whether a person suffers from computer addiction. I asked these questions so that you can take a sober look at yourself from the outside and critically evaluate your attitude towards the computer. A positive answer to all these questions should make you wary.

II. Round table “Suffering from cybermania”

First block of discussion. "Three Facets of the Problem"

Classroom teacher. Computer addiction - a new disease of our time or a fictitious threat? In the West, they say that every fifth Internet user suffers from computer addiction to one degree or another. And in Russia many are already susceptible to this mania. People lose their sense of reality and go into the virtual world. The most vulnerable, as always, were children and teenagers. There was even a term - “computer syndrome”. Who is to blame for this and what to do? Today we will discuss these issues during a round table, which we called “Suffering from Cybermania.”

I introduce our guests. The parents' point of view will be voiced ( names, surnames). The doctors' point of view will be presented(names, surnames).Computer experts will give their opinion(names, surnames). Let's start the discussion. The first word is to the parents.

Mom 1. Many parents simply do not understand what a terrible destructive force the computer represents. One 14-year-old schoolboy from Romania was taken from an Internet cafe by an ambulance. The boy sat in this cafe for 9 days in a row and reached complete physical and mental exhaustion. His mother said that the boy was simply obsessed with the computer game Counter Strike. He did not leave the computer and stopped going to school. He lied, stole things from the house to sell them and spend money on the Internet.He stopped washing and lost 10 kg.

Mom 2. Another scary fact: a 12-year-old teenager from Yekaterinburg died from a stroke after playing on the computer for 12 hours. Doctors at the children's hospital where the boy was taken say that every week they receive at least one teenager who is addicted to computer games. Children can spend days without food or rest in front of a computer at home or in gaming clubs.

Mom 1 . Here are the criminal facts: a 13-year-old teenager robbed his grandparents to get money for an Internet cafe. A high school student, having played enough DOOM, brutally beat up the neighborhood kids. There are enough stories like this in every police department. Tens of thousands of boys and girls drop out of school, lose friends, and have conflicts with their parents for the sake of the virtual world.

Mom 2. Not only children, but also adults suffer from computers! Recently, computer widows have appeared in the world. These are women whose husbands are cyberalcoholics. This is the name given to people who are obsessed with computer addiction. They spend up to 18 hours a day at the computer, stop taking care of their appearance, don’t shave or wash for weeks, walk around the house in dirty clothes, and generally keep their outings to a minimum. Poor women really feel like straw widows - like their husband is nearby, but in a completely different dimension.

Classroom teacher.What can our members add to this? Just the facts! Can you provide similar facts? Do you feel like you too are being sucked into a computer quagmire? Do you see your friends moving away from you more and more into the virtual world? Can you give the opposite facts, when activists of computer games did not fall into any addiction?

(Children speak out.)

So, people are sounding the alarm as they see their loved ones disappearing into the virtual world. What will the doctors say?

Doctor 1. Western doctors unequivocally state that computer and Internet addiction exists. There was even a diagnosis: “cybermania” or “pathological computer use” (games, Internet). For now, however, computer addiction is not an official diagnosis, but some scientists suggest that over time cybermania will be recognized as the number one disease in the world.

In the West there are already clinics where various computer diseases are treated.

disorders. In Finland, there were even cases where conscripts received a deferment from the army to treat computer addiction. In Russia, few people still seek medical help; parents are afraid to take their child to a psychiatrist; they do not want their child to be in the same room with drug addicts and alcoholics.

Doctor 2. How does cybermania manifest itself? First of all, people prefer to spend more time not in real life, but in computer games and the Internet - up to 18 hours a day!

Teenagers begin to skip classes, lie, and do homework too quickly in order to quickly get on the computer. In virtual reality, they forget about time, wildly rejoice at their virtual victories, and experience failures violently. They can no longer even eat normally, preferring to chew something in front of the monitor. And when communicating in chats, they invent a virtual image for themselves, which gradually displaces their real self.

Doctor 1. What is the danger of cybermania? First of all, many computer games are dangerous. The main action in them is murder,

and colorful and sophisticated. But a game for a child is a rehearsal for life. So by the age of 14-15, the opinion develops that violence and murder are an exciting and useful activity.

Doctor 2. The second danger of games is that it is much easier to win in them than in real life. After all, life is a constant struggle, self-affirmation, victories and failures. All this cannot be replaced by virtual successes. A person simply loses himself, his personality, and becomes an attachment to a computer.

Doctor 1 . Another danger awaits chat lovers. Many, hiding behind anonymity, can say anything in chats, believing that such communication liberates them and gives them freedom. But virtual communication cannot replace live connections between people. A person immersed in a fictional world under someone else's mask gradually loses his face, loses his real friends, dooming himself to loneliness.

Doctor 2. But the worst danger is that computer addiction can turn into another type of addiction - alcohol and drugs.

Classroom teacher.I give the floor to our participants.

Do they agree with the doctors' conclusions? Do you think that computer games increase aggressiveness?

Has the number of your friends decreased because you became interested in computer games?

Do you prefer to eat at the computer?

What victories have you won in real life over the past year?

Have you ever chatted? Did you perform under your real name or under a fictitious one? Did you feel free and liberated?

Which children do you think are most susceptible to computer addiction?(Children speak out.)

It's time for computer scientists to speak out. Is a computer really that dangerous? Can chats be anonymous? Are all games built on violence? I give the floor to the programmers.

Programmer 1 . The computer can be dangerous. After all, it is a source of electromagnetic radiation and non-ionizing radiation. And this has a negative impact on a person. But if you follow sanitary rules, it can be harmless. In all organizations, rules for working on a computer should be located right at the workplace. But, unfortunately, few people here know and follow these rules.

For example, according to these rules, an adult can sit at a computer no more than 4 hours a day, and a child no more

10-20 minutes, depending on age. The computer must be grounded; pregnant and lactating women should not work at the computer. In developed countries, these rules are very strictly observed. But here they prefer to pay with their health.

Programmer 2. Is there any harm from computer games? Not all games are built on aggression. There are logic games, games for studying school subjects. There are simulators with which you can gain important and useful skills. There are game tests that will help you test your knowledge. As for the Internet, in addition to chat rooms, there are forums where serious issues are discussed and where you can express your point of view. On the World Wide Web, anyone can create their own website, make it popular, and become an Internet star. So the Internet does not necessarily lead to a loss of self. It provides very great opportunities for self-affirmation and self-expression.

Programmer 1. What about anonymity? in the Internet,

then she is imaginary. Each computer has its own unique digital address, by which other computers on the network recognize it. As soon as you

went to any website, your address is instantly recorded and can be easily calculated who are you and where do you live. This is why hackers are almost always found. Therefore, when you find yourself in a chat and come up with some kind of nickname for yourself, do not lose self-control, as if later I didn't have to answer.

Programmer 2 . For example, in 2006, a 37-year-old user from Novosibirsk was brought to court for anti-Russian statements on the Internet. He had to pay a fine of 130 thousand rubles. At the trial, he tried to evade responsibility, but the providers proved that existing technical means make it possible to determine with an absolute guarantee which particular network user accessed the Internet and was on this particular site. By the way, these same technical means can track which sites are most often visited from this computer.

Classroom teacher. As you can see, there is nothing on the computer itself or on the Internet that would cause addiction. What can our members add to this?

Maybe someone wants to say a word in defense of computer games?

Who has their own website? What forums and chats do you visit? What information are you looking for online?

Do you know about sanitary rules for using a computer?

Aren't you afraid that someone might find out about your travels on the Internet?

What interesting things have you discovered on the Internet?

What have we come to at this stage of the discussion: is there computer addiction or is this all an invention of doctors and parents?[Yes, I have.)

Second block of discussion. "Who is guilty?"

Classroom teacher. We got acquainted with different points of view on the problem of computer addiction. Let's begin the second block of our discussion. Who is to blame that more and more teenagers are becoming patients in drug treatment hospitals and are being diagnosed with cybermania?

First, we listen to the opinions of experts.

Opinions:

Moms:

Owners of Internet clubs, as well as providers who profit from the health of our children.

Local authorities who receive bribes from these structures.

Sanitation stations that do not control the operation of these clubs.

Teachers who do not conduct conversations about protecting the lives and health of children.

