Methodical designer of extracurricular activities of schoolchildren. "extracurricular activities as an important condition for the implementation of a new generation of fgos"
Introduction. Relevance of the topic.
2. The main part. Extracurricular activities as an important condition for the implementation of the activities of the GEF of the new generation
a) The purpose of extracurricular activities;
b). Tasks;
in). Directions of personal development;
G). Forms extracurricular work;
e) Planned results of education and development of students elementary school;
e). Educational results and effects of extracurricular activities;
e). Primary school graduate model;
g).Planned result;
h). Expected Result;
3. Conclusion.
4. Literature.
Appendix.
Introduction
Priority task modern school: creating the necessary and full conditions for personal development every child.
The concept of extracurricular activities includes all those activities of schoolchildren, except for educational activities, in which it is possible and expedient to solve their problems. education and them socialization.
Extracurricular activities - the activity of children shown outside the lessons, due to their interests and needs, aimed at understanding and transforming themselves and the surrounding reality, playing important role in the development of students and the formation student team. The specificity of extracurricular activities is determined by the focus on achieving personal, subject, metasubject results primary education program general education. Extracurricular activities act as one of the main components of the socialization of a younger student.
Extracurricular (extracurricular) activities schoolchildren is one of the innovations of the Federal State Educational Standard of the second generation. According to the draft of the new Basic Curriculum, it becomes obligatory element school education and challenges teaching staff the task of organizing a developing environment for students.
The fundamental difference between the educational standards of the second generation is the strengthening of their focus on the results of education as a backbone component of the design of standards. The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is seen as the mission of education, as a value-oriented process. It must encompass and permeate all kinds of educational activities: educational and extracurricular.
Extracurricular activities - This is a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization.
Main goals extracurricular activities according to the Federal State Educational Standards are the creation of conditions for students to achieve the social experience necessary for life in society and the formation of a system of values accepted by society, the creation of conditions for the multifaceted development and socialization of each student, the creation of an educational environment that ensures the activation of social, intellectual interests of students in their free time, the development of a healthy, a creatively growing personality with a formed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities, implementation of volunteer initiatives.
Extracurricular activities are an integral part of the educational process at school, which makes it possible to fully implement the requirements of the federal state educational standard. The features of this component of the educational process are providing students with the opportunity of a wide range of activities aimed at their development; as well as the independence of the educational institution in the process of filling extracurricular activities specific content.
For the implementation of GEF at school are available the following types extracurricular activities:
gaming activity;
cognitive activity;
problem-value communication;
leisure and entertainment activities (leisure communication);
artistic creativity;
social creativity;
labor (production) activity;
sports and recreational activities;
tourism and local history activities.
Extracurricular activities pose a number of tasks:
development of interests, inclinations, abilities, opportunities for students in various activities;
expanding the scope of communication in society.
The main principles that should guide the teacher in the implementation of the VD should be:
Free choice by the child of types and spheres of activity.
Orientation to the personal interests, needs, abilities of the child.
The possibility of free self-determination and self-realization of the child.
The unity of training, education, development.
Practical and activity basis of the educational process.
The GEF presents a basic model of extracurricular activities.
The curriculum of an educational institution, namely, through the part formed by the participants in the educational process (additional educational modules, special courses, school learned societies, educational Scientific research, workshops, etc., conducted in forms other than the lesson);
Additional educational programs of the general educational institution itself (intra-school system of additional education);
Educational programs of institutions of additional education for children, as well as institutions of culture and sports;
Organization of group activities extended day;
Classroom guidance (excursions, debates, round tables, competitions, socially useful practices, etc.);
Activities of others teaching staff(teacher-organizer, social educator, teacher-psychologist, senior counselor) in accordance with official duties qualification characteristics of the positions of educators;
Innovative (experimental) activities for the development, testing, implementation of new educational programs, including those taking into account regional peculiarities .
Recognizing socialization as one of the tasks Russian education, it is important to orient the child in time in the modern socio-cultural environment, spiritual and cultural heritage. Solving the problems of upbringing and socialization of schoolchildren, in the context of the national educational ideal, their comprehensive development, is most effective within the framework of organizing extracurricular activities, especially in the context of the system of basic general education. In accordance with the Federal State Educational Standard (FSES) of the new generation, the organization of extracurricular activities for children is an integral part of the educational process at school, and education is seen as the mission of education, as a value-oriented process. Extracurricular activities at the MOU Tushninskaya School are carried out on the basis of an optimization model for organizing extracurricular activities and combines all types of activities of schoolchildren (except learning activities in the classroom), in which it is possible and expedient to solve the problems of educating and socializing children.
Extracurricular activities are understood today mainly as activities organized with the class during extracurricular time to meet the needs of schoolchildren for meaningful leisure, their participation in self-government and socially useful activities, children's public associations and organizations.
This work, in my opinion, allows teachers to identify in their wards potential opportunities and interests, to help them realize them. Extracurricular work is focused on creating conditions for informal communication of students in a class or educational parallel, has a pronounced educational and socio-pedagogical orientation. Extracurricular work is good opportunity for organization interpersonal relationships in the classroom, between students and the class teacher, teacher in order to create a student team and bodies student government. In the process of multifaceted extracurricular activities, it seems to me that it is possible to ensure the development of the general cultural interests of schoolchildren, to contribute to the solution of problems moral education.
Thus, extracurricular activities of schoolchildren are a set of all types of student activities (except for educational activities and activities in the classroom), in which it is possible and expedient to solve the problems of their education and socialization.
