Types of creative work in the Russian language. Creative work on "vocabulary"

Currently, significant changes are taking place in society. These transformations concern both the economic and spiritual spheres of human life. They also concern the sphere of education. The morals, ideals, and views of the younger generation are changing. Their attitude towards the world around them, towards people, towards school education also changes. In this regard, there is a need for a targeted study of the attitude of modern schoolchildren to learning at school. We examined only one aspect of this problem - the attitude of schoolchildren to homework in mathematics.

The goal is to study changes in schoolchildren's attitudes towards mathematics homework in the process of using creative homework.

Independent work is one of the important methods of increasing academic performance and improving the quality of students' knowledge. The prerequisites for the development of independence do not guarantee the successful formation of this quality in a growing person. It has been proven that without knowledge and skills there is no independence in learning. Independence is directly related to volitional processes. To make an independent decision, you need not only knowledge, experience, motivation, but also volitional efforts, voltage.

Independent work is also a necessary condition for the development of students' thinking, nurturing independence and cognitive activity of students, and instilling skills in educational work.

One of the types independent work is homework. Homework is independent educational work without the direct guidance and assistance of a teacher. Formation of independence in educational and cognitive activities is one of the leading functions homework. Homework should be both attractive to students and didactically strictly appropriate. If homework is pedagogically thought out, it not only provides a didactic, educational goal, but certainly develops and educates. Finally, home school work should be a means of bringing learning and self-education closer together. Indeed, mastery of general educational skills, development of interest in independent educational work, formation of experience in creative activity - all these are conditions for the formation of the need for self-education. During the lesson, the teacher, directing the actions of the students, strives to increase the degree of independence of the students. This degree is higher in the case when the teacher only sets the task, and then the students work for a long time on their own (for example, a class essay). Tasks of this kind require fairly high intellectual independence. However, if such situations are isolated and do not constitute a system, then this is not enough for real life. A gifted student fails in life because he lacks willpower, self-discipline, a sense of duty and responsibility, or other character traits necessary for independent activity no less than the intellectual prerequisites. In a lesson, the development of these qualities can only be outlined, but not fully realized, since this requires constant conscious actions of the student. And he often has no choice when, in what sequence, for what time and by what means to complete tasks. All this is decided for him by the teacher and the lesson plan - it must be decided so that the educational potential of the lesson is not reduced.

This is the reason why even the best lesson does not allow you to refuse homework. This requires the student to be able to properly manage their time and plan. A situation of moral testing arises. We have to overcome internal conflicts. The process of overcoming strengthens the will. Difficulties also strengthen you in a situation where you can’t accomplish something despite all your efforts, when you hit a “dead spot” that forces you to give up. These difficulties are natural and necessary for strengthening character, just as is the feeling of satisfaction and pride when an “impossible” task is finally overcome.

Homework must be used wisely in your work, and its positive aspects will not be slow to show themselves. Firstly, this homework at the beginning or middle of the lesson will help direct students’ attention in the direction the teacher needs and prepare the perception of new material. Secondly, a properly prepared and organized task can transform the very fact of homework from a boring and tedious necessity into an exciting, most importantly, very useful and in its own way irreplaceable work from the point of view of the student’s self-education. Thirdly, make the subsequent lesson, in which it will be heard and tested, much more meaningful, effective, and interesting. Fourthly, it will make it possible to harmoniously connect several lessons in unified system. Fifthly, make the acquisition of knowledge by students a personal process, that is, turn knowledge into a tool of cognition. Sixth, it can help in unity cool team. Seventh, provide invaluable assistance in shaping the student’s character and personality.

Important cognitive and educational functions have creative, entertaining tasks and games with mathematical content. There are different forms of developing creative abilities in mathematics lessons: competitions, quizzes, games, competitions that allow students to show their ingenuity, creativity, and resourcefulness. Having analyzed the methodological literature and best practices, we have identified the following types of homework:

assignments based on materials from newspapers, radio, television;
puzzles, crosswords, chainwords, cryptograms;
text assignments(V game form"How to become a millionaire");
creative essays, mathematical tales, stories, poems;
contests, competitions;
find and highlight the error;
task development various types based on the material studied, etc.

