Assistant teacher of further education for research work. Description of the work experience of an additional education teacher “An additional education teacher is the creator of an optimal educational environment
Research activitiesas a condition for the development of the personality of a gifted child in the conditions of additional education
Additional education teacher, methodologist Babarykina Irina Vasilievna
Omsk – 2012
One of the pressing problems of modern society is the formation of an individual who is ready not only to live in changing social and economic conditions, but also to actively influence the existing reality, changing it for the better.
Certain requirements for such a person come to the fore - creative, active, socially responsible, highly educated, with a well-developed intellect. In this regard, the problem of preserving the intellectual and creative potential of gifted children seems very important and relevant.
A distinctive feature of a gifted child is exploratory search activity. It is important to direct it in a positive social direction. The child’s own research practice allows this to be done in the most natural and optimal way.
An analysis of creativity from the perspective of activity, process and product shows that a gifted child must be able to set a goal, a problem, learn to see the necessary and necessary future, organize his activities, remember, think, master communication skills that are necessary for adaptation to the environment and activity as such. It is these qualities that are formed in the process of research activities.
The research activity of students is connected, first of all, with solving a creative, research problem with a previously unknown solution. It presupposes the presence of the main stages characteristic of research in the scientific field: statement of the problem, study of the theory devoted to this issue, selection of research methods and practical mastery of them, collection of one’s own material, its analysis and generalization, scientific commentary, one’s own conclusions.
Research and search activity is manifested by a child in various types of activities: sports, design, artistic, communicative, organizational, etc. Such students need to be helped to master the experience of a search culture, i.e. experience of intellectual creativity and research activities. To do this, additional conditions must be created in the educational institution that have a beneficial effect on consolidating the signs of intellectual giftedness in students, their social development and upbringing.
This problem can be solved during the implementation of a project, the direct participants of which will be the students themselves. For example, the project of CRTD and Yu “House of Pioneers” “Intellectual and Creative Center “Development” will allow satisfying and developing the increased research activity of students, ensuring the formation of independent research activities.
One of the objectives of the project is to create conditions for the development of students’ research abilities in design and research activities. The participation of students in research activities is a step towards becoming a creatively independent, socially oriented individual. For a gifted child, all his activities are a serious process.
The Center is constantly in the process of improving the forms of organizing student research activities; it is planned to organize and hold a research conference. Student research competitions “Stars” and “Erudite”, intellectual and creative games and marathons are held annually.
An analysis of the competition works shows that the students skillfully select research methods and quickly master the culture of preparing research papers. In addition, students learn to build a system of arguments and defend their point of view in public defense.
The result – the students’ achievements – confirms the correctness of the chosen activity strategy. Students see the interdependence of the goal, content and result of their work, and are most objective about failures (rather, they evaluate them from the perspective of achieving the goal). They quickly learn to regulate their behavior in various situations, become more sociable, boldly take on the role of leader and enjoy working in a team.
Thus, these guys more successfully master the experience of social interaction, learn to correlate their own capabilities with personal interests, and, of course, based on this, build bolder plans for the future. The intellectual activity of students is manifested in their participation in research and intellectual and creative public events at the municipal, regional and all-Russian levels.
A student can achieve significant results in research activities only with the qualified assistance of a teacher. Therefore, in the project “Intellectual and Creative Center “Development””, much attention is paid to preparing the Center’s teachers themselves to organize the research activities of students.
Teachers master research and experimental methods, get acquainted with the latest theoretical developments in the field of psychology of thinking and creativity, master the latest technologies, and exchange experiences. The Center has a permanent system of consultations, and a series of seminars has been developed. Teachers learn to activate and develop children's giftedness, manage and control the learning process, build social and pedagogical interaction with a gifted child, and fully master diagnostic tools. The development of research activity of gifted children is also embedded in the content of educational programs.
Indeed, society today needs creatively thinking, competitive people. Considering the realities of the modern world, we understand that they should not only know a lot, but also be able to love their Motherland, be humane and attentive to each other. Therefore, in the system of additional education, it is necessary to develop the intellectual and creative potential of gifted children and their early positive socialization.
The social usefulness of one’s own capabilities should be felt by the child and bring him satisfaction. And mastering the experience of research activities, an integral part of our educational practice, will allow us to take a fresh look at the issues of developing children's giftedness and build an optimal educational route for pupils from signs of giftedness to creative independence.
Literature:
1. Bos E. How to develop giftedness / trans. with him. K.A. Petrosyan. – Rostov n/d: Phoenix, 2008. – 189 p.
2. Glotova G.A. Creatively gifted personality. Problems and research methods: textbook. – Ekaterinburg: Ural State University Publishing House, 1999. – 128 p.
3. Parts O.S. Pedagogy of children's giftedness: development in creativity: textbook - Omsk: Omsk State Pedagogical University Publishing House, 2010. - 120 p.
4. Leites N.S. Age-related talent and individual differences. M.; Voronezh, 2003, pp. 50-53.
Chapter I. Educational and research activities in additional education as a pedagogical problem
§1. Social and pedagogical prerequisites for the development of additional education.
§2. The essence of educational and research activities of students and the peculiarity of its content in additional education.
§3. Analysis of pedagogical experience in organizing educational and research activities of students in the field of additional education.
Conclusions on the first chapter."
Chapter II. Designing the development of educational and research activities of students in the field of additional education
§1. Model of organizing educational and research activities of students in additional education.
§2. The program “Youth, Science, Culture” as an organizational and pedagogical basis for the development of educational and research activities of students.
§3. Criteria and indicators of students' readiness for educational research activities.
Conclusions on the second chapter.