Under the new conditions, an opportunity is provided for the general and additional education of children to become equal, mutually complementary components capable of creating a unified educational space necessary for the full personal development of each child. Under these conditions, educational institutions are faced with qualitatively new tasks: it is necessary to create a basis for the successful adaptation of schoolchildren in society, the disclosure of their creative possibilities, abilities and such personality traits as initiative, initiative, fantasy, originality, that is, everything that relates to the individuality of a person.
The implementation of the principle of completeness of education is laid down in the Federal State Educational Standard and is becoming a key moment for building new system relations between general and additional education, integrating both formal and non-formal, compulsory and voluntary, traditional and uniquely specific. Integration of general and additional education,
undoubtedly becomes an important condition for the transition to the Federal State Educational Standard, as it leads to a qualitatively new result.
Taking into account the requirements for the implementation of the Federal State Educational Standard, educational institutions, having certain resources and experience in interacting with parole, should create conditions for the implementation of extracurricular activities, develop a model of interaction with parole.
Since the goals of additional education are aimed at realizing extracurricular individual interests, the educational needs of each student and providing opportunities for building their own, individual educational trajectory, an individual educational module, then the realization of such opportunities increases with the combined educational resources of the school and the institution of additional education. In fact, we can talk about the need to create a new learning environment focused on independent learning activities, the development of students' creative abilities, and the socialization of children.
Taking into account the fact that the standards of general education predetermine the allocation of hours for extracurricular activities (10 hours a week) in the BUP, and the choice of activities within these hours falls on the “shoulders” of the school and completely depends on the available human and material resources, institutions of additional education can contribute a significant contribution to the implementation of new standards.
Extracurricular activities organized in the areas of personality development:
sports and recreation,
spiritual and moral,
social,
general intellectual,
general cultural.
Forms of organization of extracurricular activities, as well as in general educational process, within the framework of the implementation of the main educational program of primary general education, determines the educational institution.
There are several main types of organizational models of extracurricular activities:
additional education model (based on the institutional and (or) municipal system of additional education for children);
school model full day»;
optimization model (based on the optimization of all internal resources of an educational institution);
innovative educational model.
Each OS chooses the most suitable model for itself, it is possible to combine models (as we did).
For the successful introduction of GEF IEO, including extracurricular activities, a number of conditions must be met:
Organizational support
Financial and economic conditions
Information Support
Scientific and methodological support
Human Resources
Material and technical base
In our "MOU Tushninskaya School" we implement extracurricular activities in the following way. The system of additional education has been successfully functioning in our school for several years. Since 2008, the school has been working on the topic “The system of additional education within the framework secondary school as a condition for the activation of personal self-determination and self-realization of students ”Today, 10 creative associations work at the school (25 teachers are involved).
The block of additional education of the school provides a wide range of various services, satisfies individual, sociocultural, educational needs children, provides students with the freedom to choose types, forms of activities and children's associations of interest.
As part of the DL system in the school, we interact with a number of institutions in the district.
Today our educational institution meets all modern requirements holding educational process. And has some success in developing the abilities of students. It should be noted that school teachers understand and accept the fact that elementary school has become the first step in approbation of the Federal State Educational Standard of the new generation is not accidental. After all, the effectiveness of introducing changes at other levels of education largely depends on what the results of primary school will be, since it is the foundation of all subsequent education of children in school.
School transition to new standard requires serious preparatory work - one of which is the development of a program for extracurricular activities. Based on the position of this program, each teacher creates his own work program in the chosen direction.
Students reveal their spiritual, physical and intellectual potential during extracurricular activities carried out at school in five areas (directions):
Extracurricular activities at our school cover large spectrum work.
*
Meetings with the ministers of the church. Participation in Orthodox holidays and festivals, holidays and meetings;
Making presentations and projects. Participation in projects and actions "Lend a helping hand".
Excursions and acquaintances with representatives of different professions, classes on the role of labor and useful activities, participation in events, devoted to traditions and family work experience, industrial tourism.
Meetings with representatives of creative professions, excursions to monuments; conversations and class hours about the rules of behavior, about actions.
When organizing extracurricular activities of schoolchildren, the teacher needs to understand the difference between the results and effects of this activity.
Result - this is what was the direct result of the participation of the student in the activity. Effect is a consequence of the result; what led to the achievement of the result.
The educational results of extracurricular activities are divided into three levels.
First level - the acquisition by the student of social knowledge (knowledge about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.) This is achieved in cooperation with the teacher.
Second level - getting the student experience of experiencing and positive attitude to core values society. Achieved in a friendly children's environment (team).
Third level - obtaining by the student the experience of independent social action. It is achieved in interaction with social subjects.
The results of successful extracurricular activities are the achievement of knowledge and understanding by the student public life, striving for a value attitude and independent actions in public life.
Achievement three levels results of extracurricular activities increases the likelihood of the effects of education and socialization of children. Students can be formed communicative, ethical, social, civic competence and socio-cultural identity in its country, ethnic, gender and other aspects.
optimization model. The model of extracurricular activities based on the optimization of all internal resources of the school assumes that the teaching staff of the school (teachers, teacher-organizer, social pedagogue, teacher-psychologist, librarian) take part in its implementation.
The coordinating role is played at the class level by the class teacher, who, in accordance with his functions and tasks:
interacts with teaching staff, as well as teaching and support staff of the school;
organizes an educational process in the classroom that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;
organizes socially significant, creative activity of students.