Studying the experience of teaching mathematics gives grounds to draw a conclusion about opportunities that have not yet been used to increase the effectiveness of the educational process. These opportunities are mainly related to improving teaching methods, developing and maintaining schoolchildren’s interest in studying mathematics.

When using creative tasks, the teacher must adhere to the following rules:

creative homework should be regular;
tasks should be both individual and collective, it is advisable to change the composition of groups from task to task in order to unite the team and develop the ability to distribute responsibilities within the group;
creative tasks must be used in lessons or during extracurricular activities (the author of the work must be mentioned);
tasks should be evaluated, and performers should be rewarded with a rating, or a note in a wall newspaper, or an award on the line, etc.

It is known that the success of doing homework depends on the quality of the lesson, on the thoroughness of the teacher’s preparation for assigning homework and on the quality of checking their completion. Thus, considering the main ways of asking and checking homework, we can carry out the following typology:

Assignment		Examination
By time	– at the beginning of the lesson; - during the lesson; - at the end of the lesson	By quality check	– quick inspection; – detailed check
According to form	– oral; – written; – creative work; – cards; - punch cards	By time	– at the beginning of the lesson; - in the second half of the lesson; – extracurricular
By preparatory work	– with analysis (tasks for learning new things); – without analysis (repetition tasks)	According to the person performing the inspection	– mutual verification; – self-test; – teacher check
According to the degree of individualization	– differentiated task (for individual students); – the task is typical for all students	Type	- custom scan; – checking all student work; – compact check
		By appearance	– by oral frontal questioning; – systematic solution On the desk; – individual

On its basis, ways to improve the methods of homework in mathematics were identified. Homework that is non-standard in form and content is considered, which not only provides an opportunity to consolidate the material, but is also an indispensable means of stimulating creative activity and implementing an individual approach to learning.

To show the importance of the creative works considered, it was necessary to study the attitude of students primary school to homework in mathematics before and after conducting experimental work to improve homework methods. To conduct a mass survey, a questionnaire with closed questions was used

Upon completion of the work, we can conclude that the inclusion of creative tasks in homework stimulates students’ independent activity.

The conclusions drawn after analyzing the survey results can be briefly presented in the form of the following theses:

the content of homework in mathematics should be thought out taking into account the possibility of completion and greater interest in the work on the part of schoolchildren;
the teacher must consider not only the content of homework, but also options for assigning and checking it;
ways to improve the methods of homework in mathematics can be used as a means of stimulating independent activity of students.

So, problems with homework certainly exist, but these, as many successful teachers claim, are solvable problems, and every teacher should solve them for himself, because high results in the education of schoolchildren can only be achieved if the quality of homework meets the requirements of today.

Creative work based on the works of A.S. Pushkin.

Topic: “My discovery of my favorite poet”

Goals:
Educational:
1.Introduce creative heritage poet, with the peculiarities of the artistic concept of his lyrical works.
2. Teach the art of creative reading lyrical work, ability to express own position, give a personal assessment of your artistic impressions.
3.Teach competent speech, the ability to formulate own statements.
Educational:
1. To cultivate a love for the work of the great classic of the poetic word.
2. Instill respect for native word, careful attitude to its beauty and originality.
Developmental:
1. Develop artistic imagination, analytical thinking, the skill of artistic retelling.

The inner world of a person has always been and is now a mystery, remaining beyond the understanding of, perhaps, even the closest people. After all, the soul is an immense expanse, the whole world, with their problems and endless searches for their solutions, joy and aspirations for inner harmony. Each of us, of course, dreams of choosing his own island of life, a pier, trying to find something that reflects his spiritual ideas, thoughts, feelings. Poetry is precisely such a magical edge, a hidden corner. This is the richest treasury of human values. It is so deep and meaningful that you can feel something of your own in it. Pushkin is one of those writers who belong to the inexhaustible secrets of Russian culture, form its basis, and are undeniable masters in understanding the inner world of people. It is perhaps difficult to meet a person who, having come into contact with the work of Alexander Sergeevich, would remain indifferent and would not find in his lines a reflection of his soul, thoughts, and some life beliefs:

This is Pushkin, our consolation,
A bright light - in the darkness of the night!
With him we will forget grief and hardships,
Let's start living and thinking again.