Doctors:

Parents are to blame for giving their children money without asking how they will spend it.

The children who seek only pleasure and entertainment, not wanting to work, are to blame.

The authorities are to blame for not creating conditions for children to play sports and develop their abilities and talents.

Teachers are to blame for not being able to engage children in something interesting.

Programmers:

Computer manufacturers are to blame. They release more and more new games and programs that require more and more powerful computers. Therefore, people are forced to constantly update their cars. And curious children want to try everything and get addicted.

The parents are to blame for not monitoring their children and not knowing what they are doing.

The parents are to blame. If they themselves mastered the computer, they could understand what a child can and cannot do. And so it seems to them that since they bought a computer for their children, then they don’t have to worry about their development. Then the uncles and aunts from the Internet and gaming clubs will take care of this.

Doctors are also to blame. It was necessary to raise these issues with the government, to involve the press and television in the discussion.

The government is to blame. It could pass laws that would prohibit children from sitting in gaming clubs at night, it could close these clubs altogether or move them outside the city limits.

Classroom teacher. What will our participants say? Who is to blame if children become computer addicts?

Sample answers:

The children themselves are to blame.

The parents are to blame. They don’t want to understand children, they only scold and lecture. So children run away into virtual reality.

It's the school's fault. It is so dull and boring, but in virtual reality you are a hero, a winner, the fate of worlds and civilizations depends on you.

Classroom teacher . Please conclude:“Who is to blame for a child becoming addicted to a computer?”(Parents, doctors, schools, police, local authorities, the children themselves, etc. are to blame for the formation of computer addiction in children.)

Classroom teacher. So, the problem of computer addiction. We listened to different points of view and identified the culprits. Let's move on to the final stage of the discussion. Let's try to answer the question: what should be done to prevent people from falling into cybermania? A word to our guests.

Sample opinions:

Moms:

Close all gaming clubs.

Allow children to access the Internet only if accompanied by an adult.

Dismiss the head of the sanitary station, the school director, re-elect the mayor, etc.

Prohibit teachers from requiring children to submit essays so that they do not download them from the Internet.

Teach children how to use useful programs and games that can be played with their parents.

Doctors:

Censor games. Prohibit the use of aggressive games in clubs.

Introduce punishment for parents whose children become Internet addicts. Make them communicate with their children for 4 hours every day.

Every child should play sports or find some hobby. Then friends will appear, and there will be no time to be bored.

We need to pass laws that prohibit the promotion of violence in games, and severely punish violations of these laws.

Programmers:

Everyone needs to become a competent user, not a dummie.

Be critical of new gaming products, do not buy everything. Limit the use of aggressive games.

It would be good for all schoolchildren to take up programming. It will be an activity, development, and communication with interesting people.

Children need to play less in general. Let everyone try to create their own website, then you will need to tell something about yourself, show what makes you unique. And this will encourage self-development,

Classroom teacher. We listen to the suggestions of our participants. Maybe one of them will be able to find a compromise solution to the problem of computer addiction?[Children speak out, repeating and paraphrasing the opinions of the guests, adding their original proposals.)

And as a result of this stage of the discussion, we formulate a conclusion: what can we do to avoid falling into computer addiction?(You need to become a competent user, master useful programs, you need to play less and play sports, communicate with friends, read books, etc.)

And how can we formulate the general outcome of our discussion?

(You can ask guiding questions:Is there a computer addiction? Who is to blame for her appearance? How to fight this evil?)

Approximate result of the discussion:

Computer addiction exists.

This is the result of the promiscuity of children, the irresponsibility of parents, the carelessness of the authorities, and the greed of representatives of the gambling business.

The solution is to increase computer literacy, introduce censorship, and adopt laws that would increase the responsibility of parents and business representatives.

Classroom teacher. Our discussion has come to an end. And I would like to end it with the words of one writer. He discussed the problem of computer addiction on the Internet and concluded by writing: “I write these thoughts on the computer, send them by e-mail via the World Wide Web, and get information from the Internet. All these facts indicate that I am in no way a computer phobe. Moreover, I really love this little box that helps me live. But my love will end at the moment when, or if, I understand that it is not I who own him, but he who owns me*.

Final word

Classroom teacher. Today we talked about computer addiction. This problem is ambiguous and is still far from being resolved. But we did not strive to solve it at any cost. By discussing this problem, we learned to conduct a discussion, learned to listen and hear each other. During the live discussion, we learned live communication - exactly what no, even the most powerful computer can give. Look at the epigraph for today's class hour (reads). I wish you that your computer creates as few problems for you as possible.

Summing up (reflection)

Classroom teacher . Does what we talked about today concern you? Has there been a reason to think about yourself and change your behavior? What did today's class teach you? (children's answers)