The advantages of the optimization model are the minimization of financial expenses for extracurricular activities, the creation of a single educational and methodological space in an educational institution, the content and organizational unity of all its structural divisions.
The model of extracurricular activities in the school provides an account individual characteristics and the needs of students through the organization of extracurricular activities, which is carried out in the areas of personality development (sports and recreation, spiritual and moral, civil and patriotic, artistic and aesthetic), including through such forms as excursions, circles, sections, round tables , conferences, disputes, school scientific society, olympiads, competitions, search and scientific research, socially useful practices, on a voluntary basis in accordance with the choice of participants in the educational process.
The model of extracurricular activities of the school determines the composition and structure of areas, forms of organization, the amount of extracurricular activities for students at the level of basic general education, taking into account the interests of students and the possibilities of the school.
The school independently develops and approves a plan for extracurricular activities. The plan of extracurricular activities of the MOU Tushninskaya secondary school is given below.
In addition to the extracurricular activity plan, the extracurricular activity model also provides for the use of the following documents:
- an individual card of the student's employment in extracurricular activities;
– General Map employment of class students in extracurricular activities;
- journal of students' achievements in extracurricular activities
These tools ensure the implementation of the model of extracurricular activities of the school, as well as create the prerequisites for designing individual educational routes for students, including, among other things, their extracurricular activities.
The main factors that determine the model for organizing extracurricular activities are:
-
the location of the school;
- the level of development of additional education at school;
- methodical, software for the educational activities of teachers and class teachers;
-staffing of the educational process of extracurricular activities (the presence of a psychologist, social pedagogue, teacher-organizer, teachers implementing extracurricular activities.),
- material and technical support of extracurricular activities.
Type of organizational model of extracurricular activities:
Transition model
The main idea of the program: creation of pedagogical conditions for a developing environment for the education and socialization of schoolchildren in extracurricular activities.
The purpose of extracurricular activities: creation of conditions for the manifestation and development of their interests by the child on the basis of free choice, comprehension of spiritual and moral values and cultural traditions.
Main tasks:
identifying the interests, inclinations, abilities, opportunities of students for various types of activities;
creating conditions for individual development child in the chosen field of extracurricular activities;
formation of a system of knowledge, skills in chosen direction activities;
development of experience in creative activity, creative abilities;
creation of conditions for the implementation of acquired knowledge, skills and abilities;
development of the experience of informal communication, interaction, cooperation;
expanding the scope of communication with society.
Principles of organization of extracurricular activities:
compliance with the age characteristics of students, continuity with the technologies of educational activities;
reliance on traditions and positive experience in organizing extracurricular activities of the school;
reliance on values educational system schools;
free choice based on the child's personal interests and inclinations.
According to paragraph 16 of article 50 of the Law Russian Federation dated July 10, 1992 No. 3266-1 “On Education”, students, pupils of civil educational institutions have the right to free attendance at events not provided for by the curriculum.
Therefore, that part of extracurricular activities, the hours of which are included in the curriculum of the educational institution (within the part formed by the participants in the educational process), is mandatory for attendance and is subject to the restrictions imposed by clause 10.5. sanitary and epidemiological rules and regulations SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions”, about the maximum value of the weekly educational load.
Extracurricular activities implemented within the framework of functional duties class teachers, educators of extended day groups, teachers of additional education and other pedagogical workers, whose activities are not regulated by the curriculum of an educational institution, is optional for visiting.
Model Description
When organizing extracurricular activities of students, their own resources will be used (teachers, teachers of additional education, teacher physical education, librarian, counselor).
The section of the variable part of the curriculum of the school "Extracurricular activities" fully implements the requirements of the federal state educational standards of general education. Through hours of extracurricular activities the school implements additional educational programs, a student socialization program, and educational programs.
The school forms such an infrastructure for the useful employment of students in the afternoon, which would help ensure that the needs of participants in the educational process, including the personal needs of students, are met. Depending on their interests and needs, each student forms his own individual educational extracurricular vector.
A special educational space is created for the child, allowing him to develop his own interests, successfully undergo socialization in a new life stage learn cultural norms and values.
The organization of classes in the areas of the "Extracurricular Activities" section is an integral part of the educational process in our educational institution and provides students with the opportunity to choose a wide range of activities aimed at their development.
The content of the classes provided for as part of extracurricular activities is aimed at implementing the Educational Program of the school. A set of extracurricular modules is formed taking into account the wishes of students and their parents (legal representatives) and is implemented through various forms organizations; such as excursions, circles, sections, olympiads, contests, competitions, quizzes, educational games, exploratory research, etc.
During the holidays, in order to continue extracurricular activities, children will attend a children's health camp with day stay"V quarter" at school.
For the implementation of extracurricular activities, work programs are drawn up extracurricular courses in accordance with the goals and objectives set out in the School's Educational Program.
Logistics
To implement the model of extracurricular activities at school, there are the necessary conditions provided by GEF LLC.
For the organization of extracurricular activities, the school has an equipped sports hall, an equipped dance hall, an assembly hall, a library with student places for accessing the Internet, a sports ground, classrooms for subjects.
The school has classrooms equipped with computers and interactive equipment.
Organization of extracurricular activities
The form of the event is group.
Extracurricular activities are represented by the following areas of work:
spiritual and moral;
general intellectual
social
sports and recreation
general cultural
Forms of extracurricular activities of the school in the following areas:
1. General intellectual:
subject weeks;
Competitions, excursions, olympiads, business and role-playing games, etc.