Indeed, every time you open a volume of Pushkin, you are at the mercy of his poetry. Before my eyes are painfully familiar lines that I have loved since childhood:

Frost and sun; wonderful day...

What vivacity and freshness emanates from this poetic line, I feel a surge of strength, a feeling of a new day, carrying me into bright dreams of the future. When I read these lines, I involuntarily want to leave the stuffy room filled with some everyday difficulties, break free, breathe fresh air. How nice it is to wander through the deep winter snowdrifts and enjoy the birth of a new day! And although the author does not describe the picture of nature awakening from a night’s sleep, I arbitrarily picture in my imagination the morning, with a magnificent glow, where the last stars timidly peek behind a thin curtain, and finally I see the first Sun rays, as it seems to me, embodying all the charm and unusualness of the coming day.

I read further….. It is impossible to tear myself away from these lines. How vividly and poetically Pushkin describes a beautiful landscape native nature, comparing yesterday evening, when “the blizzard was angry”, “the moon, like a pale spot... turned yellow” with the morning bringing change. Indeed, everything around has changed so much that it has become simply unrecognizable:

In the evening, do you remember, the blizzard was angry,
There was darkness in the cloudy sky,
… … …
And now... look out the window:
Under blue skies
Magnificent carpets
Glistening in the sun, the snow lies...

But, despite these oppositions, perhaps even secret indications of the superiority of one natural phenomenon over the other, I think each time is beautiful in its own way. Let yesterday's bad weather and the sadness of Pushkin's heroine set a sad tone for everything that is happening, I feel all the charm of this restless element, eclipsing even the heavenly bodies with its fury. So you imagine yourself in a small house where burning logs crackle. Their mysterious conversation merges with the howl of a blizzard, evoking with its song sad memories and thoughts. I think that personifications in artistic fabric help to perceive a natural phenomenon as something human, close, dear: “the blizzard was angry,” “the darkness was rushing.” Yes, life is seething behind the lines, with all its passions: stubbornness, power, meanness, love.

I catch myself thinking that the author, confronting the dark, oppressive, sought to enrich our soul, pouring into it goodness, peace, and beauty. “Evening”, “cloudy sky”, “dark clouds” give rise to a joyful, harmonious, soul-cleansing feeling from the magnificent picture of a winter morning, filled with freshness and purity, leaving behind all the threats and fears of a fierce blizzard. And I finally feel calm and joy, because the bottomless sky, carpets of snow, transparent forest, green spruce - everything acquires its significance and becomes visible after the recent dominance of the snowstorm. Nature is once again filled with all the colors of life, conveying its mood to me.

The whole room has an amber shine
Illuminated. Cheerful crackling
The flooded stove is cracking...

Such a picture, it seems to me, is capable of warming not only a person’s body, but also his soul, thawing a frozen heart, letting in bright beginnings with the help of the poet’s life-giving style.
But how these Pushkin lines capture my attention and make me think:
It's nice to think by the bed.
But you know: shouldn’t I tell you to get into the sleigh?
Harness the brown filly?

These lines are permeated with love for life, the awakening of its brightest beginnings. A person, according to the author, does not have the moral right to simply dream of a pleasant future without doing anything to fulfill his desires. Driving fast can shake up dormant forces and remind you of the purpose of man on Earth. Through such little things, it seems to me, true values are learned. We strive to look into ourselves, revealing qualities unknown to us:

Dear friend, let's indulge in running
impatient horse

And this expressive epithet... Why is the horse called “impatient”?
Maybe this word conveys desire lyrical hero enjoying the winter sensations of invigorating, tingling frost reveals his impatience on the path of learning the unknown, but alluring with its attractiveness.
Here are the last lines of the poem:
And we'll visit the empty fields,
The forests, recently so dense,
And the shore, dear to me.