Recommended list of dissertations
Development of student research activities in key ornithological territories in additional environmental education 2011, candidate of pedagogical sciences Astashina, Nina Igorevna
Forming the experience of creative activity of students based on the study of applied landscape science in specialized geographical education 2010, candidate of pedagogical sciences Martilova, Natalya Viktorovna
Technological support for teachers working with children of advanced development 2002, candidate of pedagogical sciences Mayatskaya, Valentina Aleksandrovna
Pedagogical conditions for creative self-development of a student’s personality in an institution of additional education: Based on the activities of a design studio 2003, candidate of pedagogical sciences Medvedeva, Olga Pavlovna
Formation of experience of research activities of high school students in scientific societies of students in ecology 2005, candidate of pedagogical sciences Kononenko, Olga Semenovna
Introduction of the dissertation (part of the abstract) on the topic “Pedagogical conditions for the development of educational and research activities of students in additional education”
The relevance of research. In modern Russia, over a fairly short historical period, several attempts have been made to reform the entire education system. Currently, we have entered a historical period of modernization of education, which is intended to create the preconditions for the dynamic development of the country in the 21st century.
In accordance with the “Concept for the modernization of Russian education for the period until 2010” (2001), changes in the educational sphere are designed to facilitate Russia’s accelerated entry into a qualitatively new state, where human resources become the main source of growth. A new understanding of the role of education has established itself in Russian society; it has increasingly begun to be considered among the fundamental factors and guarantees of both economic development and national security of the country, as well as ensuring fundamental human rights and freedoms, social security, professional mobility, business careers and high quality personal life.
In the Main Directions of Socio-Economic Policy of the Government of the Russian Federation (2000), for the first time, education reform began to be considered as a prerequisite and driving force for the modernization of other vital areas of society, including primarily the economy.
Considering that the basic principles for implementing the Modernization Concept are: scientific justification for the choice of options for solving problems; model and experimental testing of these options, an evolutionary approach to implementing the decisions made in practice - scientific understanding of the changes taking place in the developing system of additional education is of particular significance and relevance, since the sphere of additional education for children can be considered as the most innovative and dynamic, revealing wide development opportunities variable education.
In this regard, the theoretical justification of educational and research activities in the field of additional education for children is of great importance. It is in the system of additional education that there are enormous opportunities for the development of educational and research activities of students, which in turn is one of the most promising means of developing cognitive motivation, personal self-determination, humanization of education, enriching the intellectual potential of society, which was especially noted in the decision of the board of the Ministry of Education “On development of educational and research activities of students in the system of additional education" (1996).
An analysis of scientific and pedagogical literature has shown that the theoretical and methodological aspects of the development of the out-of-school education system are considered quite deeply, first of all, in the works of the founders of humanistic pedagogy P.P. Blonsky, V.P. Vakhterov,
A.U.Zelenko, N.K.Krupskaya, A.V.Lunacharsky, A.S. Makarenko, E.H. Medynsky, A.S. Prugavin, V.N. Soroka-Rossinsky, S.T. Shatsky and others.
Research on the problems of free time (E.G. Zborovsky, G.P. Orlov, V.N. Pimenova, R.A. Poddubnaya, etc.) examined the potential opportunities of this area for personal development.
General theoretical issues of determining the place and role of institutions of additional (out-of-school) education in the general system of lifelong education are considered in the works of Yu.K. Babansky,
V.P. Bespalko, V.A. Kan-Kalika, A.V. Nikandrova, V.A. Slastenina and others.
Didactic aspects of teacher preparation for extracurricular and extracurricular work are reflected in the studies of F. S.A. Arkhangelsky, A.M. Doroshevich, M.E. Duranov, V.A. Orlova,
V.A. Polyakova, V.D. Putilina and others.
Psychological and pedagogical aspects of the activity approach to personality development are considered in the works of L.S. Vygotsky, V.V. Davydova, I.I. Ilyasova, A.M. Matyushkina, V.B. Olshansky, V.D. Shadrikova, V.A. Yakunina; Features of differentiation of school and out-of-school education and ways to optimize them are reflected in the works of P.P. Blonsky, I.Ya. Lerner, V.G. Razumovsky, M.I. Skatkina; The theory and practice of socio-professional self-determination of personality was considered by V.A. Polyakov, S.N. Chistyakova, A.Ya. Zhurkina, issues of creative education and pedagogy of cooperation were developed by O.S. Gazman, A.I. Ivanov, V.A. Karakovsky, L.I. Malenkova, L.I. Novikova; The work of B.C. is devoted to the problem of standardization in general education. Ledneva, M.V. Ryzhakova, V.V. Sudakova, S.E. Shishova; problems of managing educational systems in the unity of school A and out-of-school education were studied by Yu.A. Konarzhevsky, M.N.
Kondakov, B.S. Lazarev, M.M. Potashnik, P.V. Khudominsky, T.I. Shamova.
Features of the development of the content, forms and methods of additional education are quite fully reflected in the works of V.A. Gorsky, A.Ya. Zhurkina, M.B. Koval, S.B. Saltseva, A.B. Fomina, A.I. Shchetinskoy and others.
The problems of organizational and managerial support for the development of educational work in institutions of out-of-school and additional education as one of the means of social self-determination are discussed in detail in the dissertation research of V.V. Abraukhova, A.G. Andreichenko, O.I. Grekova, M.B. Koval, G.N. Popova, S.B. Poptsova, T.I. Sushchenko, H.A. Chernova, M.A. Valeeva and others.
Organizational and pedagogical problems of the development of the system of additional education for schoolchildren are reflected in a number of regulatory documents: the Law of the Russian Federation “On Education” (1992, 1995), decisions of the board of the Ministry of Education of the Russian Federation “On the strategy for the development of state and municipal institutions of additional education for children "(May, 1994), "On the development of additional education for children in a general education institution" (November, 1994), "On the development of educational and research activities of students in the additional education system" (1996), "On the main directions of development of education in the system of variable education" (1996); in the “Concept for the modernization of Russian education for the period until 2010” (2001), in the Interdepartmental Program for the Development of Additional Education (2001), in the resolution of the Moscow Government “On the action plan for the development of additional education for children in Moscow” (2002) and others.
The results of the analysis of the state of the system of additional education for children made it possible to identify the following contradiction: on the one hand, in modern conditions, the actively developing potential of additional education requires increasing its effectiveness through the development of new forms of additional education, in particular the educational and research activities of students, on the other hand, it has not been sufficiently developed scientific and methodological support for educational and research activities of students, the necessary pedagogical conditions for the development of this activity have not been identified. Thus, the problem of the study is to identify the pedagogical conditions for the development of educational and research activities of students, which contribute to increasing the effectiveness of additional education for children.