Participation in the Olympiads
Development of projects for lessons.
2. Sports and recreation:
Organization of trips, excursions, "Health Days", outdoor games, "Merry Starts", intra-school sports competitions.
Conduct health talks.
Application in the lessons of game moments, physical education minutes.
Participation in regional sports competitions.
3.. Social:
Conversations, excursions, targeted walks, role-playing games, observations, experiments.
Workshops, contests, role-playing game, travel game.
Participation in creative competitions, in promotions.
Conversations, excursions.
Participation and preparation for events.
Project development.
4.. General cultural:
Conversations, excursions.
Preparation and participation in competitions.
Role-playing games, travel games
5. Spiritual and moral:
Organization of excursions, Theater and Museum Days, exhibitions of drawings, crafts and creative works students;
Conducting thematic class hours, meetings, conversations;
Participation in competitions, exhibitions children's creativity humanitarian cycle at the level of school, city, region.
Ethics lessons, visiting art exhibitions, correspondence trips, excursions.
Literary and musical productions, compositions.
Learning the rules of behavior at school and on the street, about relationships in the family.
Making presentations and projects.
Excursions and acquaintances with representatives of different professions, class hours about the role of work and useful activities, participation in events dedicated to the traditions and work experience of the family.
Visiting natural monuments and natural objects in need of protection; environmental games, trainings, holidays, subbotniks, promotions, release of posters and wall newspapers; quiz
Meetings with representatives of creative professions, excursions to architectural monuments; conversations and class hours about the rules of behavior, about actions,
Implementation of activities
| Direction | Module name | Number of hours |
|
| Sports and recreation | "Gymnastics", "Young inspectors traffic» | ||
| general intellectual | “We are Russians”, “I am learning to create a project”, “ Entertaining mathematics» | ||
| general cultural | "Reading with Simbirchit" | ||
| Social | "Development of cognitive abilities" |
Extracurricular activities are aimed, first of all, at achieving the planned results of mastering the corresponding basic educational program of the school. The model for organizing extracurricular activities describes the tools for achieving these results.
The results of the first level (acquisition of social knowledge by the student, understanding of social reality and Everyday life): the acquisition by schoolchildren of knowledge about the ethics and aesthetics of everyday human life; about the norms of behavior and communication accepted in society; about the basics of a healthy lifestyle; about the history of his family and Fatherland; about Russians folk games; about the rules of constructive group work: about the basics of development social projects and organization of collective creative activity; about ways of independent search, finding and processing of information; on the rules for conducting research.
The results of the second level (the formation of a positive attitude of the student to the basic values of our society and to social reality in general): the development of the student's value relations to his native Fatherland, native nature and culture, work, knowledge, their own health and inner peace.
The results of the third level (acquisition by the student of the experience of independent social action): the student can gain research experience; public speaking experience; experience of self-service, self-organization and organization joint activities with other children.
The achievement of all three levels of the results of extracurricular activities will indicate the effectiveness of work on the implementation of the model of extracurricular activities.
Diagnostics of the effectiveness of the organization of extracurricular activities
Purpose of diagnosis- find out whether and to what extent those types of extracurricular activities that the student is engaged in are educating.
Diagnostics of the effectiveness of extracurricular activities of schoolchildren
The personality of the student
Children's team
Professional position of a teacher
Methods and techniques for monitoring the study of the children's team
The main results of the implementation of the program of extracurricular activities of students are evaluated as part of monitoring procedures that provide for the formation of the cognitive, communicative, moral, aesthetic potential of the individual.
Monitoring of students' competencies
| Student competencies | Indicators | Methodological tools |
| Formation of the cognitive potential of the individual learning and features of motivation. | 1. Cognitive activity of learning. 2. The arbitrariness of mental processes. 3. Emotional state (anxiety level) | 1. Methods for studying development cognitive processes child's personality. 2. Pedagogical supervision. 3. Philips Anxiety Assessment Anxiety scale. |
| Formation of the communicative potential of the individual and its dependence on the formation of the general school team. | 1.Sociability. 2. Knowledge of etiquette. 3. The comfort of the child at school. 4. The formation of joint activities. 5. Interaction with adults, parents, teachers. 6. Compliance with social and ethical standards. | 1.Methodology for identifying communicative inclinations of learning. 2. Pedagogical supervision. 3 A. A. Andreev’s methodology “Study of student satisfaction with school life”. 4. Methods "Our relations", "Psychological atmosphere in the team." 5. Questionnaire "You and your school." 6. Observations of teachers. |
| Formation of the moral, aesthetic potential of the student. | 1. Moral orientation of the personality. 2. The formation of the child's relationship to the Motherland, society, family, school, himself, nature, work. 3. Development of a sense of beauty. | 1. Test by N.E. Shchurkova "Thinking about life experience." 2.observations of teachers 3. study of documentation 4. Monitor overall behavior |
Expected results:
increase in the number of children covered by organized leisure;
fostering a respectful attitude towards their school, microdistrict, city, a sense of pride;
education in children of tolerance;
healthy lifestyle skills;
formation of a sense of citizenship and patriotism, legal culture;
development of the social culture of students through the system of children's self-government.