How many feelings are contained in them! It seems that the author does not talk about his inner experiences, state of mind, but, reading these lines, you feel nostalgia for your long-deserted native places, and involuntarily remember the most pleasant and happiest moments of your life. Despite the sad notes at the end of the work, the cheerful and joyful tone of the poem brings to me thoughts only of bright, unclouded happiness.
For me, Pushkin’s poetry includes a whole world filled with various passions, emotions, feelings, which love still conquers:

I remember a wonderful moment:
You appeared before me,
Like a fleeting vision
Like a genius of pure beauty.

It’s amazing that just one memory of wonderful moments, the memory of the image of a beauty, can light a new spiritual fire, despite all life’s troubles and problems. I feel the author's experience new meeting, bringing joy, returning to youth, saturating the soul with new feelings and passions:
And the heart beats in ecstasy,
And for him they rose again
And deity and inspiration,
And life, and tears, and love.
Yes, tears, love, inspiration are a life-giving force designed to revive everyone’s desire for harmony.
But next to me is another poem, the theme of which is unforgettable and majestic love:

I loved you: love still, perhaps
It hasn’t completely faded away in my soul...

What a contradiction this work is filled with! The author speaks of his love as if it were a distant past, trying, it seems to me, only to reassure his beloved, to save her from annoying advances, without causing even a shadow of grief:

But don't let it bother you anymore;
I don't want to sadden you with anything...

How instructive and noble the thoughts in these lines are. I am sure many people experience unrequited love, its cruel unrequitedness. But does everyone resign themselves to this, do not put selfish desires above all else, do not demand the impossible from their loved ones, dooming only themselves to torment and suffering? Probably not. It seems to me that Pushkin wanted to show only one thing here: the very fact that we love is already a great joy, happiness, which is not given to everyone. And it is important to remember that offended feelings, wounded pride, indifference do not give us the right to live in harmony with ourselves.

I loved you so sincerely, so tenderly
How God grant you, your beloved, to be different.

This is the lesson the poet is trying to teach us. Reading these lines, I am surprised by the paradox: wishing your beloved happiness with another person, when you yourself love so selflessly?! Is it really all that simple and selfless? Maybe this speaks only of humility, acceptance of one’s bleak fate without struggle? I think not. Indeed, in the lines that say that “love, perhaps, has not yet completely died out,” some kind of secret hope can be traced, an internal protest is felt, an opportunity to still fight for one’s happiness. This feeling, unfortunately, did not bring the expected desires, could not quench all the thirst of the heart, but there is always faith that a person will still find his true love, which will give joy to life. And in this poem, I think this is reflected.
I write about Pushkin, but I catch myself thinking that it is impossible to reveal all the facets of his life-giving verse.
Yes, I think we should agree with literary critics, connoisseurs of his talent is that everyone has their own Pushkin. And not alone. It changes over the years. It changes several times throughout our lives, just as we ourselves change. But for me, his genius always remains omniscient, like God, never mistaken in understanding the human soul.

Creativity is a creation that gives rise to new spiritual and material values.

Creativity is the creation of something new and beautiful, it resists destruction, stereotypes, banality, dullness, inertia, it fills life with joy, stimulates the need for knowledge, the work of thought, and introduces a person into an atmosphere of eternal search.

On lessons native language Children's creativity is also possible through perception readable works, with their expressive reading, translation, especially in dramatization; in various types of work, in language games, in compiling dictionaries, modeling language phenomena, and the like.

In creativity, self-expression and self-disclosure of the child’s personality are carried out.

The native language has always been and remains the main subject in school, it belongs a vital role in the spiritual life of a child. K.D. wrote about this. Ushinsky: “The language of the people is the best, it never fades and the flower of its spiritual life, which begins far in history, always blooms again. The entire people and their entire homeland are inspired in the language, the creative powers of the people’s spirit are embodied in it... Language is the most living, most abundant and strongest connection, connecting the obsolete, living and future generations of the people into one great historical living whole.”

The native language at school is an instrument of cognition, thinking, development; it has rich opportunities for creative enrichment. Through language, the student masters the traditions of his people, their worldview, and ethnic values; through the tongue he approaches greatest treasures- Russian literature and literatures of other peoples. Reading books opens up the student new world knowledge.