The pedagogical process is not limited to teaching. Everything that is carried out at school in terms of educational work outside of class time is united in some pedagogical sources by one general concept - extracurricular educational work1. In other sources, along with extracurricular educational work, there is also extracurricular work in academic subjects (subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students by class teachers, the school librarian and all other school employees, which is carried out during extracurricular hours, but does not have a specifically expressed substantive character (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
The forms of extracurricular educational work are more diverse than the forms of extracurricular work in academic subjects, and we will dwell on them specifically. Before this, let us only draw attention to the fact that along with extracurricular and extracurricular work, extracurricular educational work also stands out. It is carried out in music and art schools, youth stations, young technicians, clubs at various organizations, etc., i.e. carried out under the guidance not of school teachers, but of employees of out-of-school institutions and characteristics
1 See, for example: Pedagogical Encyclopedia: In 4t.-M., 1964. -T. 1. -S. 340.
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is characterized by a greater practical orientation and specialization compared to extracurricular work.
The variety of forms of extracurricular educational work is constantly updated with new forms that correspond to the changing social conditions of school life. Often the basics of their content and methodology are borrowed from popular games on television programs (“Ogonyok”, KVN, “Round Table”, “Auction”, “What? Where? When?”, etc.).
The whole variety of forms of educational work with students can be divided into three groups depending on the main educational task they solve: 1) forms of management and self-government of school life (meetings, assemblies, rallies, classes of class teachers, meetings of representative bodies of student self-government, wall printing, etc. .); 2) educational forms (excursions, hikes, festivals, oral magazines, information, newspapers, theme evenings, studios, sections, exhibitions, etc.); 3) entertainment forms (matinees and evenings,
“cabbage gardens”, “gatherings”, etc.).
Naturally, each used form of the pedagogical process solves more than one educational problem. For example, forms of managing school life solve not only the problem of organizing the activities of the student body, but also the task of educating schoolchildren (primarily in management issues) and developing their management skills. To this end, even “to the detriment of the cause,” teachers, class teachers, and school administration use both the most capable students and those who initially do not show organizational abilities as organizers of these forms. This, in particular, is the meaning of regularly changing student self-government bodies and involving as many students as possible in management activities in various areas of school life.
The same can be said about educational and entertaining forms of educational work. For example, entertainment forms cannot and should not be purely entertaining: they will truly entertain only by introducing into the minds and feelings of children ideas and knowledge about something previously unknown and confidence in their own significance in the system of interpersonal relationships. And in order to ensure this, you need to think carefully about the organization of the “event”, involve the maximum number of participants in the organization and implementation (in the optimal case, all participants should feel like responsible organizers of the form of work being carried out), and ensure that the students have a good rest.
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Thus, entertaining forms of education (if they are properly pedagogically thought out, prepared and carried out) contribute to the intellectual and spiritual development of schoolchildren and the strengthening of their health.
In modern conditions, more significant attention of educators than in the recent past is attracted by personality and individuality. The concepts of “personally oriented education”, “student-centered education”, etc. are filled with practical organizational, pedagogical and psychological content: diagnostics of the level of intellectual, physical, emotional and moral development, development of strategy and tactics (technology) for individual pace of mastering the content of education and the formation of certain character traits. In this regard, the classification of forms of extracurricular educational work, depending on the number of participants in a particular educational event, takes on a new, deeper meaning. Individual, group and mass forms of organizing the pedagogical process in their combination ensure, on the one hand, optimal consideration of the pupil’s characteristics and the organization of everyone’s activities and relationships in accordance with their inherent capabilities, and on the other, the adaptation of everyone to the social conditions of inevitable cooperation with individuals of the widest possible extent. spectrum of ideologies, nationalities, professions, lifestyles, temperament, character, etc.
If in teaching the activity of developing intelligence is essentially individual, then in educational work the technology itself is expressed in the interaction of an individual with another or, more often, with other subjects of the educational process who are not similar in everything, and often in many ways dissimilar to him. The essence of education as a process is most expressed in the activity of interaction with other people, in which the individual’s relationship to his environment is formed. It is in this regard that the classification of forms of educational work according to the number of participants in this process is more relevant than in teaching.
This does not mean, however, that the means and methods used cease to play their essential role. Depending on this characteristic, forms of educational work can be divided into three groups: 1) verbal (meetings, rallies, information, etc.), during which verbal methods and types of communication are used;
2) visual (exhibitions, museums, excursions, stands and other forms of visual propaganda), which are focused on the use of visual methods - visual perception by students
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Patterns of relationships, actions, etc.; 3) practical (duties, patronage and charitable activities, collecting and designing exhibits for museums, exhibitions, making stands, publishing newspapers, magazines, participating in labor operations, etc.), the basis of which is the practical actions of students, changing the objects of their activities.
How does this classification of forms of educational work differ from the previously given classification of teaching methods? There, too, there are verbal, visual, practical, but not forms, but teaching methods... The difference is that when classifying methods according to the source of knowledge, individual methods are considered as independent ways to solve a didactic task. For example, explanation is an independent method and can be used independently of others. Any verbal form is not limited to one method. At a meeting, for example, they can explain, tell, argue (discussion), etc. The same is true when using practical and visual forms. For example, making a stand does not fit into the use of only exercises or only graphic works, etc., but always implies the use of several (many) methods in a certain combination (as well as not one, but several types of activities). This is the essence of the polymorphism of the form of the pedagogical process. The origins of the polymorphism of form are in the multifaceted nature of a particular pedagogical task, in the duration of its solution, which is not limited to the time of interaction between the student and the teacher, in the close relationship of pedagogical tasks, in the dynamism and non-discreteness of the pedagogical process. All this can be “overcome”; a multi-layered dynamic set of problems can be solved only through form, and not directly through the use of any method, even a very advanced one, correctly chosen, etc. This is typical for educational work even more than for educational work: in teaching, as a result of using one method, the illusion of solving a pedagogical problem can be created in the form of mastering a certain amount of knowledge, forming a certain skill. But the pedagogical task solved in teaching is not limited to knowledge and skills. Its essential components are the formation of relationships and the diversified development of the student-pupil. And this can only be achieved by a certain combination of means and methods of their use, i.e. within a form that corresponds
the entire content of the task.
It is not necessary to describe the methodology of all or at least most of the forms encountered in the practice of educational work.
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STI is the task of a special course. But let’s give some attention to the two most common ones.
First of all, this is a meeting. This form of educational work is considered as the highest form of student self-government (following the example of relations in adult associations) with the peculiarity that at a meeting of students, adults (teachers) have the right to a decisive vote.
In all educational systems (S.T. Shatsky, A.S. Makarenko, S. Frenet, etc.), famous for their high results, their organizers assigned a very important place to the meeting. Meetings were held regularly, at least once a week. At them, all the most important issues of the students’ life together were discussed and resolved, while everyone had equal rights and opportunities to participate in discussions and decision-making with others. Y. A. Komensky also recommended that students “... on certain days, at general meetings, deal with cases, as happens in a well-organized state. This will truly prepare young men for life by acquiring skills for this type of activity.”1
The agenda of the meeting is determined in advance, the number of issues discussed is small (1-3), information (report), discussion and decision-making are provided for each issue. The meeting is chaired by the elected chairman or head of the representative body of student government. At the initial stages of the development of collective relations, the meeting is led by a teacher (in the classroom - the class teacher, in the school - the director or deputy). The progress of the discussion and decisions made are recorded in the minutes of the meeting.
Even S.T. Shatsky, describing the educational work in the children’s colony “Beautiful Life”, showed both the importance of meetings and the difficulties in holding them. For example, he noted that children actively participate in elections, and it is not easy to involve them in discussing practical matters. For children, the meeting is a school for the development of social activity, responsibility and efficiency. And in this “school” there are also “first-graders” who need to be taught everything, and there are also those who have learned a lot and are preparing “to graduate.” That is why the regularity of meetings, the specificity and vitality of the issues discussed, and persistence in implementing the decisions made are so important.
A widespread form of educational work in the classroom is the class hour (class teacher hour). In the 80s in many schools the time of its holding was indicated in
1 Kamensky Y.A. Selected pedagogical works: In 2 volumes - M., 1982.-T. 2.-S. 68.

School timetable. The emergence of this form of work was caused by the need to carry out planned activities on moral, aesthetic, legal, etc. education of students. V.A. Sukhomlinsky emphasized that the class teacher should talk with students not only about the past, but also on pre-planned topics: health, family, civic development, art, etc. He formulated a position on the main directions of educational work with students of different ages and the main topics of conversation about them. In many ways, these provisions are relevant and at the present time, of course, it is not so much the topic of the conversations as the very principle of their conduct.
The central component of a classroom lesson is a conversation between the class teacher and students on a pre-planned topic. In addition, during class hours current affairs are discussed (especially if such a form as a meeting is underdeveloped), some types of entertainment are provided in order to develop informal communication among students, organize their leisure time, and increase interest in joint extracurricular activities.
What is the difference between a class hour and a meeting? The fact that at the meeting the main “actors” are the students themselves, and at the class hour it is the teacher. In addition, the main function of the classroom is to enrich students with moral, aesthetic and other knowledge, the formation of skills and habits of moral behavior, and the functions of the meeting are to organize the life of the team, expressing collective opinions on ways and means of solving common problems. The meeting is an official body of public self-government, its decisions are recorded and subsequently serve as regulators of the social life of the team, and a class hour is mainly informal communication between the class teacher and students and students among themselves, designed to take into account their individual characteristics as much as possible, ensuring a personal approach to education .
These forms of education are very close to each other, and one can debate the advisability of their simultaneous use. Attempts can be made to combine them, especially in the lower grades (up to VI, even VII grade). At the same time, two problems remain unchanged that need to be solved in the process of education: involving students in managing their own lives at school and ensuring an individual approach to education on a humanistic basis. Thus, if the class teacher or school director strives to develop student initiative, they consider it necessary to involve schoolchildren in participating in the organization of their general (public)

Life, then they should include children as early as possible in forms of relationships that have elements of social relations among adults. At the same time, taking into account the peculiarities of the development of the child’s psyche, it is important, if possible, to preserve those forms of educational work that are characterized by the informality of relationships between teachers and students and students among themselves.
In the 90s XX century a significant contribution to the development of new forms of education was made by N.E. Shchurkova, and in the 80s. - I.P.Ivanov (collective creative activities).
5. Principles for designing forms of organizing the pedagogical process
So, we have come to the conclusion that in education it is possible to solve the set tasks only by using a certain combination of means and methods, and not by directly using individual means and methods. But if this is so, then, probably, when designing polymorphic forms that correspond to multidimensional educational tasks, it is necessary to be guided by certain principles.
These principles were first described by J. A. Komensky in the middle of the 17th century. (his Great Didactics was completed in 1632, published in Latin in 1657). The founder of pedagogy defined his Didactics as “the universal art of teaching everyone everything, or the right... way to create... schools in which all youth... can be taught science, improved in morals, filled with piety, and thus in their youth learn everything you need for your present and future life." Teaching and learning, according to Comenius, is not only the mastery of science, but also the education of morality and the development of the creative abilities of students. Teaching the sciences, arts, and languages are just the first experiments. The real work is “... in the study of wisdom, which makes us exalted, courageous and generous... Care should be taken as much as possible to ensure that the art of introducing morality and true piety is properly taught in schools, so that schools become completely, as they are called, “workshops of people”2.
That is, understanding by training the entire process of personality formation, Y.A. Komensky and his principles (principles
1 Ko.iensky Ya. A. Selected pedagogical works: V2t.-M., 1982.-T. 1.-P.242. 2 Ibid.-S. 404.