The relevance of the problem, its insufficient development in theory, and the urgent demands of practice determined the choice of the topic of our research: “Pedagogical conditions for the development of educational and research activities of students in additional education.”
Purpose of the study: to identify pedagogical conditions for the development of educational and research activities of students in the field of additional education.
Object of study: educational and research activities of students in additional education.
Subject of research: content, forms and methods of educational and research activities of students in the system of additional education.
The study is based on the hypothesis that the educational and research activities of students in the field of additional education will be carried out more effectively if:
The educational and research activities of students in the field of additional education will be organized taking into account the cognitive, productive, developmental and axiological aspects and provide for the possibilities of all educational areas;
The development of educational and research activities of students will be carried out on the basis of active part-time forms of work during the transition to productive levels of education: heuristic and creative;
The criteria and indicators of students' readiness for educational and research activities will reflect the levels of additional education (creative, heuristic, reproductive, leisure and recreational).
Based on the hypothesis and purpose of the study, the following tasks were identified:
To develop a conceptual model for organizing educational and research activities of students in additional education, including cognitive, productive, developmental and axiological aspects, an individual educational route that takes into account the capabilities of all educational areas.;
To develop a program for the development of educational and research activities of students in additional education, providing for active part-time forms of work that stimulate the transition of students from the reproductive level to the heuristic and creative.
Determine the criteria and indicators of schoolchildren’s readiness for educational and research activities in the field of additional education; develop recommendations for organizing educational and research activities of students in additional education.
The methodological basis of the study is: the concept of the content of lifelong education (I.Ya. Lerner, V.S. Lednev, A.M. Novikov, V.V. Kraevsky, etc.); theory of polytechnic education and labor training of students (P.R. Atutov, V.A. Polyakov, etc.); theory of a systematic approach to social and professional self-determination of students (S.Ya. Batyshev, S.N. Chistyakova, etc.); social and philosophical concept of free time (E.G. Zborovsky, G.P. Orlov, V.N. Pimenova, R.A. Poddubnaya); psychological concepts of personality development, set out in the works of domestic researchers (L.S. Vygotsky, P.Ya. Galperin, A.M. Matyushkin, etc.); pedagogical foundations for the development of students’ creative activity in extracurricular activities (P.N. Andrianov, V.D. Putilin, etc.).
Research methods:
Analytical (analysis and synthesis of scientific and methodological literature);
Diagnostic (questionnaire, survey, expert assessment method, observation);
Empirical (experience study, survey, monitoring);
Statistical (processing of research results);
Experimental (testing a model for organizing educational and research activities of students in additional education).
The study was conducted on the basis of the Interregional children's scientific creative public organization “Intelligence of the Future” and its 28 branches in various regions of Russia, on the basis of the Center for Scientific and Technical Creativity of Students “Eureka” (Obninsk). The study covered 1,275 students and 98 experts (specialists from universities, research institutes, educational and cultural institutions).
Main stages of the study
At stage I (1994-1996), the state of the problem under study in pedagogical theory and practice was studied; the methodology, theory and practice of out-of-school work and additional education, dissertations on the research problem were analyzed, the conceptual apparatus of the study was formed, search and design activities were carried out to develop models of the content of additional education.
At stage II (1997-1998), based on a systematic approach, a model for organizing educational and research activities of students in additional education and a program for the development of these activities were developed.
At stage III (1999-2002), a model for organizing educational and research activities of students in the field of additional education was tested in supporting institutions of additional education (Moscow, Obninsk, Aldan of the Republic of Sakha-Yakutia) and in children's associations of the Day of Youth "Intelligence of the Future" in in the city of Obninsk, Kaluga Region and 28 branches of various regions of Russia, a program for the development of educational and research activities of students on the territory of the Russian Federation, forms of summing up the creative, productive activities of children (conferences “Youth, Science, Culture”, etc.) were tested.
The scientific novelty of the research lies in the fact that the cognitive, productive, developmental and axiological aspects of the organization of educational and research activities of students in additional education have been developed; levels of schoolchildren’s readiness for research activities (leisure and recreational, reproductive, heuristic and creative); criteria and indicators of students’ readiness for educational and research activities have been determined; a program for the development of educational and research activities has been developed for various age stages and contains three stages (propaedeutic, search, research).
The theoretical significance of the study lies in the development of a conceptual model for the organization of educational and research activities of students in additional education, representing a modular structure that includes cognitive, productive, developmental and axiological modules; levels of organization of educational and research activities (creative, heuristic, reproductive, leisure and recreational); an individual educational route that takes into account the capabilities of all educational areas.
The practical significance of the study lies in the fact that the developed program for the development of educational and research activities of students is implemented at the federal level, its final form - the all-Russian conference of students "Youth, Science, Culture" is annually approved by order of the Ministry of Education of the Russian Federation; active forms of summing up the results of educational and research activities of students have been developed (competition "Intellectual and Creative Marathon", conference "Youth, Science, Culture", Intellectual and Creative Tournament, etc.), recommendations have been developed for heads of additional education institutions and teachers on organizing educational and research student activities.
The reliability of the results of the study is ensured by the methodological validity of its initial positions; the use of complementary research methods that are adequate to the object, subject, purpose and objectives of the study; quantitative and qualitative analysis of a significant amount of empirical material, the results of experimental work. The following are submitted for defense:
Pedagogical conditions for the development of educational and research activities of students in additional education: the content, forms and methods of organizing educational and research activities of students provide for cognitive, productive, developmental and axiological aspects; levels of research activity; the possibilities of all educational areas for more effective organization of educational and research work of students;
The program for the development of educational and research activities of students, stimulating the transition of students from the reproductive level to the heuristic and creative level, includes: active part-time forms of summing up the results of students' research and creative activities in the field of additional education (conferences, competitions, tournaments); a set of requirements for students’ research work (research nature, novelty, relevance, competent and logical presentation of the material, etc.); principles of organization (openness of the program, individually differentiated approach, scientific and information and communication support of the program, creating a situation of success, integrativeness, etc.);
The guidelines for the further development of students are the criteria and indicators of schoolchildren’s readiness for educational and research activities.