A serious and difficult task for a teacher is to teach children to think, reflect on everything that happens around them and be able to talk about it and share their thoughts. It is this task that such educational subjects as Russian language and literature are designed to fulfill. These school items must teach children the ability to think creatively. One of the important tasks of training is the development of literary and creative inclinations, linguistic creativity, the need and ability to master the riches of the native language.

To solve this problem, there are many teaching methods and tools. Reading itself in literature lessons presupposes the co-creation of the reader. Creative work plays the most important role in the development of students’ speech, as well as their creative abilities. There are the most different types creative works: essay, miniature essay, exposition, essay-description of a painting, essay-review, review.

One of the main types of creative work is a work. This work teaches schoolchildren to think and reason. It is in the work that they appear Creative skills students. But in order for this type of work to really interest children, you need to correctly formulate the theme of the work. Think it over so that the student, while working on it, can express his opinion and personal attitude to the problem. Students are usually willing to write essays on topics that suggest the possibility of an emotional response to what the student has read or seen, encourage personal assessments of literary facts, life situations. The work should not only be a simple test of students’ knowledge. In such works there is no room left for expressing one’s experiences, intentions, judgments; there is no element of creativity.

Children's work is a unique form of self-expression and self-awareness of the child. With the help of the work, children will share their impressions and experiences with the teacher and class. Value children's work is determined by the extent to which the child’s feelings, thoughts, and the freshness of his perception of any phenomena are reflected in it.

A work, like coherent speech in general, is a section of the Russian language and literature, a reflection and result of all learning, which means that preparation for it begins long before it is written - from the first days of school.

The theme determines the content of the work, so any new topic- this is new content. However, today form, and not content, is the formative factor that determines the purpose of a work. As a result, everything richest opportunities this type of training is placed in complete dependence from the correctness of the writing of the text, exclude any possibility of independent reflection on the topic at hand. It is clear that in creative work it is difficult to plan the number of sentences. That is why students are given narrow, boring topics that do not affect their mind and emotions. This affects the overall development of the child and the formation of his worldview.

Two main groups of topics can be distinguished: reproductive and creative. Topics of the first group involve the disclosure of any individual fact, phenomenon related to the experience of children or a separate academic subject. The second group is creative topics, the writing of which requires the child to creatively process the entire fund of acquired knowledge. When developing such topics, the student is forced to carry out a substantive transfer of knowledge, and emotional and evaluative judgments appear. Creative themes form the most important thing: the need for self-expression, empathy, form the ability to transfer and connect knowledge from different areas, to reflect on known facts and phenomena. This creates conditions for the development of all the intellectual and spiritual capabilities of children.

For development individual capabilities For schoolchildren, topics that provide them with complete freedom in choosing the genre and even, to some extent, the content of their work are very important. For example, “May there always be sunshine!”

Of particular importance is the formulation of themes and their emotional presentation. The teacher should strive to arouse children's interest in work. This aspect is very important for motivating language creativity, because it is how the student reacts to the task that largely determines its performance. The formation of creative themes should correspond to the expected result: a multidimensional coverage of reality, manifestations of emotional and evaluative judgments, that is, affect not only the child’s mind, but also his feelings.

Bright emotional coloring wear miniature works. This type of creative work Lately It is often used in Russian language lessons and literature lessons. In the fifth and sixth grades, children can be offered the most various topics for writing miniature works, for example: “My School”, “Russian Language Lesson”, “Our Class”, “My Teacher”, “Culture of the Russian People” and many others.

Such creative works, which take no more than ten minutes per lesson, are very popular with schoolchildren and develop their speech skills. The most important thing is that in such works you can see the immediate reaction of children to what they write about. And this is very important from the point of view of education.

Creative works contribute to literary and general development schoolchildren, their moral education, the formation of their aesthetic taste.

At all levels of teaching the Russian language for the purpose of development monologue speech Students can use the landscape genre of painting. Experience shows that schoolchildren write descriptive essays based on paintings with interest. In the fifth and sixth grades, it is advisable to use landscapes with a clear objective content, with a clearly defined pattern, close life experience students in their environment, simple in composition. Landscapes should be accessible to students, associated with a specific lexical and grammatical topic, evoke in students the need for speech activity, help educate their moral and aesthetic qualities.