Didactics) formulated as principles for the activities of schools as “workshops of people.” And not only schools, but everyone involved in education. Since the tasks of education need to be solved “inclusively and publicly,” Comenius’ Principles are actually the principles of the pedagogical process. So, for example, setting out one of the Fundamentals of the strength of teaching and learning, Comenius illustrates it with an example from the education of morals: it is necessary to develop morals by internally overcoming passions, and not by teaching a superficial outline of the doctrine of morality. The essence of this Principle: “to teach correctly... means to reveal the ability to understand things; ... teach nothing based on authority alone; but teach everything with the help of evidence...; “Don’t teach anything using the analytical method alone, but it is preferable to teach using the synthetic method.”1
In the chapters “General requirements for training and teaching, i.e. how to teach
and learn for sure, so that a positive result cannot fail to follow”, “Fundamentals of ease of learning and teaching”, “Fundamentals of strength of teaching and learning”, “Fundamentals of the shortest path to learning” Y.A. Komensky illuminates the ways (rules) of implementing the requirements of such principles of learning as timeliness, security (material and intellectual), purposefulness, independent observation (visibility), consistency, continuity, consistency, gradualism, accessibility, systematicity (consistency), thoroughness, strength, usefulness, strength, taking into account age and individual differences, reliance on development of thinking and cognitive abilities, initiative and independence, activity, morality, consciousness. All of them are formulated on the basis of the general requirement of environmental conformity. In addition, Y. A. Komensky puts forward the requirement that teachers, with friendliness and affection, and parents with praise for teaching, scholarship and encouragement for diligence, arouse in students deep interest and an ardent desire for knowledge, the desire for an independent search for spiritual food, its assimilation and processing without only for yourself, but also for transmission to others at school and outside of school.
In modern pedagogical science and in educational practice, there remains a steady tendency to consider the learning process and extracurricular educational work as completely independent subsystems of a single pedagogical process. Based on this, the principles of the pedagogical process are divided into principles of teaching (principles of didactics) and principles of education.
1 Ibid. - P. 356.

The principles of didactics are characterized as “... a certain system of initial, basic didactic requirements for the learning process, the fulfillment of which ensures its necessary effectiveness” (Pedagogy / Edited by Yu.K. Babansky. - M., 1983. - P. 161), as “... general norms for organizing the educational process” (Pedagogy / Edited by P.I. Pidkasisty. - M., 1995), which “... are general guidelines for planning, organizing and analyzing teaching practice” (Pedagogy / Under the editorship of G. Neuner, Y. K. Babansky. - M., 1984. - P. 260). The principles of education “...represent fundamental clearly formulated requirements that guide the pedagogical thinking and actions of educators” (ibid., p. 147). That is, the definitions of the principles of training and education are actually the same. They differ only in their definable part:
principles of education are the basic requirements for the learning process, and principles of education are the basic requirements for the education process.
For example, in the textbook by T.A. Stefanovskaya the principles are presented in the form of two groups:
Principles of training
1. Scientific
Principles of education
1. Taking into account age and individual differences

2. Systematicity

3. Connections between theory and practice

4. Consciousness and activity

5. Visuals

6. Availability

7. Strength

The educational manual edited by P.I. Pidkasisty describes eight principles of teaching (developing and educating nature of teaching; scientific content and methods of the educational process; systematicity and consistency;
consciousness, creative activity and independence;
visibility; accessibility; strength; rational combination of collective and individual forms and methods of educational work) and three principles of education (orientation to value relations; subjectivity; taking the child for granted).
When formulating and characterizing pedagogical principles, it is sometimes meant that in addition to the principles of didactics and principles of education, there are also general principles of pedagogical
1 Stefanovskaya T.A. Pedagogy: Science and art. - M., 1998. -S. 141.

Go process. In some cases, it is believed that the principles of education are of a general nature in relation to the entire process and their effect extends both to the system of extracurricular and out-of-school educational work, and to the learning process (if the concept of “upbringing” is considered general in relation to the concept
"education").
In the textbook by V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.A. Shiyanov, the pedagogical process is considered as a single holistic system. And pedagogical principles are considered as principles of a holistic pedagogical process.
They are divided into two groups:
principles of organization of the pedagogical process - the humanistic orientation of the pedagogical process; connections with life and industrial practice; scientific character; connecting training and education with labor; continuity and systematicity; visibility; aestheticization of children's life;
principles of managing the activities of students - combining pedagogical management with the development of initiative and independence of students; consciousness and activity of students;
combining respect with reasonable demands on the student; relying on the positive in a person; consistency of the requirements of the school, family and community, combination of direct and parallel pedagogical actions; accessibility and feasible™ training; taking into account age and individual characteristics; strength and effectiveness of the results of education, upbringing and development.
Each of these approaches is justified by considerations of the deepest possible characterization of the concept, revealing the essence of the relationship between the subjects of the pedagogical process and the basis of the technology for solving pedagogical problems. The attitude towards the set of principles of training and education can develop in two directions: 1) in the direction of formulating and introducing into the system more and more new principles when any significant changes occur in the pedagogical process (including its material and technical equipment); 2) in the direction of expanding, deepening and complicating the requirements of those provisions that have become traditional, and introducing new ones only if it is absolutely impossible to correlate the new conditions with accepted and current principles.
Considering that, firstly, learning has an educational
character, and education includes elements of training and, secondly, that the principles are guidelines for planning, organizing and analyzing the practice of teaching and upbringing, that they

Should guide the actions of educators, then there should not be many of these guiding provisions. A person (specialist), guided in his daily activities by certain provisions, must constantly keep them in mind and be guided by them. If there are too many of them, is it possible to use them as working tools? In addition, if the concepts and processes of teaching and upbringing themselves are difficult to separate in thinking and in practice, then is it necessary to highlight the principles of teaching and upbringing, especially in the context of the ongoing integration of these principles based on the ideas of activity-based, personal approaches to teaching and upbringing and the humanization of the pedagogical process ?
In accordance with the above, we will try to formulate those provisions that traditionally reveal the essence of the requirements for the activities of a teacher and should be taken into account by teachers and educators when planning, organizing and analyzing educational work. Let us take into account once again that principles are fundamentals, recommendations that must be followed in order to ensure the success of the pedagogical process. You may not follow these recommendations, but in this case the success of educational work will be limited or even negative. Unlike principles, patterns are objective in nature, do not depend on the will of people and are implemented regardless of the desires of the participants in the educational process. For example, a teacher can ignore the provision of the principle of visibility - teach children without using visual aids, but cannot overcome (ignore) the provision on the unity of teaching and upbringing. Even if he refuses to educate in the process of teaching (they say, my job is to teach, and let his parents educate him), the teacher will still educate. For children, the learning process will be educational even if the result is negative.
The system of social relations, pedagogical science, represented by its most talented representatives, formulate the principles of training and education, revealing ways to achieve the goal of forming an individual in accordance with the social ideal. And the pedagogical system and specific teachers, educators perceive these principles and implement their requirements to the best of their individual capabilities and depending on the demands of the system and the entire society on the implementation of these principles.
Thus, principles as a category of pedagogy, reflecting the realities of the existing pedagogical process, have a historical, transient, even subjective and personal character.