Approbation of research results
The scientific principles, conclusions and recommendations contained in the dissertation were discussed and received a positive assessment at the Russian open pedagogical forums “Education, creativity, development” in Obninsk and Moscow (1995, 1996, 1997, 1999, 2001, 2002), at the problematic interdisciplinary seminar “Intellectual and creative talent" in Samara (1996), at a seminar-meeting of heads of experimental sites "Methodological foundations of psychological and pedagogical research into the problems of additional education of children" in Dubna (1997), at a seminar-meeting of heads of Federal experimental sites in Moscow ( 1998), at the All-Russian scientific and practical conference in St. Petersburg “Problems of the formation and development of the educational process in institutions of additional education for children” (1997), at the Republican seminar of directors of institutions of additional education on the topic “Current problems of software and methodological support additional education" in Naberezhnye Chelny (1998), at a seminar-conference on the problems of additional education in Aldan of the Republic of Sakha-Yakutia (1999, 2001), at pedagogical seminars in Moscow, Obninsk (1999, 2000, 2001, 2002) .
Implementation of research results. The main provisions of the dissertation (the developed program for the development of educational and research activities of students, active forms of summing up the results of educational and research activities of students, and others) were used in the activities for the organization of the Federal scientific and educational program “Youth, Science, Culture”, approved
All-Russian public organization "National system for the development of scientific, creative and innovative activities of youth of Russia "Integration", in the work of the All-Russian open conference of students "Youth, science, culture", organized in accordance with the order of the Ministry of Education of the Russian Federation, in the work of the Interregional children's scientific creative public organization "Intelligence of the Future", included in the federal register of youth and children's organizations enjoying state support, and implementing programs awarded state grants named after M.V. Lomonosov (2001, 2002), in teaching activities at the Faculty of Additional Education Teachers Ba-Labanovsky College.
Dissertation structure
The dissertation consists of an introduction, two chapters, a conclusion, bibliography and appendices.
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Conclusions on the second chapter
The developed model for organizing educational and research activities of students in the field of additional education is a modular structure that includes the following components:
1) cognitive, productive, developmental and axiological modules; the selected parity modules reflect the focus, acceptability, controllability, and integrativeness of students' educational and research activities and give the process consistency, integrity and efficiency.
2) levels of organization of educational and research activities of students (creative, heuristic, reproductive, leisure and recreational), taking into account the considered levels of content of additional education; levels characterize the dynamics of development of research activities.
3) an individual educational route, including the opportunities of all educational areas;
4) criteria and indicators of students’ readiness for research activities.
We, in particular, carried out experimental testing of the model during the implementation of the program called “Youth, Science, Culture.”
The developed program for the development of educational and research activities of students, based on part-time forms of summing up the results of students’ creative work in the field of additional education (conferences, competitions, tournaments), provides for: a set of requirements for students’ research work (research nature, novelty, relevance, competent and logical presentation of the material, etc.); principles of organization (openness of the program, individually differentiated approach, scientific and information and communication support of the program, creating a situation of success, integrativeness, etc.); criteria and indicators of schoolchildren's readiness for educational and research activities.
The program “Youth, Science, Culture” is one of the conditions for the development of educational and research activities of students in the field of additional education, allows students to be included in these activities at productive levels (heuristic and creative), and helps motivate children to engage in educational, research and creative activities.
Thus, the scientific and educational program “Youth, Science, Culture” forms the readiness of schoolchildren to carry out educational and research activities, which is confirmed by testing on a number of indicators according to such criteria as cognitive, motivational-need, activity-practical, value-based. communicative, while in the process of implementing the program, an increasing number of schoolchildren reach the highest (creative) level of readiness.
Conclusion
In modern conditions, during the period of modernization of education, the development of educational and research activities of students is of great importance.
Our research was aimed at identifying the pedagogical conditions that ensure the development of students' educational and research activities in the field of additional education for children.
Based on the results of scientific and theoretical research and experimental work, we can state that the hypothesis we put forward was confirmed.
Based on the study, we can draw the following conclusions:
1. Pedagogical conditions for the development of educational and research activities of students in additional education are: content, forms and methods of organizing educational and research activities of students, including cognitive, productive, developmental and axiological aspects; levels of research activity; the possibilities of all educational areas for organizing educational and research work of students;
A program for the development of educational and research activities of students, stimulating the transition of students from the reproductive level to the heuristic and creative level, and providing for: active part-time forms of summing up the results of students' research and creative activities in the field of additional education (conferences, competitions, tournaments); a set of requirements for students’ research work (research nature, novelty, relevance, competent and logical presentation of the material, etc.); taking into account the principles of the organization (openness of the program, individually differentiated approach, scientific and information and communication support of the program, creating a situation of success, integrativeness, etc.);
Application of criteria and indicators of schoolchildren’s readiness for educational and research activities of students, which not only reflect the result of the educational process, but also serve as guidelines for the further development of schoolchildren.
2. The developed conceptual model for organizing students’ educational and research activities allows us to design and diagnose the development of this activity, taking into account the levels of additional education (leisure-recreational, reproductive, heuristic, creative), educational modules (cognitive, productive developmental, axiological), and the student’s individual educational route (with maximum use of the capabilities of all educational areas and in-depth development of any of them at the student’s choice).
3. The developed program “Youth, Science, Culture,” which has become federal, generally contributes to the development of educational and research activities of students in the regions of the Russian Federation, promotes further differentiation and individualization of the content of additional education for children, and social and professional self-determination of children. Developed and experimentally tested forms for summing up the results of students’ creative work in the field of additional education (competition “Intellectual and Creative Marathon”, intellectual tournaments, Russian Student Conference “Youth, Science, Culture”, etc.), including various competitions, performing creative assignments, protection of projects, contribute to the transition of students to productive levels of education (to the heuristic and creative levels).
4. The identified criteria (cognitive, activity-practical, motivational-need, communicative-value) and indicators of students’ readiness for educational and research activities in additional education allow not only to diagnose students’ readiness for research activities, but also contribute to the development of this activity.