The following landscapes meet these requirements: “Landscape with oaks” by A. Savrasov, “Morning in a pine forest”, “Rye” by I. Shishkin, “ Winter evening"N. Krymova, "March Sun", "End of Winter. Noon" by K. Yuon, etc. An essay-description based on a picture not only develops children’s creative abilities, but also introduces schoolchildren to art, develops aesthetic taste, and introduces them to creativity outstanding artists. It is in such lessons that multimedia technologies can be used. You can show children a portrait of the artist, briefly talk about his life and work, introduce the best works. This is much more effective than working with a reproduction in a textbook, since children can follow the stages of the artist’s creativity and better understand the theme and idea of the painting. All this arouses their keen interest and makes their imagination work.

Another type of creative work is presentation, as well as presentation with elements of composition. This type of work develops children's memory and ability to retell text. And presentation with elements of an essay teaches schoolchildren not only a written presentation of what they read, but also the ability to express their thoughts on a specific topic.

The purpose of texts about the culture of the Russian people for various types dictations and creative works is to give practical material in all main grammatical and spelling sections of the Russian language program.

The bank of texts is intended for those who teach the Russian language at all levels (at school, college, lyceum, university), for everyone who is interested in the originality of the Russian language and is concerned about its fate.

The process of organizing children's speech creativity includes the following interconnected stages:

Indirect preparation stage;

The stage of direct work on the work (choosing a topic, presenting it to children, organizing independent work);

The stage of working on a work after it has been written (oral discussion, use in lessons on various academic subjects) .

Test task

Creative work on the topic:

"New opportunities for creativity

in educational activities".

Essay by Russian language teacher and literature MOU Secondary school No. 2

Art. Grigoropolisskaya, Novoaleksandrovsky district, Stavropol Territory

Shelsky Anna Viktorovna

The more we give joy and care to others, the more happiness we ourselves gain.

Ancient wisdom

Teacher...Modern teacher...When I reflect on these concepts, I think about myself, about the school where I came to work in September of this school year, about education in general. Where do I fit in all this? Am I a real teacher? Modern?

I’m sure it’s too early for me to talk about this. After all, the life of a teacher can be compared to climbing a mountain peak. First you dream and think, then you make plans and prepare. And then the long and difficult climb to the top begins.

I'm just at the beginning of this journey. My school dream came true: after graduating from Armavir State Pedagogical University, I received a specialty as a teacher of Russian language and literature. Started to climb the mountain. And where? In his native Grigoropolis municipal educational institution secondary school No. 2. Next to me is my beloved classroom teacher, teacher of Russian language and literature, now my mentor is Irina Viktorovna Goncharova. I consider myself lucky because I found myself in ideal conditions to start with. pedagogical activity. And yet I must find new opportunities for creativity in the educational process.

I worked for several months. During this time, I managed to experience the joy of first success and first victories, bitterness and tears of failures and mistakes. But I know what definitely didn’t happen. There was no disappointment, there was no moment when I wanted to give up and give up everything.

While still studying at pedagogical university, I knew that I wanted to become good teacher. I knew that for this you need to have not only excellent knowledge, but also kind soul, and a sensitive heart. And now I also realize that I must be in constant creative search, as well as in search of an answer to the question: “What and how to teach schoolchildren?”

And now I’m working in a 21st century school. Modern technologies allow the teacher to maximize his creativity, reveal his teaching potential and bring variety to his lessons. As part of the Federal State Educational Standard, our school has created conditions for the child to acquire knowledge on his own, engage in self-education, and have the opportunity to try his hand at various fields, including research activities. I feel great satisfaction in knowing that I have the opportunity to be at the center of what is happening.

Yes, in the 21st century the teacher has entered the age of new technologies. And there is no doubt that to the modern teacher it is necessary to be competent in the field of ICT and implement them in educational process. I'm happy to do this. From my own little experience, I know: lessons using multimedia and the Internet increase interest in studying the Russian language and literature, thanks to their use, the efficiency of independent work increases, and it becomes possible to more widely realize one’s creative plans. These are truly new opportunities for the development of creativity in the educational process.