Ter. But in this case, the question arises: how did Comenius’ principles survive and remain effective for more than three centuries? During this time, social relations, the conditions for the implementation of the pedagogical process have changed dramatically, and the requirements for visibility, systematicity, consciousness and activity, accessibility and others remain no less relevant than before?
Firstly, the genius of the great humanist J. A. Komensky was centuries ahead of his time in understanding the essence of truly human relations not only in the educational system, but also in social relations in general. From the standpoint of true humanism and a deep understanding of the technology of the pedagogical process, the founder of pedagogy formulated the principles that even now organize and regulate the professional thinking and actions of educators, and thus, through the centuries, sent his invaluable gift to modern school and science. Not all the principles formulated by the great teacher immediately received universal approval and widespread dissemination. Some still find it difficult to make their way both in the practice of individual educators and entire educational systems.
Secondly, the requirements of the principles of J.A. Komensky still did not remain unchanged. New possibilities of material and technical equipment of the pedagogical process, its organization in changing conditions, increasing requirements for the individual in terms of its compliance with the level of development of science and technology, and the like, have led to a different, more or less special understanding of the requirements of classical principles and especially ways to implement their requirements (see, for example, analysis of the principle of visibility: Kapterev P.F. Selected pedagogical works. - M., 1982. - P. 516-521). New principles are also being formulated that meet the requirements of new times. For example, the principle of scientific character, the principle of education in a team, the principle of role participation, etc. (see: Friedman L.M. Pedagogical experience through the eyes of a psychologist. - M., 1987).
To the greatest extent, the principles depend on the purpose of education. Expressed in a practical, working sense in the content of education and upbringing, the general goal of upbringing is the imperative that determines the nature and content of the system of principles of education and upbringing. Their requirements are implemented through forms of educational work as a certain combination of means and methods that ensure that students master the content of education and upbringing, and thereby achieve the goal of education. Schematically, these connections can be depicted as follows (Scheme 16):

Thus, the requirements of the principles determine in what organizational forms the pedagogical process should be carried out so that the ways of mastering the content of education are the most rational and so that its mastering ensures the achievement of the goal of education.
As the main ones, most often described in textbooks on pedagogy, we briefly describe the following principles: purposefulness; scientific character; visibility; consciousness and activity; education and training in real life-related activities; systematicity and consistency; continuity in education and training; strength;
taking into account age and individual characteristics; team education; unity of exactingness and respect for the student’s personality.
The principle of purposefulness. The essence of his requirements is that all educational and educational work and each specific pedagogical task must be subordinated to the solution of the general goal of education - the formation of the personality of a humanist, an active creator and an optimist, whether in class or outside of class time. Having accepted as the most attractive goal the comprehensive development of the individual, educators must subordinate all their work to this goal. For example, when solving in a lesson the problem of students mastering knowledge on a specific subject, it is necessary to take care no less about the development of their thinking, morality, aesthetic feelings, and about strengthening their health. In the same way, during extracurricular hours, when organizing the leisure time of pupils, it is important to take care not only of creating conditions for their entertainment, but also

About improving their physical condition, improving interpersonal relationships, enriching them with information about different aspects of reality. In education there should be no aimless activities or wasted time, and organized activities should serve the humane goal of comprehensive improvement of the individual.
The requirements of this principle are successfully implemented when the following rules are followed: 1) plan educational work as a way to achieve the general goal of education; 2) conduct education based on the formation of an ideal (individual goal) in the pupil, corresponding to the general goal; 3) determine the place of each event in the overall system of educational work as a stage on the way to the goal; 4) preparation and conduct of each event is carried out on the basis of a systematic approach to
solving problems of training and education.
The principle of science. Students and pupils assimilate firmly established principles in science at the level of modern achievements, and teachers and educators ensure that students master knowledge not through memorization, but through scientific proof, involving pupils in activities to solve cognitive problems and in scientific research activities. The importance of this principle was successfully commented on by science fiction writer A. Azimov. He wrote: “Scientific justification is not at all the only path to the truth. Revelation, intuition, dazzling insight and unquestionable authority all lead to truth in a more direct and more reliable way.” And the temptation is great for the teacher to lead his students to the truth in the shortest way: by the power of his authority and the authority of great scientists, to affirm the truth in the minds of his students. But this path is not the best: none of these “alternative” paths to the truth are “forced.” Scientific evidence makes people feel “... a compulsory need to agree with the conclusions, even if at first they had strong doubts about the essence of the issue”1.
To fulfill the requirements of this principle in training and education, the following rules must be taken into account: 1) when studying an object, it is necessary to use the language of the science whose subject it is; 2) study the phenomena of nature and social life in their development, in dynamics; reveal the dialectic of social and natural phenomena; 3) ensure correct perception of the objects being studied; 4) during training (upbringing), demonstrate to students the logic of the emergence and development of scientific knowledge; 5) reveal development prospects to students
1 Azimov A. At the beginning. - M., 1989. - P. 35.

Sciences and the possibility of their participation in scientific research - in the present and future.
The principle of accessibility means the requirement that the content and methods of teaching and upbringing, as well as the volume of the material being studied, correspond to the age characteristics of the students, the level of their intellectual, moral and aesthetic development. By organizing training and education at a high level of science, the teacher-educator must ensure that difficult material is accessible to students.
The rules that must be followed to implement accessibility requirements: 1) be explained in simple, accessible language; 2) present something new, connecting it with the known; 3) when studying new material, begin to consider it using examples that are close to the child’s experience; 4) review with the student the most important and most difficult parts of the textbook; 5) do not exceed the norms for the amount of homework.
J.A. Komensky proclaimed the following four rules of accessibility: from easy to difficult; from the known to the unknown;
from simple to complex; from near to far.
The principle of visibility requires that learning be carried out based on the sensory experience of children. J.A. Komensky formed the “golden rule of didactics”: “Everything that is possible can be presented for perception by the senses, namely: visible - for perception by sight, audible - by hearing, smells - by smell, subject to taste - by taste, accessible to touch - by touch. If any objects can be perceived at once by several senses, let them be grasped by several senses at once.” In accordance with this rule, teachers have been teaching students in schools for three centuries. In the education of morality, a special place is occupied by the use of example as one of the ways to implement the principle of clarity.
In the 50s XX century L.V. Zankov formulated a position on four forms of correlation between visibility and the teacher’s words in teaching:
1) the student, studying a visual image (diagram, image of an object), finds the necessary information himself. The teacher guides the student’s observation, draws his attention to significant signs;
2) the teacher provides information about the object being studied, illustrating their validity by showing a visual aid;
3) when studying connections between phenomena, the student himself discovers these connections during observation (performing laboratory work), the teacher, with the help of words, leads students to comprehend the connections;
4) the teacher reports the connection between phenomena and illustrates their presence by showing them.

In these cases, when using the same manuals, the ways in which students acquire knowledge are fundamentally different:
in the first and third cases, they acquire knowledge through their own mental and practical activity, which has a search character; in the second and fourth cases, they receive knowledge in ready-made form from the teacher, and their activity is expressed mainly in memorizing and understanding the knowledge imparted to them (Zankov L.V. Visibility and activation in teaching. - M., 1960).
The principle of consciousness and activity of students in learning requires ensuring the conscious assimilation of knowledge through the active activity of students in acquiring it. K.D. Ushinsky, developing J.A. Komensky’s ideas about consciousness and activity in learning, wrote: “We must always provide the child with the opportunity for activities consistent with his strengths, and help him only where he lacks strength, gradually weakening this help"1.
Modern researchers of the problems of activating the educational process consider three types of student activity in learning: reproducing, interpreting, and creative. The problem-based approach to teaching and independent work of students are recommended as the main means of intensifying learning2.
The implementation of the requirements of this principle is facilitated by compliance with the following rules:
- everything that children can learn on their own, they must learn on their own;
- the teacher should use problem-based learning methods as widely as possible;
- when solving pedagogical problems, it is necessary to encourage children to make comparisons, compare the new with the known;
- you should use fascinating facts from the history of science, the lives of scientists and public figures;
- it is necessary to attract students’ attention to practical activities in applying knowledge in various situations;
- reveal connections between educational problems and problems of real science;
- develop internal incentives for activity (need for knowledge, interest in it, sense of responsibility, duty);
- conduct the learning itself energetically, supporting students’ optimism and confidence in success;
1 Ushinsky K. D. Works: In 11 volumes - M, 1950. - T. 10. - P. 509. 2 See: Shamova T. I. Activation of the teaching of schoolchildren. - M. 1982. - P. 52-62.
- create and maintain the necessary hygienic, psychological and social conditions to ensure active creative activity of students.
L.V. Zankov formulated five provisions that ensure high student activity in learning: 1) training should be conducted at a high level of difficulty; 2) the leading role in training should belong to theoretical knowledge; 3) the study of program material should be carried out at a fast pace; 4) students must be aware of the learning process itself; 5) it is necessary to conduct targeted and systematic work on the general development of all students, including the weakest1.
The principle of education and training in real activities related to life (the principle of connection with life, education in work). “The implementation of this principle requires such a structure of the educational process in which all the life activities of children are felt by them as significant, necessary for people, society and bringing personal satisfaction” (Shchukina G.I. School Pedagogy. - M., 1977. - P. 17). By mastering knowledge, the student must not only become familiar with the field of its application, but also develop the skills and abilities to use it in various areas of his own life.
In the pedagogical process, practice either precedes the study of theoretical principles, or is carried out after studying the theory to confirm the truth of the acquired knowledge and its qualified use. In some cases, practice is the immediate goal for pupils (students): mastering speech, writing, drawing, drawing, developing skills in labor training classes, etc.
Rules for implementing the requirements of this principle:
- rely in training and education on the practical experience of students;
- show as widely as possible the areas of application of theoretical knowledge in life;
- develop skills and abilities to use knowledge in life;
- attract students to participate in intellectual, physical, spiritual work;
- create conditions for students to use acquired knowledge, stimulate their application and transfer to others;
- show students that the emergence of a theory is always determined by the practical needs of society (humanity).
The principle of systematicity and consistency in education and training. It requires the formation of a system of knowledge in students, and not just a sum of information from different sciences, the formation
1 Training and development / Ed. L.V.Zankova.-M., 1975.-S. 49-55.