Indicators of the activities of teachers in the implementation of the model of extracurricular activities (see appendices No. 1-No. 8)
Intermediate and final certification students (results of the academic year);
Project activities of students;
Participation of students in exhibitions, competitions, projects, competitions, etc. out school;
The number of students involved in school-wide and extracurricular activities;
Attendance at classes, courses;
The number of students with whom an accident occurred during the educational process;
Participation of parents in activities;
The presence of gratitude, letters;
Availability work program course of extracurricular activities and its compliance with the requirements
Conducting analytical activities of their extracurricular work with students (tracking results, correcting their activities);
Application modern technologies providing individualization of training;
Satisfaction of students and their parents with the chosen courses of extracurricular activities;
Presentation of experience at various levels.
An elementary school graduate is a person
possessing the basics of the ability to learn, capable of organizing their own activities;
loving his native land and his country;
inquisitive, actively cognizing the world;
knowing the history and traditions of the native land, the peoples of Russia;
respecting and accepting the values of the family and society;
ready to act independently and be responsible for their actions to the family and school;
benevolent, able to listen and hear a partner, able to express his opinion;
fulfilling the rules of a healthy and safe lifestyle for themselves and others;
respecting labor and working people, able to work;
able to show his Creative skills in various types activities.
The student will receive:
Knowledge of the basic moral norms of behavior and orientation towards their implementation;
Installation on a healthy lifestyle;
Orientation to the moral content of the meaning of both one's own actions and the actions of people around;
Basics ethnic background as a member of the family, a representative of the people, a citizen of Russia, ownership and pride in their homeland, people, history;
Development of ethical feelings of shame, guilt, conscience, as regulators of moral behavior.
Fundamentals of ecological culture: acceptance of the value of the natural world, the ability to follow the norms of environmental protection, non-wasteful behavior .
Adequately use speech means communication for solving communication problems;
To allow the possibility of existence in humans various points views, including those that do not coincide with his own opinion;
Build statements that are understandable for the partner, ask questions necessary for organizing their own activities and cooperation with the partner;
To exercise mutual control and provide necessary mutual assistance in cooperation;
Contribute productively to conflict resolution based on the interests and positions of all participants
Conclusion.
In conclusion, I would like to say that school is not only a place where children study. Here, children should live a bright, creative, fulfilling life. After all, every child has abilities and talents. The activity of students, its content, communication, the attitude of children and adults - habitat in which the moral and spiritual image of a growing person is formed. To do this, we must create conditions under which the life of children should be filled with a variety of activities, organized in such a way that each child finds his own business to his liking, experiences the joy of creative success.
School after school is a world of creativity, a child's disclosure of his interests, his "I". It is important to interest the child in activities after school, this will make it possible to turn extracurricular activities into a full-fledged space for upbringing and education.
After all, the most the main task Schools not only give education, but also bring up a worthy person!!!
Although teaching is a mass profession ... in essence, teaching is a creative work. He does not succumb to any rules or restrictions of his essence, but at the same time teachers, like great artists, along with creativity, are also good artisans. You need to master the basics of the craft, then to become a great artist.
V. V. Davydov
Appendix 1
DYNAMICS OF THE LEVEL OF EDUCATION OF STUDENTS
FOR 4 YEARS (Methodology by N.P. Kapustina)
Assessment of six personality traits: curiosity, diligence, careful attitude to nature, school, beautiful in the life of a student, attitude towards oneself. Personal qualities that must be developed in oneself in order to achieve success.
Annex 2
DYNAMICS OF LEARNING ACHIEVEMENTS OF STUDENTS
(OVER THE LAST 4 YEARS; % OF PROGRESS AND % OF KNOWLEDGE QUALITY)
Annex 3
DYNAMICS OF PARTICIPATION IN PROJECT ACTIVITIES
BY DIRECTIONS
The diagram shows a positive increase in the percentage of participation in project activities by directions. Projects of cognitive direction occupy a leading position. Special attention it is necessary to turn to the spiritual, moral and social direction.
Appendix 4
DYNAMICS OF PARTICIPATION OF THE CLASS STAFF IN SCHOOL OLYMPIADS OVER THE LAST 4 YEARS
DYNAMICS OF THE PARTICIPATION OF THE CLASS TEAM IN THE ALL-RUSSIAN OLYMPIADS OVER THE LAST 4 YEARS
DYNAMICS OF PARTICIPATION OF THE CLASS TEAM IN SCHOOL COMPETITIONS OVER THE LAST 4 YEARS
DYNAMICS OF PARTICIPATION OF THE CLASS TEAM IN REGIONAL COMPETITIONS OVER THE LAST 4 YEARS
DYNAMICS OF PARTICIPATION OF THE CLASS TEAM IN REGIONAL AND ALL-RUSSIAN COMPETITIONS OVER THE LAST 4 YEARS
Annex 5
DYNAMICS OF PARTICIPATION IN SPIRITUAL AND PATRIOTIC COMPETITIONS. (The parish of the Arsk temples in Ulyanovsk)
DYNAMICS OF WINNERS IN SPIRITUAL AND PATRIOTIC COMPETITIONS. (The parish of the Arsk temples in Ulyanovsk)
Appendix 6
DYNAMICS OF STUDENTS' PARTICIPATION IN SPORTS EVENTS OVER THE LAST 4 YEARS
POSITIVE RESULTS OF PARENTS' PARTICIPATION IN MASS SPORTS EVENTS
DYNAMICS OF EMPLOYMENT OF CHILDREN IN EXTRA-COURSE ACTIVITIES
DYNAMICS OF INTELLECTUAL DEVELOPMENT
Diagnostics showed that the use of various technologies, forms and methods in extracurricular activities has a beneficial effect on the intellectual level of children. The graph shows that the number of students with low level intellectual development decreased by 10%; with an average level - increased by 14%; and the number of students with high level increased by 6%.