Nowadays it’s generally difficult to imagine a teacher’s work without using information technologies, allowing using a computer and various information programs build lessons, conduct extracurricular and extracurricular activities. That is why you have to constantly study yourself and work hard. This means that self-education is a priority for teachers in the modern world. A teacher must know not only his subject and master the methods of teaching it, but also have knowledge in other areas public life, navigate in modern politics, economics.

Teachers face the most important task teach children in such a way that they can quickly respond to the changing conditions of the world around them, are able to discover new problems and tasks, and find ways to solve them. To achieve this, we need an innovative approach that ensures a transition to a productive and creative level and the creation of a system of interaction between students, teachers, and parents to solve educational problems.

Undoubtedly, children are the main ones in this process. Communicating with them, I constantly feel deep inner happiness, I feel necessary to those who sit in front of me. Of course, it is impossible to be lower than what they love in me, because right now for them I am the smartest, the kindest, the most beautiful. And at this moment I understand: for the sake of this feeling I live, I suffer, I read a lot of books, I try, I experiment, I fantasize - after all, I cannot let them down, I have no right to betray our unity. Words by S.L. Soloveichik reflect my pedagogical credo on the relationship between teacher and student: “There are no two relationships towards a child - pedagogical and human. There is one thing, and only one thing, human.”

I remember these words famous teacher also because I am the class teacher of class 5-A. First of September. First Classroom hour. The first question to yourself is: “Can I?” The bell rang changed my life. When my fifth-graders ran into the classroom, I realized: my place is here, in this office, in this school. And every day I tell them everything I know, what I can do. And I’m happy to see that they like it. They are not the only ones learning, I continue to study with them. Every day and every hour I am an adviser, informant, inspirer, mentor and, it seems to me, a friend. Every day and hourly my activity changes: I am now an actor and creator, now a master and researcher, now an organizer and entertainer, now a guide and even a parent.

As I change, I understand that one thing remains unchanged: the teacher must know not only child psychology and age characteristics child, he must understand the soul of the child. Working at school, every day I plunge into inner world children and I see how much the teacher’s empathy and support means to them. I believe that if a teacher is not able to see the inner world of his student, then he has no place in this profession, even if he knows the subject he is teaching perfectly well.

In my lessons I try to create favorable conditions for the implementation creative potential each student and his own.

I believe that every child is talented. Talented in his own way. My task as a teacher is to identify the unique potential of each child, to help him show his best qualities, to reveal himself. Child development, improvement best qualities can only take place in activity. That is why the leading idea of my teaching experience is the modeling choice of the most effective technologies, means and forms of organization joint activities teacher and student.

With every new day, with every new lesson and class hour, I understand that I like the profession that I have chosen. Now, as once upon a time, it is not surprising to me that a teacher, crossing the threshold of a school, discovers new life, where there is room for endless self-improvement, where you can preserve a piece of childish naivety.

Now I believe: school is my life. When they ask me: “What do you do?”, I answer with special trepidation: “Teacher!” And I am especially proud that I am a rural teacher. This is not just a word - it is work. IN rural school- this is work from morning to evening. There is no other way. I wouldn't want it any other way. I like to spend all my time at school because I like my job. As I. Kant said, “work is The best way Enjoying life".

That's why you can't stop. Life moves forward. My wide-eyed students expect something new and unusual from me every day... And since I have chosen the profession of a teacher, it means that I will only strive forward, only to new heights, so as not to disappoint them!

According to new federal standards creative work on technology is a mandatory part educational process. Such activities should demonstrate the skills and abilities that were acquired by the student in technology lessons. Thanks to such work, they can show their individuality. In addition, creative work using technology helps the child to practically use theoretical knowledge.

Why are technology projects needed?

Technology projects as a learning option

Let's try to figure out what a creative technology project is. An example of such an activity is the creation of a wooden stool. Before proceeding with the actual assembly of the product, project participants study theoretical issues (product elements, options for fastening parts) and pay attention to safety precautions.

DIY stool

The “Stool” project seems simple only at first glance. In reality, the situation is much more complicated, because you need to select optimal sizes legs, parameters of the base of the stool, in order to obtain not only a beautiful, but also a stable product. The project may contain elements of research, abstracts, and reports. For example, you can analyze how the shape changed, appearance stools, trace the use of raw materials for its creation. Creative work of this type is based on the independence of schoolchildren.