Worldviews as a system of knowledge and relationships of the individual to the surrounding reality. “Just as in nature everything is linked to one another,” argued J. A. Komensky, “so in teaching one must connect one thing to another in exactly this way and not otherwise”1. And all acquired knowledge should “... form one encyclopedia, in which everything should flow from a common root and stand on its own.”
own place"2.
It is possible to develop a system of knowledge and systematic thinking among students only through the consistent and coordinated activities of all educators. Hence the requirement for continuity in the activities of the school, family, community, teachers of various subjects, and educators. What is done today must follow from yesterday’s actions and their results and find its continuation in tomorrow’s educational work.
The main condition for implementing the requirements of this principle is the implementation of interdisciplinary connections, i.e. connecting knowledge from different academic disciplines, from different topics of the same discipline, from the fields of ethics, aesthetics, labor, ecology, law, etc. “The most effective interdisciplinary connection is moral,” says literature teacher E.N. Ilyin3. Other rules include:
- the study of academic discipline and education should be carried out systematically, without interruptions;
- students should be presented with consistent uniform requirements;
- the work of students must proceed in a certain sequence, system, their life must be built in accordance with a certain regime of work and rest;
- the activities of all subjects of the pedagogical process must be organized and coordinated in accordance with the achievements of pedagogical science.
The principle of strength requires a strong (for a long time) assimilation of basic, so-called skeletal, knowledge of the foundations of science, moral, aesthetic and other concepts, rules of behavior, developed skills and abilities. To ensure the requirements of this principle, the following rules should be followed:
- create a memorization mindset;
- repeat what needs to be remembered, organizing current, periodic, final repetition; give preference to active rather than passive repetition;
1 Kamensky Y.A. Selected pedagogical works: In 2 vols. - M., 1982. -T. 1. -S. 336. 2 Ibid.-S. 359.
3 See: Ilyin E. N. The Path to the Student. - M., 1988.

Provide and organize the application of knowledge;
- alternate types of educational activities;
- connect the material for memorization in associations, divide it into parts, highlight the main thing, etc.
It should be remembered that the implementation of the requirements of all other principles contributes to a strong assimilation of the material, especially the principles of clarity, systematicity, consciousness and activity. K.D. Ushinsky, characterizing the 18 rules of memory education, is the first to name strengthening health, caring for the student’s calmness, confidence, and cheerfulness1. Do not frighten a child, do not interfere with his concentration, do not give impossible tasks - this also means fulfilling the requirements of the principle of strength.
The principle of taking into account age and individual differences. Education and training cannot be abstract, without taking into account the individuality of the student. The very fact that the pupil is a subject of education characterizes this process as individually special in relation to everyone at different age periods, when the measure of subjectivity is not the same. In addition, the characteristics of thinking and memory, stability of attention, speed of development of skills, degree of activity, training and education, conditions of home education, temperament, will, character, interests - all this is individual and requires consideration in the implementation of educational work with everyone.
Increased attention to the development of individuality and the humanization of the pedagogical process have updated such concepts as personality-oriented education and personality-centered training. Their essence is the need for the teacher to accept the pupil not with a pre-formulated program of action with him (for example, a future comprehensively developed person), but as he is. On this basis, it is important to proceed in education from the interests, abilities and capabilities of the child, and not from socio-scientific, basically abstract requirements for a person.
There are two main ways to take into account the individual characteristics of students in the pedagogical process. The first way is an individual approach to training and education, carried out according to unified programs. These programs are designed to ensure that everyone moves towards the common goal of education. Taking into account the individuality of each person is carried out by adjusting the methodology of working with him. We can distinguish three such directions of individualization of achieving a single common goal: 1) individualization by the volume of activity performed; 2) individualization according to
1Ushiisky K.D. Works: In 11 volumes - M., 1950. - T. 10. - P. 424-435.

Difficulties of the tasks performed; 3) individualization in the nature and amount of assistance provided, when the development of the general program is ensured and the weak through individual assistance (including
including additional) work with them.
The second way is differentiation, or division of students into groups (streams) depending primarily on abilities, as well as interests, preparedness and education. First of all, differentiation in Russian schools is manifested in the allocation of correction classes for children with some mental retardation and equalization classes for children with significant gaps in mastering the school curriculum for organizational, pedagogical and social, rather than physiological reasons. In addition, differentiation is manifested in the creation of special schools for children with a high level of development of abilities (gymnasiums, lyceums), and in schools - classes of a certain focus: physics and mathematics, humanities, etc. Deepening differentiation is carried out in electives, various forms of extracurricular work (in circles, sections, etc.). Elements of differentiation can also be used in a classroom lesson: even in conditions of fairly careful selection of class students according to their abilities, their ability to master specific topics is far from the same. Therefore, dividing class students into dynamic groups depending on theoretical preparedness, development of skills and abilities, character traits can have a positive impact on the results
educational work.
The principle of education in a team. The essence of the requirements of this principle follows from the position that man, as a social being, receives the necessary conditions for the comprehensive development of his inclinations only in a team. A collective is understood as a stable group of people united by a single socially useful goal and common activities to achieve it. The true spiritual wealth of a person lies in the wealth of his actual relationships (K. Marx). The educational value of the team lies in the fact that in it the student has the opportunity to enter into various relationships with others: business, personal, humanistic, intellectual, ideological and educational, educational and labor, amateur and creative, etc. (A.S. Makarenko, V.A. Sukhomlinsky). Interpersonal relationships in a team are determined by a wide range of personally significant types of group activities for each member. Relationships of responsible dependence, when everyone is in the position of both a responsible organizer and a dependent performer, do not allow

Develop the individual, but create conditions for everyone to acquire the necessary experience of social life and civic development. The possibility of forming microgroups based on interests within a team and the dynamic connection of a team with other groups as a necessary condition for its development contribute to satisfying the need for individual development.
The team is a dynamic association. In its development, it goes through three stages - stages (according to A.S. Makarenko) (diagram 17). At the first stage, the teacher makes demands on the pupils; he organizes activities to implement these requirements based on the pupils’ interest in near, middle and long-term perspectives and goals (system of perspective lines).
At the second stage, demands on the team are made by the formed asset - the self-government bodies that organize the activities of the students. The position of the educator becomes hidden, conditions are created for the implementation of the principle of parallel action, when the educator influences the team through self-government bodies that influence students in the same direction as the educator.
At the third stage of development of the team, the asset expands significantly due to the variety of activities, internal and external relationships, and by increasing the activity of all members of the team. At this stage, traditions become of great importance - stable forms of collective response to certain life situations (holidays, patronage, charity events, forms of relations between team members, etc.).
In the 70s a significant contribution to the theory of the collective was made by L.I. Novikova. She proposed considering the stages of development of a team depending on the degree of its influence on the formation of individuality: the first stage is the creation of a formal structure of the team under the direct influence of educators; the second is the stage of mass education due to the acceptance by everyone of common goals and norms of relations; the third is the stage of individual education in the conditions of a developed informal structure that ensures the satisfaction of everyone’s individual needs1. Many objections have been raised against the principle of education in a team, especially by supporters of personality-oriented education, representatives of existentialism and others. In their opinion, the collective neutralizes the individual, hinders the development of individuality, and only in conditions of totalitarian reforms
1 See: Novikova L.I. Pedagogy of children's collective: Questions of theory. - M., 1978.