The conducted research does not pretend to be exhaustive and opens up prospects for further study and development of educational and research activities in the system of additional education along the path of improving pedagogical and information technologies. In particular, further research is needed to develop new forms and methods of educational and research activities for students.
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Please note that the scientific texts presented above are posted for informational purposes only and were obtained through original dissertation text recognition (OCR). Therefore, they may contain errors associated with imperfect recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.
Research activities of students- student activity associated with students solving a creative, research problem with a previously unknown solution (as opposed to a workshop that serves to illustrate certain laws of nature) and presupposing the presence of the main stages characteristic of research in the scientific field, standardized based on those accepted in science traditions: formulation of the problem, study of the theory devoted to this issue, selection of research methods and practical mastery of them, collection of one’s own material, its analysis and generalization, scientific commentary, one’s own conclusions. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure.
Such a chain is an integral part of research activity, the norm for its conduct.
5. Goals of the “Little Discovery” program
The “Little Discovery” program aims to create the necessary potential organizational and methodological conditions for a comprehensive solution to the problem of developing students’ research competencies and their successful use outside of class hours.
The strategic goal of the program is the formation and education of individuals who possess design and research technology at the level of competence.
6. Tasks.
Development of students’ cognitive abilities through an optimal combination of additional and individual education;
Productive organization of the student’s extracurricular time;
Stimulating the creative activity of the teaching staff and creating conditions to meet the needs of teachers for productive self-expression;
Improving the health-preserving and health-developing components of the educational space of the school.
Research activities are carried out through:
**additional education block (group theoretical and practical classes in certain thematic areas, individual lessons and consultations on the topics of the research being carried out),
**system of extracurricular theoretical and practical training,
**independent research when conducting outdoor activities during the holidays (excursions and expeditions),
**external and internal platforms for presenting research results (competitions, conferences, festivals, olympiads)
The program is developed in three areas:
Working with students;
Working with parents;
Working with the teaching staff.
Each area of the program is implemented annually; adjustments to the content, forms and methods of program implementation are possible.
7. Program concept
The rapid growth of knowledge and yet undiscovered phenomena, the rapid change of technologies require education to be oriented towards a level of science and technology that has not yet been achieved today. An effective way to achieve this result is to form a search style of thinking, to instill interest in intellectual activity and cognition. One of the tools to solve such a problem is the construction of a step-by-step educational process based on the educational and research activities of students.
An extracurricular approach (post-curricular) is understood as a shift in emphasis in organizing research work with children outside of school hours.
To solve the assigned problems, it is optimal to include students in research work within the framework of specially organized activities, and to create a special developmental educational environment in the institution. A mandatory component of the educational environment is the creation of effective pedagogical support for the student. The integration of general and additional education based on research activities not only contributes to a significant increase in motivation for acquiring knowledge and the creation of certain competencies, but also leads to updating the content of postgraduate education as a whole. Student research activities act as a platform that interacts well with a whole range of tasks defined within the framework of the national project in the field of education.
The introduction of student research activities as a unified conceptual platform makes it possible to build an individual educational trajectory for each child and facilitates changing its direction when educational priorities and motivations change; it is the foundation for individual self-determination, pre-profile and specialized training.
The organization of a post-graduate educational process based on research activities causes significant changes in the construction of the school microclimate, radically changing the role of the teacher, turning him from a “source” of information into a “guide” through the information space, a colleague and senior comrade in joint intellectual work. In parallel with this, the child’s personal characteristics also change: adequate self-esteem is being formed, the desire for cooperation is being fostered while maintaining one’s own position and the ability to defend it convincingly.
The educational environment created on the basis of research activities stimulates the child to creative search, and participation in research conferences and expeditions, familiarization with the research works of peers during the defense of individual research papers contribute to the formation of a wide range of interests, stimulate the desire to try their hand at various fields of knowledge. The possibility of forming their own educational trajectory directly by students makes such an educational environment comfortable for all participants in the educational process, which allows them to effectively solve the problems facing the school.
8. Model of a student who completed training under the “Little Discovery” program
An intellectually developed personality with the skills of search thinking, ready for active, proactive work, with established competitiveness in the labor market through the development of personal and emotional stability, positioned to achieve success, and also psychologically ready to accept failure.
9. Pedagogical technologies and methods used in organizing extracurricular research activities of students.
Since the majority of students involved in extracurricular research activities are self-motivated to continue their studies and strive to prepare themselves for a profession, the most effective are technologies that implement the idea of individualizing learning and provide scope for creative self-expression and self-realization of students. This is, first of all, the technology of project-based learning, which is combined with the technology of problem-based learning, and the teaching methodology in “small groups”.
9.1. Problem-based learning technology.
We consider this technology as basic, since the transformative activity of the student can be most effectively implemented in the process of completing tasks of a problematic nature. Experience shows that solving problems with problematic content provides a high level of cognitive activity for students.
The structure of the problem-based learning process is a complex of interconnected and increasingly complex situations. When implementing problem-based learning technology, the teacher most often uses problematic questions in the form of a cognitive (problematic) task. The algorithm for solving a problem problem includes four stages:
1) awareness of the problem, identifying the contradiction inherent in the question, identifying a break in the chain of cause and effect relationships;
2) forming a hypothesis and searching for ways to prove the assumption;
3) proof of the hypothesis, during which students reformulate the question or task;
4) a general conclusion in which the studied cause-and-effect relationships appear and new aspects of a cognitive object or phenomenon are revealed.
Thus, a set of purposefully designed tasks that create problem situations is designed to provide the main function of problem-based learning - the development of the ability to think at the level of relationships and dependencies. This allows schoolchildren to gain certain experience in creative activity necessary in the process of student research.
9.2. Methods of teaching in small groups.
This technique is most effectively used in extracurricular activities. The essence of training in “small groups” is that a group of children is divided into 3-4 subgroups. It is advisable for each of them to include 5-7 people, since in such a number the educational interaction is most effective.
Each microgroup prepares an answer to one of the questions discussed in class, which they can choose either at their own request or by lot. When discussing issues, members of each group speak, oppose, review and make additions. For the correct answer, students receive individual marks, and “small groups” receive a certain number of points.