Each creative project using technology (any example can be given: embroidery, wood carving) is aimed at cooperation between the student and the teacher. Already in early age the child develops initial professional skills; on their basis, the child can choose his own future profession. Such activities combine several types of work: pair, individual, group, collective. The teacher is a consultant, partner, coordinator, and the bulk of the work falls on the shoulders of the students themselves. Each creative technology project (examples will be given below) encourages children to acquire new skills and knowledge. By working on a specific topic, schoolchildren receive a specific result, which has a positive effect on their self-esteem.

Project "Soft Toy"

Not all girls love to sew, but all of them, without exception, adore soft toys. To combine their love of stuffed animals with regular technology lessons, consider a fluffy bunny making project. The goal of the work will be to create a soft toy. The starting materials for the work are pieces of fur, thread, a needle, filler for a toy, cardboard for a pattern. The project involves working in a group. One girl will be making a pattern for the future bunny. You can choose a ready-made pattern or make it yourself. The task of the second needlewoman is to connect the parts. Another participant in the project will fill finished parts with soft filler. All girls will take part in the final stage, during which individual parts will be connected to each other.

Examples of creative projects for girls

In order to give your mother an original gift on March 8, you don’t have to spend money; you can make it yourself. Creative project“Postcard to Mom” involves creating beautiful postcard using scrapbooking technique. At the first stage, girls get acquainted with the features of technology and examine finished products. Next, together with the teacher, they set a goal: to make an unusual and bright postcard. To achieve this goal, materials are selected: colored cardboard, satin ribbons, figured hole punches, halves of pearls. Next, an action plan is outlined, the sequence of work is analyzed, and responsibilities are distributed between project participants. A creative technology project is an example of using available materials to obtain an original result. We suggest a sequence of actions:

We bend ordinary cardboard in half, choosing the desired postcard size (10 by 15 cm, 20 by 25 cm).
Next, using a figured hole punch, we give the card an unusual shape and trim the edges. The shape can also be given using commercially available ones.
Let's get down to it important point- design of the outer part of the postcard. At this stage, girls will be able to show their creativity, come up with satin ribbon bows and unusual pictures for decoration. As an additional touch, you can consider attaching the halves of pearls.
While one group is designing the front part of the card, the second group can think about the internal content: text, design. The most in a simple way There will be a printout on a color printer ready-made template, but poetry or congratulations own composition it will be much more pleasant for mothers.
At the final stage of the project, you need to glue a congratulation to the finished card.

Such a project will definitely unite the girls and help the teacher solve a lot of problems related to interpersonal relationships teenagers

Example of an individual technology project

An example of a project for one student to complete is crocheting. In order to make a knitted handbag, a girl must first master theoretical knowledge. The teacher introduces the technique of crocheting, helps to choose a product model, and choose threads. Together with a mentor, the needlewoman chooses the dimensions of the product, the knitting option, and its density. The second stage of the project involves individual work schoolgirls. The teacher’s task is to periodically monitor the quality of the resulting product, as well as help when difficulties and difficulties arise. The end result of such a project should be a finished product - an unusual knitted handbag.

Conclusion

A teacher who uses in his work project technology, meets the requirements placed on it as part of the transition to new education standards. It is in such joint activities with students that trusting relationship, all the prerequisites arise for the comprehensive development of the child’s personality. Attempts to find together an answer to the problem set by the teacher contribute to the formation of communication skills. Schoolchildren who have experience working on a variety of projects do not experience difficulties when studying in secondary specialized and higher educational institutions.

Educational activities according to the Federal State Educational Standard do not involve simple memorization theoretical material, and working it out on specific examples. More fruitful cooperation in the process of work between students and the teacher leads to the formation of the ability to set a goal and look for a rational way to achieve it. Analytical skills acquired in technology lessons will help children make quick and right decisions V Everyday life. The project approach is distinguished by humanism, respect for the student’s personality, and a positive charge. This activity is aimed primarily at developing the child’s personality and solving the problem of adaptation in modern society.