Zhimov's idea of a collective may gain recognition. However, observant representatives of even the “market” ideology have long come to the conclusion about the high educational value of the team. For example, F.W. Taylor, one of the founders of the theory of scientific organization of labor under capitalist conditions, wrote at the beginning of the 20th century: “The time is coming when all great achievements will be achieved through such collective cooperation, where each individual person performs those functions for which he is best fitted, where each man retains his own individuality and is unsurpassed in his particular function, where no man loses anything of his originality and proper personal initiative, but yet each works under the control and in harmonious co-operation of many by others."
This means that the point is not in ideology, but in the objective correspondence of a person’s social essence to the conditions that are created in the team for the development of his natural inclinations, for the formation and development of individuality.
Scheme 17

1 Taylor F.W. Principles of scientific management. - M., 1991. -S. 102.

The principle of unity of exactingness and respect for the personality of the student. The requirements of this principle can also be considered in the structure of the principle of humanistic purposefulness of education: education is unthinkable without the presentation of requirements, but these requirements must be humane, presented to the pupil not only in the interests of society, but also in the interests of the pupil himself. This is the essence of humanism: recognition of the individual as a value, respect for the individual implies the presentation of certain requirements to it and its fulfillment of these requirements as a guarantee of both the preservation and implementation of one’s own individual rights and ensuring the rights and freedoms of other members of society.
However, in modern conditions (as in any other conditions, except for the conditions of an ideal society), there is a need to highlight an independent principle of the unity of exactingness and respect for the pupil: it determines the degree of demands on the pupil characteristic of the historical period and living conditions and the degree of priority of the individual’s claims to the personal and social confession. The love of a teacher for a student acquires true educational value only in combination with reasonable demands on him. The extent of the latter is determined by the development of socio-economic conditions and, accordingly, the level of development of social consciousness.
In practical educational work, the requirements of this principle are most clearly expressed by A.S. Makarenko in his aphorism:
as much demands on a person as possible, but at the same time as much respect for him as possible. The consistent implementation of this principle is associated with the implementation of the rule of relying on the positive: in education, the basis should not be the fight against shortcomings, but the development of the existing positive in the pupil, the formation of positive personality traits and qualities, and thereby the displacement (or hindering the formation and development) of negative ones.
Children themselves do not like undemanding teachers. After all, demandingness means a certain order, predictability of prospects, security. Pupils are ready to accept even increased demands if they are confident in the sincere disposition of the educator (teacher) towards them, if they know that the demands are not made in the name of an abstract concept of order, but in their interests. Trust, openly demonstrated, and control (unobtrusive), following the methodology for applying the demand method (see the chapter “Methods for implementing the pedagogical process”) are important conditions for the implementation of this principle.

In conclusion, the characteristics of all the principles of training and education should be noted that their requirements are closely interrelated, and their implementation is also in close mutual dependence: the implementation of the requirements of any of the principles to one degree or another affects the fulfillment of the requirements of all the others. This is a consequence of the integrity of the pedagogical process and at the same time helps to strengthen this quality of the pedagogical system.
Tasks
1. Define the forms of organization of educational work, taking into account the possibility of distinguishing them by external characteristics and by their internal structure.
2. Name the main forms of educational and extracurricular educational work.
3. Formulate the basic requirements for the lesson as the main form of organizing training and education.
4. Define the principle of organizing educational
process.
5. Make a summary of an explanation of any topic of an academic subject in accordance with various combinations of words and clarity (according to L.V. Zankov).
6. Consider the possibilities of studying one of the topics of the academic subject based on scientific evidence and persuasion by the power of authority.
Recommended reading
Didactics of secondary school. - M., 1982. - Ch. 2, 5, 6, 8.
Makhmutov M.I. Modern lesson. - M., 1985.
Ilyin E. N. The path to the student. - M., 1988.
Shevchenko S.D. School lesson: How to teach everyone. - M., 1990.
Kondratenkov A. E. Work and talent of a teacher. - M., 1989.
Volkov I.P. Introducing schoolchildren to creativity. - M., 1982.
Yakovlev A.M., Sokhor A.M. Lesson methods and techniques at school. - M., 1985.
Fridman L. M. Pedagogical experience through the eyes of a psychologist. - M., 1987.

Forms of extracurricular work in history

A history teacher

Municipal educational institution "Zhuravlevskaya secondary school"

Starchenko Svetlana Viktorovna

In pedagogical practice, general principles for organizing extracurricular activities have developed. The most general principle that determines the specifics of classes with students outside of class hours is voluntariness in choosing the forms and directions of these classes. It is important that the student is given a choice of clubs or sections. To identify the range of interests of students at school, you can distribute a questionnaire about what the children would like to do after school. It is important that any type of activity in which students are involved has a social orientation, so that he sees that the work he is doing is necessary and useful to society. Reliance on initiative and initiative is very important, especially when organizing events at school, where teachers do a lot for the children. If this principle is correctly implemented, then any business is perceived by schoolchildren as if it arose on their initiative.

The success of extracurricular educational work is facilitated by clear organization. Implementing an integrated approach to training and education requires that when organizing all events, not only one core task is solved, it is important that each event solves a maximum of educational and educational tasks. When choosing content and organizing forms, it is always necessary to observe the principle of taking into account the age and individual characteristics of students. An important condition for the effectiveness of all types of educational work is to ensure their unity, continuity and interaction.

The most common division of forms of extracurricular work is as follows: mass, group (club) and individual.

Mass forms of extracurricular work in history

Empathy that arises from participation in a common cause, according to honored teachers, 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. School Olympiads are organized by academic subject. Students from primary school take part in them. Their goal is to involve all children with the selection of the most talented. 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.

Another form of mass work on history with children is a class hour. It is carried out within the allotted time and is an integral part of educational and 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.

A common form of mass extracurricular work in history is meeting with interesting people. In modern conditions, this form of extracurricular work in history is used less frequently than before, but it occupies a special place. The image of a particular person and his actions are always more convincing for school students. Participants in the meetings can be different people: war and labor veterans, participants and eyewitnesses of significant events, old-timers and experts on their native places, scientists, writers, artists.

Meetings of students with interesting people can be held at school, at enterprises, and in museums. They must be well prepared: it is necessary to determine the topic and purpose of the meeting, the place and time of its holding, pre-discuss with the invitee the range of issues discussed, the educational focus of his story, and warn about children of what age and educational level the meeting will be held.

Competitions for the best completion of history assignments during competitions, olympiads, and quizzes have become widespread among schoolchildren. They are carried out with the aim of identifying and developing the interests and abilities of students, stimulating their cognitive activity, and cultivating a love for the subject, therefore these forms of extracurricular work acquire a pronounced educational and corrective meaning.

Both individual students and entire classes can participate in history competitions. The children answer the questions posed, collect information about their native land, write essays about their city, village, describe historical monuments, make sketches, etc. Along with the assignments, the teacher indicates sources that can be used during preparation, and conducts consultations.

The Olympics are held in several rounds with the elimination of those who do not score the required points. History quizzes are closer to a game form (in methodological literature they are often classified as historical games); they can be conducted without prior preparation of students or with a presentation of the topic, literary sources, and questions. For students, this form of extracurricular work is the most accessible and interesting. Local history quizzes have found widespread use in school practice.

Thus, mass forms of extracurricular work in history are the most common due to a number of characteristic features: 1. they cover the largest audience of schoolchildren who become participants in a common vibrant action; 2. the variety of means of presenting information and their interaction enhances children’s sensitivity to historical facts, making them more vivid and understandable; 3. they accumulate all the numerous forms of extracurricular work, being a kind of final logical stage in consolidating knowledge that would be impossible to learn in the usual lesson form of teaching history.

Group forms of extracurricular activities

Another common form of extracurricular history work is group or circle work. Its manifestations are historical circles and clubs, lectures, excursions, expeditions.