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Report on the topic: "Extracurricular activities as a form of organization of students' free time"
Studying at school is not only lessons. You will have to get used to this because of the new educational standards. The educational process is in full swing. And some people are starting to get worried. Namely, the parents of elementary school children, and even five-graders, also express their so far restrained bewilderment: why do children spend so long at school? They come home only at three or four in the afternoon and only then sit down to do their homework. How about taking a walk and relaxing? Let's see why and what our junior and middle school students are doing at school after school.
The main reason is the introduction of new federal educational standards (FSES). One of the components of the Federal State Standard is extracurricular activities.
Extracurricular activities of schoolchildren - this is a set of all types of schoolchildren's activities, in which, in accordance with the main educational program of an educational institution, the tasks of education and socialization, development of interests, and the formation of universal educational activities are solved.
Extracurricular activities are understood as educational activities that differ in form from classroom activities and are aimed at achieving the planned results of mastering the main educational program.
Extracurricular activities is an integral part educational process and onefrom the forms of organization of students' free time. Extracurricular activities are understood today mainly as activities organized byafter school hours to meet the needs of students in meaningful leisure , their participation in self-government and socially useful activities.
Goals of extracurricular activities (VUD):
Creating conditions for students to achieve the social experience necessary for life in society and the formation of a value system accepted by society, creating conditions for the multifaceted development and socialization of each student in their free time from study.
Creation of an educational environment that ensures the activation of social, intellectual interests of students in their free time, the development of a healthy, creatively growing personality, with a formed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities, the implementation of volunteer initiatives
Tasks of extracurricular activities:
1. Organization of socially useful and leisure activities of students together with society, public organizations, theaters, libraries, families of students.
2. Inclusion of students in versatile activities.
3. Formation of positive communication skills.
4. Development of skills for organizing and implementing cooperation with teachers, peers, parents, older children in solving common problems.
5. Education of diligence, ability to overcome difficulties, purposefulness and perseverance in achieving results.
6. Development of a positive attitude towards basic social values (person, family, Fatherland, nature, peace, knowledge, work, culture) for the formation of a healthy lifestyle.
7. Creation of conditions for effective implementation the main targeted educational programs of various levels, implemented after school hours.
8. Improving the performance monitoring system educational work at school.
9. Deepening the content, forms and methods of employment of students in their free time.
10. Organization information support students.
11. Improving the material and technical base for organizing students' leisure.
Principles of extracurricular activities:
Inclusion of students in active activities.
Accessibility and visibility.
Relationship between theory and practice.
Accounting for age characteristics.
A combination of individual and collective forms of activity.
Purposefulness and sequence of activities (from simple to complex).
Extracurricular activities in schools are organized along spiritual, moral, social, general intellectual, general cultural, sports and recreational areas. By the hour, not much time is allotted for this: from one to three classes a day for elementary school. Moreover, these classes are not lessons, they should be fun and interesting, without homework. In the MBOU "Poltava School" 149 students of grades 1-6 (53%) are involved in extracurricular activities. In accordance with the requirements of the Standard, extracurricular activities are organized in the areas of personality development:
sports and recreation direction ("HEALTH") Attends 143 (50%) students of MBOU "Poltava School" 1 - 6 grades),
spiritual and moral direction ("In the world of interesting" "My land" is visited by 39 students of the 6th grade (13%),
social direction ("ABC of roads" "Culture of good neighborliness",
general intellectual direction ("Let's play, count" " Entertaining grammar”, “Mathematical logic”, 86 students (30%),
general cultural direction ("Magic pencil" 66 (23%) students in grades 2-3, "Funny notes" 40 students in grades 1-4 (14%), " Ukrainian language and literature”, “Crimean Tatar language and literature” - 136 students (48%).
Each school approaches the organization of extracurricular activities to the extent of the imagination of the leaders and according to the capabilities of the staff. The forms of classes can be very different: excursions, circles, sections, school scientific societies, olympiads, competitions, competitions, search and scientific research, socially useful practices, and so on.
Forms of extracurricular educational work in MBOU "Poltava School" in the following areas:
1. Sports and recreation:
The work of sports sections in football, volleyball, basketball, tennis, sports training.
Organization of trips, excursions, "Health Days", outdoor games, "Merry Starts", intra-school sports competitions.
Conduct health talks.
Application in the lessons of game moments, physical minutes.
Participation in regional and city sports competitions.
2. General cultural direction
Organization of excursions, Days of Theater and Museum, exhibitions of children's drawings, crafts and creative works of students;
Conducting thematic class hours on the aesthetics of the student's appearance, culture of behavior and speech;
Work of art studio, theater studio, dance circle;
Participation in competitions, exhibitions of children's creativity of the aesthetic cycle at the level of school, district, region.
3. General intellectual direction:
subject weeks;
library lessons;
Competitions, excursions, olympiads, conferences, business and role-playing games, etc.
Participation in research conferences at the level of school, city, region.
Development of projects for lessons.
4. Spiritual and moral direction:
Meetings with veterans of the Great Patriotic War and labor, "Lessons of Courage";
Exhibitions of drawings.
Making newspapers about the military and labor glory of Russians,
Meetings with combatants.
Assistance to veterans of the Great Patriotic War and labor.
Drawing competitions.
Festivals of patriotic song.