The game situation allows you to create the necessary emotional mood at the seminar and motivate schoolchildren to more intense and varied work.
9.3. Projective learning technology.
The basis of the project-based learning system is the creative assimilation of knowledge by schoolchildren in the process of independent search activity, that is, design. The design product is an educational project, which can be the text of a speech, an essay, a report, etc.
It is important that project-based learning is inherently personality-oriented, which means it allows students to learn from their own experience and the experience of others. This stimulates the cognitive interests of students, makes it possible to gain satisfaction from the results of their work, and to realize the situation of success in learning.
9.4. Individual research project.
as one of the forms of organizing the educational process, it is a system of classes, the content of which allows students to complete their research projects, study in depth certain sections of the school curriculum, or gain knowledge in areas of interest to them.
The originality lies in the fact that the basis of its content is made up of topics that are not covered in lessons, but are accessible and interesting for children to study; requires active work with additional literature, independent comprehension of problems, and the ability to work with the teacher’s oral presentation as a source of information. The most relevant are special courses in high school, where educational material can be grouped in large blocks. In addition, usually high school students already have experience in independent creative activity.
Individual research project is carried out in stages.
At the first stage, the teacher diagnoses the level of educational capabilities, cognitive interests, and motives of students’ activities. Then the teacher develops an approximate topic of research projects that can be carried out within the framework of the project, then the teacher conducts group consultations, the purpose of which is to introduce students to the basic techniques of working on a research project, explains the goals and objectives of the project as a means of preparing students for independent work on the project.
The fourth stage is actually individual research project, which includes a certain number of training sessions. Most classes involve a problematic presentation of new material. Of particular importance is a problem-based lesson, the purpose of which is to generalize and systematize the acquired knowledge.
Fifth stage individual research project represents the execution and preparation of creative work for defense. At the sixth stage, a student scientific conference is held, at which research projects are defended.
10. Place and role of the teaching staff.
The successful organization of extracurricular research activities for students is impossible without the participation of school teachers.
Involvement in working with motivated students first of all teachers with certain qualities:
A teacher is a person who responds productively to challenges, who can take criticism and not suffer from stress when working with people more capable and knowledgeable than himself. The teacher’s interaction with the student should be aimed at the optimal development of abilities, be of a helping, supportive nature, and be non-directive;
The teacher believes in his own competence and ability to solve emerging problems. He is ready to bear responsibility for the decisions made, and at the same time is confident in his human attractiveness and worth;
The teacher considers others capable of solving problems on their own, believes in their friendliness and that they have positive intentions, they have a sense of self-worth that should be valued, respected and protected;
The teacher strives for intellectual self-improvement, works to expand his own knowledge, is ready to learn from others, engage in self-education and self-development.
The teacher must be:
Passionate about his work;
Capable of experimental, scientific and creative activities;
Professionally competent;
Intellectual, moral and erudite;
A conductor of advanced pedagogical technologies;
Psychologist, educator and skillful organizer of the educational process;
11. Forms of work:
Creative workshops;
Electives;
Interest groups;
Competitions;
Intellectual marathon;
Participation in Olympiads;
Work according to individual plans;
12. Expected results of the “Little Discovery” program:
1.Improving the quality of extracurricular education.
2. Changing the scale of social values of the youth of our school to increase the importance of such a category as “title”.
3.Create an atmosphere of positive work, its significance in a person’s life, creativity as opposed to spreading drug addiction and social denial.
4.Expanding the range of activities to reveal the creative abilities of students.
5. Publication of student research works.
6. Advanced training for teachers.
7. Positive dynamics in the share of students engaged in extracurricular activities.
Program implementation, control and correction
13. Description of the program “Little Discovery”
Priority areas of the project:
* Creation of a system of measures to involve middle and high school students in research and project activities in accordance with their interests.
* Monitoring of students' cognitive and creative abilities.
* Improving the qualifications of teachers and parents in optimizing the development of students’ research competencies.
* Introduction of educational research technologies into the practice of extracurricular activities.
* Diagnostics of the final results of joint activities of teachers and students.
* Creation of conditions for accounting, systematization and storage of final results (projects, research, etc.).
* Creation of sources of open access to final results in order to popularize and disseminate the idea of using research activities in extracurricular education.
Project implementation stages
The first academic year is an organizational and analytical stage.
The second academic year is a technological stage.
The third academic year is the final stage.
14. Pedagogical program management
| Functions of pedagogical management | Teacher activities |
| Information and analytical | Based on surveys, observations and studying the products of schoolchildren’s activities, it creates a data bank about the cognitive interests of students, their achievements in the learning process, and the level of motivation for research activities |
| Motivational-target | Together with students, they determine their areas of interest, objects of research, goals of research activities, and the relevance of the research topic. |
| Planning and prognostication | Together with students, plans ways and means to achieve the goal; draws up a work schedule for the project. |
| Organizational and executive | Organizes the implementation of the planned plan in accordance with the work schedule, advises students, and maintains interest in search activities. |
| Control and diagnostic | Carries out ongoing monitoring of students' activities and analysis of the results of their research work. |
| Regulatory and correctional | Corrects the activities of students, regulates their work, teaches self-government techniques, and conducts reflection. |
Institution of additional education
"Donetsk Republican Palace of Children and Youth Creativity"
Description of work experience
additional education teacher
Zastenkina-Klimenko Olga Alexandrovna,
studio headhand- made“Faina Thing”, teacher in the groups of the costume theater group “Melpomene” and the creative association for early development “Joy”.
“Additional education teacher is the creator of an optimal educational environment”
Donetsk -2016
“Additional education teacher –
creator of an optimal educational environment.”
To change others, you must love them!
The education and development of a free, talented, physically and psychologically healthy personality, enriched with scientific knowledge, ready for creative work and moral behavior is the main goal of my educational activities as a leader in the groups of the Melpomene costume theater team, studiohand- made“Faina Shtuchka” and the creative association for early development “Joy”.
For 12 years I have been working as a leader of clubs in three different creative directions. All these years I have strived to realize my creative achievements.Anyone who wants to create conditions for effective and fruitful work will find ways and means and achieve their goals.