The historical circle refers to systematic forms of extracurricular activities. It is designed for in-depth work over a long period of time with a permanent student body. Club work on history contributes to the in-depth assimilation of knowledge acquired in lessons, develops interest in the subject and creative abilities, develops research skills, and practical skills of schoolchildren. For the history circle to work successfully, a number of conditions must be met. These include the leadership role of the teacher, voluntariness and work based on interests, and independent activity of students.

It is very important that circle classes are held according to a fixed schedule, without postponements or absences, without wasting time searching for a free room. A number of schools are introducing a so-called club day, in which club members gather at a certain hour and disperse to predetermined places. This organizational clarity and planning, established traditions create favorable conditions and a psychological attitude for creative work in the field of voluntarily chosen and interesting activities for the student. Club work also provides opportunities for closer connections and communication between schoolchildren of different classes, meeting in a favorable emotional environment created on the basis of common interests and spiritual needs.

Circles can be of different profiles: military-patriotic, historical-biographical, historical-art, historical-local history and others. The choice of direction for the history club’s work is determined by the capabilities of the students.

In a circle there can be students from the same class, the same parallel, or different parallels. It is desirable that the circle have its own name (“Young Historian”, “Young Local Historian”, “Club of History Experts”, etc.), symbols, and certain rituals. The circle should use a variety of student activities, game moments, and adherence to traditions. The results of the work of the historical circle should be demonstrated and actively used in the educational process.

In-depth, ongoing and systematic work on local history often leads to the creation of local history museums in schools.

Schools often hold lectures (lectures) both on general political issues and the international situation, and on individual issues of historical science, as well as in combination with literature and art. Lectures and lectures are quite widespread. In a number of schools, they are given a specific focus, with lectures on certain topics in areas of particular interest to them by the students themselves.

This form of extracurricular work on history, such as excursions, is especially popular among students. An excursion is a special form of joint activity between a teacher and students to study objects and phenomena of reality in natural conditions (enterprises, historical places, etc.) or in museums, at exhibitions for the purpose of education and upbringing of schoolchildren.

Despite all possible differences between excursions, the organization of each of them consists of a number of common stages and types of work: determining the topic and purpose of the excursion, choosing a place and objects for study; development of a route and plan; getting to know the places to visit; preparing students for excursions, setting group and individual assignments; direct excursion; consolidation of knowledge and registration of collected material.

Long-distance excursions, or expeditions, occupy a special place in extracurricular activities. They require significant funds and are associated with additional difficulties, so they must be carefully prepared.

Group or circle forms of extracurricular work are more local in nature, they are designed for a smaller number of students or on a less narrow topic of study, for example, excursions. At the same time, the use of group forms in extracurricular activities reveals the circle of schoolchildren who are most interested in the subject and contributes to a more in-depth study of history.

Individual form of teaching history at school

The most complex and interesting is the individual form of extracurricular history work with students. The task of a good teacher is not to communicate the truth, but to teach students how to find it themselves. The formation of cognitive independence and activity, especially in history lessons, becomes particularly relevant due to the continuous increase in the volume of scientific information and the process of rapid “aging” of knowledge. Currently, there is an urgent need to develop students’ self-education skills, develop their abilities to independently acquire knowledge, and quickly respond to ever new “challenges” of life.

Independent work is a special type of educational activity: it is carried out under the guidance of a teacher, but without his direct intervention, because it is this kind of work that best meets the needs of today's students to do something themselves. Independent work is, first of all, a skill, the necessary motivation, the presence of creative principles inherent in every child, and the joy of discovery.

Individual work can be a student’s independent search for a way to achieve a goal; its movement from ignorance to knowledge, the formation of the necessary volume and level of knowledge and skills; acquiring self-organization and self-discipline skills.

Independence can be considered both the organizational and technical side of the process, as well as cognitive and practical activities. But to a greater extent, for the development of student independence, the cognitive side is important, and not the organizational one, namely, independent observations, conclusions, and creative application of knowledge. Independence is a multifaceted concept. This is both a personality quality and activity: volitional, intellectual and practical, and an outlet for the creative forces of the child’s soul.

A number of teachers include three stages in the structure of individual work: preparatory, executive and testing, which include analyzing the task, finding ways to implement it, drawing up a work plan, implementation, checking and evaluating the results.

At the first stage, it is assumed that the teacher and student will work together according to an algorithm of sequential instructions on the need to perform a certain action, for example, performing independent reproducing work based on a model; performing constructive independent work (reproducing not just knowledge, but the structure of knowledge as a whole, expanding the scope of its application, with one’s own conclusions and achieving a level of productive activity); performing heuristic work (resolving problem situations created by the teacher, gaining experience in search activities, mastering the elements of creativity); and, finally, performing research work and gaining experience in expressing one’s own judgments and the ability to evaluate based on analysis.

At the second stage, complete independence is possible (vision and formation of problems in a given situation, putting forward hypotheses for their solution, developing an implementation program, implementation, result, reflection). The gradual development and increase in students' independence and their level of activity will lead to the possibility of choosing an individual way of studying the material both in class and in the subsequent performance of individual tasks - studying sources, writing abstracts, as well as readiness to work in the library.

Organization of independent work of students in extracurricular work requires certain conditions to ensure its success:

Planning different options for independent work in the system of extracurricular activities on the topic.

Availability of developed skills and abilities of independent work (from elementary to more complex).

The feasibility of tasks (gradual increase in independence), their variability and variety.

Correlation of the volume and complexity of work with the pace of its implementation.

The student’s awareness of the goal and the emergence of a desire to achieve it.

The effectiveness of mastery of the material largely depends on the activation of individual activity of students, on the ratio of various forms of organization of activity used in history lessons and in extracurricular activities and their combinations: presentation of new knowledge by the teacher and independent work of students; reproducing and creative independent works, etc.

The results of independent work must be discussed and assessed in class. Individually worked material can be discussed in pairs or in a class-wide conversation; an advanced individual creative task can be offered for review, followed by discussion in groups or with the whole class; The general group task is divided into individual ones, the results of which are discussed by the group or the whole class together With teacher.

Systematic individual work of students under the skillful guidance of a teacher should help reduce the fear of failure and possible critical remark; the emergence in schoolchildren of self-confidence in their capabilities; developing the habit of free self-expression and independent thinking; developing the ability to constantly search for knowledge and the ability to use and apply it in practice; the emergence of a form of self-awareness that leads to a transition from intuitive representation to comprehension of one’s activities when performing educational tasks, as well as to the search for their creative solution: the development of creative imagination in schoolchildren and non-trivial development of thought; increasing the activity and initiative of students in solving problems of a creative nature, achieving a high level of development of the student’s personality.

Individual work of students is one of the most important functions of a teacher. It requires the teacher to be able to show where to find this or that information, but each student must master it independently.

Extracurricular work in history is complex and varied and therefore requires clear organization and a specific system. In all the forms of extracurricular work considered, a huge role belongs to the history teacher. His skillful guidance and interested attitude make this work educational, exciting and fruitful for students.

The essence of individual work is the socialization of the child, the formation of his need for self-improvement and self-education. The effectiveness of individual work depends not only on the exact choice of form in accordance with the goal, but also on the inclusion of the child in one or another type of activity.

In reality, it is not so uncommon for a situation when individual work comes down to reporting, remarks, and reprimands.

Individual work with a child requires the teacher to be observant, tactful, careful (ʼʼDo no harm!ʼʼ), and thoughtful. The fundamental condition for its effectiveness is the establishment of contact between the teacher and the child, the achievement of which is possible if the following conditions are met˸

1. Full acceptance of the child those. ᴇᴦο feelings, experiences, desires. No children's (minor) problems. In terms of the strength of their experiences, children's feelings are not inferior to those of an adult; in addition, due to age-related characteristics - impulsiveness, lack of personal experience, weak will, the predominance of feelings over reason - the child's experiences become especially acute and have a great influence on their future fate. Therefore, it is very important for the teacher to show that he understands and accepts the child. This does not mean at all that the teacher shares the child’s actions and actions. Accepting does not mean agreeing.

2. Freedom of choice. A teacher should not achieve a certain result by hook or by crook. In education, the motto “The end justifies the means!” is completely unacceptable. Under no circumstances should a teacher force a child to admit anything. All pressure is eliminated. It is good for the teacher to remember that the child has every right to make his own decision, even if from the teacher’s point of view it is unsuccessful.