5. Social direction:
Organizing subbotniks;
Work in the school area.
Breeding indoor flowers.
Action "Save the tree", "Help the birds".
Every kind extracurricular activities: creative, cognitive, sports, labor, game - enriches the experience of collective interaction of schoolchildren in a certain aspect, which in its totality gives a great educational effect.
In the course of extracurricular educational activities, the following types of extracurricular activities can be carried out:
Game activity
cognitive activity
Problem-value communication
Leisure and entertainment activities (leisure communication)
Artistic creativity
Social creativity (socially significant volunteer activity)
Labor (production) activity
Sports and recreation activities
Tourist and local history activities
A properly organized system of extracurricular activities is the sphere in which it is possible to develop or form the cognitive needs and abilities of each student to the maximum, which will ensure the education of a free personality. The upbringing of children occurs at any time of their activity. However, it is most productive to carry out this upbringing in free time from training.
But is it still possible to refuse extracurricular activities if parents consider such a load excessive for their child?
The development of a child is a purposeful process and cannot be fully ensured only in the process of educational activities, therefore, if a student attends specialized institutions of additional education ( School of Music, a children's choreographic school, swimming pools, sports sections, and so on), then it is enough for parents to notify the class teacher and the administration of the educational institution in writing. Thus, a student may not attend extracurricular classes at school in those areas (and there are five of them) that duplicate classes in an additional education institution.
There are a lot of complaints from the parent community: children run around the streets, there are no free circles and sections. Now the school is obliged to occupy children with creativity, sports, it is obliged to develop the intellect and educate. And this, after all, is paid by the state. But what will come of this, we will all evaluate a little later.
Extracurricular activities of students combines all types of schoolchildren's activities (except for educational activities and in the classroom), in which it is possible and expedient to solve the problems of their education and socialization.
According to the Federal Basic Curriculum for General Educational Institutions of the Russian Federation, the organization of classes in the areas of extracurricular activities is an integral part of the educational process at school. The time allotted for extracurricular activities is used at the request of students and in forms other than the lesson system of education.
Types and directions of extracurricular activities. The following types of extracurricular activities are available for implementation at the school:
1) gaming activity;
2) cognitive activity;
3) problem-value communication;
4) leisure and entertainment activities (leisure communication);
5) artistic creativity;
6) social creativity (socially transformative volunteering);
7) labor (production) activity;
8) sports and recreation activities;
9) tourism and local history activities.
In the base curriculum the main directions of extracurricular activities are singled out: sports and health-improving, artistic and aesthetic, scientific and educational, military-patriotic, socially useful and project activities.
The types and directions of extracurricular activities of schoolchildren are closely interconnected. For example, a number of areas coincide with the types of activities (sports and recreation, cognitive activities, artistic creativity).
The military-patriotic direction and project activities can be implemented in any of the types of extracurricular activities. They represent meaningful priorities in the organization of extracurricular activities. Socially useful activity can be objectified in such types of extracurricular activities as social creativity and labor (industrial) activity.
Consequently, all areas of extracurricular activities should be considered as a meaningful guideline in the construction of appropriate educational programs, and the development and implementation of specific forms of extracurricular activities of schoolchildren should be based on the types of activities.
Results and effects of extracurricular activities of students. When organizing extracurricular activities for schoolchildren, it is necessary to understand the difference between the results and effects of this activity.
Result- this is what was the direct result of the participation of the student in the activity. For example, a schoolchild, having passed a tourist route, not only moved in space from one geographical point to another, overcame the difficulties of the path (actual result), but also acquired some knowledge about himself and others, experienced and felt something as a value, gained experience of independent action ( educational outcome). Effect - it is a consequence of the result. For example, acquired knowledge, experienced feelings and relationships, committed actions developed a person as a person, contributed to the formation of his competence, identity.
So, educational result of extracurricular activities - direct spiritual and moral acquisition of the child due to his participation in a particular type of activity.
The educational effect of extracurricular activities - the influence (consequence) of one or another spiritual and moral acquisition on the process of development of the child's personality.
In the field school education and socialization, there is a serious confusion between the concepts of "result" and "effect". It is common to assert that the result of the teacher's educational activity is the development of the student's personality, the formation of his social competence, etc. At the same time, it is overlooked (voluntarily or involuntarily) that the development of the child's personality depends on his own efforts in self-construction, on educational "contributions" it includes family, friends, the immediate environment, and other factors, i.e. the development of the child’s personality is an effect that became possible due to the fact that a number of subjects of education and socialization (including the child himself) achieved their results. Then what is the result of the educational activity of the teacher? The indistinct understanding by the teachers themselves of the results of their activities does not allow them to confidently present these results to society, gives rise to public doubt and distrust in pedagogical activity.
But perhaps a much more serious consequence of teachers' inability to distinguish results and effects is that they lose understanding of the purpose and meaning of pedagogical activity (especially in the field of education and socialization), the logic and value of professional growth and self-improvement. For example, today at school education the struggle for the so-called good student sharply intensified, including because such a student is guaranteed to show high results education and upbringing. Not fully understanding the results and effects of their work, not being able to clearly present them to society and at the same time experiencing pressure from its side, teachers in such an unpedagogical way insure themselves against professional failures.
It becomes clear that a professional teacher sees the results of his work before the effects. No dedication to the process of activity does not cancel the need for him to achieve an educational result. In any educational effect, he distinguishes between his own contribution and the contribution of other subjects of education and socialization.