In organizing work, I use modern pedagogical forms, tools and techniques, which contributes to the effective implementation of program material, as well as the acquisition, at a high level, of new knowledge and skills.
My main task- create conditions for the development and self-realization of students.
In nature, a flower grows on its own. There is no need to pull it by the top, “push” or “kick”. It needs to be watered, heated and illuminated by the sun. And then the plant will be healthy.
A child is a human sprout. It initially contains an indefatigable desire for development. The goal of the developing personality is to affirm his unique “I” and to identify his unique purpose. And the teacher’s goal is to help him with this.
Eight main components of my creative activity.
An important factor is the availability of conditions for creativity.
We start with external aesthetics. The interior of our institution is designed according to the principle: “everything for children.” Offices, halls and halls are cozy rooms that attract students and their parents.
Every time I receive children, together with the administration, I prepare comfortable, favorable conditions for activities and recreation in the team.
I tastefully create the interior of the office, in agreement with the parents, I conduct photo sessions, print out photographs of children and place visual material on the walls of the office.
We produce collective creative works - toys that decorate the exhibitions of our office. We are preparing information material about the team for those who crossed the threshold of the Palace for the first time.
Installation on the process of training and education.
To prove to a person the need for knowledge -
it is the same as convincing him of the usefulness of vision.
M. Gorky.
I explain to everyone the advantages of a well-mannered person, the children collectively develop rules of behavior and monitor their implementation.
My firm belief is that the main condition for the development of creative abilities is work. By my personal example, I show that if you want and work hard, you can reach any level in life.
… The more a person knows,
the more valuable it is to society
and the more interesting and fruitful his own life is.
K.G. Paustovsky.
I conduct special games and tasks in classes to familiarize ourselves with the world around us and its reality. I explain the importance of every person on this planet.
Through games, comic tasks, comic skits that take place in the classroom(Appendix No. 1) , I bring to the consciousness of children the importance of the process of learning and education, We draw joint conclusions that studying, acquiring knowledge and being well-mannered is the path to realizing your dreams.
A healthy lifestyle is a factor that contributes to achieving your main goals.
Man is the highest product of earthly nature.
But in order to enjoy the treasures
nature, a person must be healthy,
strong and smart.
I.P. Pavlov.
In order to successfully approach my goal, I formulate in the concept of each student the need to adhere to the rules of a healthy lifestyle. I introduce children to health-saving factors. I conduct a number of events and a series of conversations in this area: “Take care and strengthen your health”, “Health is in your hands”.(Appendix No. 2).
I conduct health-improving classes in the form of “Dance-rhythmic training” and “Dance gymnastics”.
Dance-rhythm training is an innovative form of work that I developed based on the needs, capabilities of students and my own work experience. Methodological development for the use of dance-rhythmic training in educational work was awarded a First Degree Diploma of the All-Ukrainian Competition for the Best Scientific Project (2008).
I adhere to sanitary and hygienic standards: regular general cleaning of offices, ventilation of rooms, individual drinking and individual sports equipment.
Result: class attendance is close to 100% mark.
Creation of a single organism - triangle:
leader, parents, children.
I actively cooperate with parents - I conduct conversations, consultations, through a series of information articles, master classes on handicrafts, I try to attract parents to joint creative activities, to help them fall in love with the work that their child is doing. A positive attitude from parents has a positive effect on children's attitude towards creativity.
When the parents pick up the child, he happily reports about what he has learned, for example, he learned a new pattern, sewed a toy, memorized a funny tongue twister and came up with associative movements for it, was able to hold a pencil on his nose longer than all the other children while squatting, and so on. . Parents have a golden rule: listen and praise! A child, with emptiness in his soul, will be forced to look for attention on the side, among his peers, the yard boys. But it is not always favorable and positive.
The team annually elects a parent committee, which is the undisputed assistant to the head. All cases are pre-agreed and planned for a certain period of time. To unite the team, mothers and fathers receive invitations to open classes, where they actively participate with their children in completing tasks, games and performances.
Overall, we get a good picture of a single, coherent, functioning organism, where everyone plays their creative role and realizes that they are part of a single whole.
Help everyone find themselves, express themselves and realize themselves.
Find your style of relationship with children.
The range of children's creativity is quite wide: music, literature, art, sports, theater. First, I identify inclinations, hobbies, preferences.
To do this, I invite students to complete various creative tasks, for example, come up with a story, compose a fairy tale, a poem, play on improvised objects, sketch a costume, write a picture, perform a dance, come up with a dramatization, pantomime, show a magic trick, come up with a new model composition, draw and make favorite toy, take part in a creative project, etc.(Appendix No. 3) .
And the result does not take long to arrive. The artistic abilities of the students are revealed, magicians, dancers, singers, models, designers, makeup artists and stylists appear. A flurry of drawings, sketches, and samples of pens are pouring in, magicians, dancers, singers, models, designers, makeup artists and stylists appear.
In the process of my creative pedagogical activity, a certain style of relationship with children is developed: not to prohibit, but to guide, not to force, but to convince, not to command, but to organize, not to limit, but to provide freedom of choice.
Recording performance results. Accounting for achievements.
There is no greater spiritual satisfaction in the world,
than the consciousness of a goal achieved.
K.G. Paustovsky
The expected results have clear parameters: the ability to find oneself in creativity, the formation of an active life position, the ability to think, reflect, the desire to engage in physical education and sports, to work for the benefit of people, to form one’s opinion on issues relating to the life of the team.
The main rule is not to ignore the student’s achievements. Each child has a portfolio. Children follow the contents of their folder with great interest and constantly conduct a comparative analysis of achievements with comparison to the leaders.(Appendix No. 4)
Availability of pedagogical professionalism.
A real teacher must know and be able to do everything. Therefore, I constantly improve my professional level by attending courses, conferences, trainings, and webinars. I take an active part in events to improve the pedagogical skills of leaders, share my teaching experience with colleagues at conferences, master classes, and provide pedagogical assistance on educational, organizational and creative work.(Appendix No. 5). I have a personal library of teaching aids (developments, scripts, lesson notes) and publications on educational and educational work.(Appendix No. 6)
Strict adherence to the chosen pedagogical philosophy.