Classification of the results of extracurricular activities of students. The educational results of extracurricular activities of schoolchildren are distributed over three levels.
The first level of results the student's acquisition of social knowledge (about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life.
To achieve this level of results special meaning has student interaction with their teachers (mainly in additional education) as significant for him carriers of positive social knowledge and everyday experience.
For example, in a conversation about a healthy lifestyle, a child not only perceives information from a teacher, but also involuntarily compares it with the image of the teacher himself. Information will be more trustworthy if the teacher himself cultivates a healthy lifestyle.
Second level of results- obtaining by the student the experience of experiencing and a positive attitude towards the basic values of society (individual, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole.
To achieve this level of results, the interaction of schoolchildren with each other at the level of the class, school, i.e. in a protected, friendly environment, is of particular importance. social environment. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of the acquired social knowledge, begins to appreciate (or rejects) it.
The third level of results - the student gaining experience of independent social action. Only in independent public action, action in an open society, outside the friendly environment of the school, for others, often strangers, which are not necessarily positively disposed towards him, young man really becomes (and not just learns how to become) a social worker, a citizen, a free man. It is in the experience of independent social action that courage is acquired, that readiness for action, without which the existence of a citizen and civil society is unthinkable.
Obviously, in order to achieve this level of results, the interaction of a student with social actors outside the school, in an open public environment.
Achieving three levels of extracurricular activities increases the likelihood of effects education and socialization of children. Pupils can be formed communicative, ethical, social, civic competence and socio-cultural identity in its country, ethnic and other aspects.
For example, it is unreasonable to assume that civics lessons, human rights studies, etc. are enough to develop a student’s civic competence and identity. Even the best civics lesson can only give a student knowledge and understanding of public life, examples of civic behavior , but not all). But if a student gains experience in civic relations and behavior in a friendly environment (for example, in self-government in the classroom) and even more so in an open social environment (in a social project, in a civic action), then the likelihood of becoming his civic competence and identity increases significantly.
When organizing extracurricular activities junior schoolchildren it must be taken into account that, having entered the 1st grade, children are especially susceptible to new social knowledge, they strive to understand the new school reality for them. The teacher must support this trend, ensure that the forms of extracurricular activities used by the child achieve first level results. In grades 2 and 3, as a rule, the process of development of the children's team is gaining momentum, the interpersonal interaction of younger students with each other is sharply activated, which creates a favorable situation for achieving schoolchildren in extracurricular activities. second level results. Consistent ascent from the results of the first to the results of the second level over the course of three years of schooling creates a real opportunity for the younger student to enter the space of social action by the 4th grade (i.e. achieving third level results). Such an exit for a primary school student must necessarily be designed as an exit to a friendly environment. Conflict and uncertainty inherent in the modern social situation should be in to some extent limited.
Interrelation of results and forms of extracurricular activities. Each level of the results of extracurricular activities corresponds to its own educational form (more precisely, the type of educational form, i.e., a number of meaningfully and structurally close forms).
The first level of results can be achieved relatively simple forms, the second level - more complex, the third level - the most complex shapes extracurricular activities.
For example, in such a form of problem-value communication as ethical conversation, it is quite possible to reach the level of knowledge and understanding of the discussed life plot (problem) by schoolchildren. But since in an ethical conversation the main channel of communication is “teacher - children”, and direct communication of children with each other is limited, in this form it is quite difficult to reach the value attitude of schoolchildren to the problem under consideration (namely, in communication with a peer, the same as himself , the child establishes and tests his values).
To launch value self-determination, other forms are needed - debate, thematic debate. By participating in debates, students have the opportunity to different parties look at the problem, discuss positive and negative points, compare your attitude to the problem with the attitude of other participants. However, debates, being in many respects a playful form of communication, do not put the child in front of the need to personally answer for his words, to move from words to deeds (i.e. this form is not aimed at the exit of the student into independent social action, although this can happen with a specific student due to his personal characteristics).
This need is dictated by another form - problem-value discussion with the participation of external experts, where the participants speak only on their own behalf, and any play on their part is fraught with exposure and criticism from external experts who are not interested in artificially supporting children's opinions. A problem-value discussion brings the participants to the edge when the words “I believe ...” are followed by the words “and I am ready to do it.”
So, it is practically impossible to achieve the result of the second and even more so the third level with forms corresponding to the first level of results. At the same time, in forms aimed at the result of the highest level, the results of the previous level are also achievable. However, it is important to understand: forcing results and forms does not improve the quality and efficiency of activities. A teacher who does not know the forms of activity to achieve the results of the first level cannot effectively reach the results and forms of the second and even more so the third level. He can only do it imitatively.
Understanding the relationship between the results and forms of extracurricular activities should allow teachers to:
Develop educational programs for extracurricular activities with a clear and intelligible idea of the result;
Select such forms of extracurricular activities that guarantee the achievement of a result of a certain level;
Build the logic of transition from the results of one level to the results of another;
Diagnose the effectiveness and efficiency of extracurricular activities;
Evaluate the quality of extracurricular activities programs (according to what result they claim, whether the chosen forms correspond to the expected results, etc.). This underlies the construction of an incentive system for remunerating teachers for organizing extracurricular activities for schoolchildren.
The methodical constructor “Primary forms of achieving educational results in extracurricular activities” (see Table 1) is based on the relationship between the results and forms of extracurricular activities. It can be used by teachers to develop educational programs for extracurricular activities, taking into account the resources at their disposal, the desired results, and the specifics of the educational institution.
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