My teaching philosophy is defined by the following statement: “A good gardener does not break trees. Seeing that the branch is growing to the side, he presses it against the trunk so that it takes the right direction and grows upward. At the same time, he feels the resistance of this branch and knows when the pressure needs to be released so that the branch does not break. The gardener takes care of his garden, knowing that only with good care can it bear fruit.” The teacher must feel the child, only then will he be able to achieve results and raise a person worthy of his society. The leader must protect the trust of children, as this is the pinnacle of his relationship with his students. In my work, I guide my students to complete any task or task with soul and love. I teach them to live every minute with benefit, bringing joy to themselves, those around them and loved ones.
I would like to end with the words of Goethe: “You learn from those you love.”
To teach others, you must love them!
Appendix No. 1
Actor training
Acting training in the costume theater "Melpomene"
Acting training allows us to understand where feelings, emotions, desires come from, how they work and how to manage them, and what inspiration is. Training is an integral part of every team lesson.
The training exercises can be divided into the following areas:
1) Relief from muscle tension (from the so-called “clamps”). Exercises on this topic are given at the beginning of any lesson; these are the so-called “warm-up procedures”.
2) Attention. This topic contains exercises on focusing attention (on the “here and now”), switching attention, attracting attention to yourself, etc.
3) Imagination and fantasy, which are a necessary link in creative search.
4) Actually communication and interaction with the development of non-verbal means of communication (intonation, facial expressions, movements, etc.) and its content (context, subtext, atmosphere).
Exercises such as COUNTING RELAX, TENSION - RELAXATION, TENSION TRANSFER, STOP, CIRCULAR CLAMPS, FIRE - ICE, MERCURY, GROWING, STRETCHED - BROKEN, PLASTICINE DOLLS, SPAGHETTI, PUPPETS (P) help students free themselves from clamps. ODVESKI).
For example, the following exercises will help develop composure and concentration skills: LISTENING TO SILENCE, DONKEY, QUESTION - ANSWER, TEN SECONDS, TYPE TYPE, “YES” AND “NO” DON’T SPEAK, RELAY RACE, SWITCHING ATTENTION.
It is fundamentally important that almost from the very beginning of learning acting, it is necessary to pay close attention to developing a “sense of community” in beginners. Exercises to develop a collective “sense of community” for beginners in acting training are also advisable for further work, as a means of gathering attention and mobilizing the group before the start of a lesson or rehearsal. This group of exercises includes: CHAIRS, TOES STAND, JAPANESE CAR, ROULETTE, MAGIC WAND, HANDS AND LEGS, RHYTHMS, ORCHESTRA, TRANSFER OF POSITION, BULL AND COWBOY.
Imagination is a special form of the psyche that only a person can have. It is continuously connected with the human ability to change the world, transform reality and create new things. Imagination and fantasy are developed by the following exercises: JOURNEY OF PICTURES, SCULPTOR AND CLAY, WHOM TO CHOOSE, NOT VERY REAL OBJECT, NEXT TO THE ARTIST, IMAGES OF IDEAS, METAPHORS, SYNTHESIS.
Relationship and interaction skills are well trained by exercises for paired physical actions: CONSENTED ACTIONS, SHADOW, MIRROR, OBJECT IN A CIRCLE, PHRASE IN A CIRCLE, LISTENING, LOOKING - 1 and 2, SIAMESE TWINS, TALKING THROUGH GLASS. Exercises for wordless communication: MEETING, CHAIN, RUNNING IN A BAND, CAR.
It is very important for an actor that his face is expressive. If a person has good facial expressions and expresses his emotions well on his face, then it is easier for his partner to communicate with him and it is easier for the viewer to understand the scene. In addition to a set of exercises for training facial muscles, it is useful to include the TEN MASKS exercise in your training.
Each human action has a specific goal (even if not always conscious) and can be broken down into component actions of a smaller scope. The smallest components of action are assessment, adaptation and influence (mobilization).
Assessment exercises:
THREE THINGS AT THE SAME TIME. For example: getting ready for a hike, watching the food being prepared, talking on the phone. If it is possible to ensure that all three things are important enough for the student (not dismissing any of them), the grades will arise on their own.
MACHINE GUN FULL OF ASSESSMENTS. For any word from a partner, for any subject, the student must make a series of assessments with the general subtext “it can’t be!”, “Really!”.
In the process of performing various training exercises, the teacher constantly ensures that students do not forget about the assessment.
When choosing exercises, you should ensure that students’ attention is actually occupied with something, for example:
ENTRANCE IN THE ANNEX. The student must enter the room using various types of “entrances.”
KING OF THE MOUNTAIN. One of the students responds to all the partners’ remarks in the annex “from above.” If another student manages to “throw him off the mountain,” then he climbs the mountain himself.
CHILDREN'S POEMS. Select several children's poems (for example, Barto, Mikhalkov, Chukovsky, etc.) Students must perform them on behalf of some character with a certain attachment to the audience.
Mobilization is one or another concentration of a person’s attention on a goal. Mobilization is preceded by “mobilization” - the degree of readiness of a person for activity before the goal is understood. Mobilization is expressed in the general concentration of attention and, consequently, in the direction of gaze, in the eyes, in breathing. In the general tightness of the muscles of the body, in particular in the tightness of the back - spine. Maximum and minimum “purposeful” gaits and their intermediate stages, specified by the teacher during the training process, will help students find differences in the physical expression of “complex mobilization” from “simple”.
Such characteristics of action as tempo and rhythm (temporhythm) are practiced in the exercises REPEAT AFTER ME, RHYTHM - RHYTHM, FIVE SPEEDS, etc.
The creative process is experimental throughout its entirety.
The training can include simple improvisation exercises, such as IMPROVISATION WITH WORDS, TRUTH - FALSE, SPORTS IMPROVISATION.
In actor training, there is no standard set and standard sequence of elements to be practiced that would guarantee a given result. The teacher’s assistants are his intuition, creative and pedagogical experience.
Exercises for acting training
Turn on imagination. Students voice over a videotape on which fragments from the program “Your Own Director” are recorded.
Group sculpture. Each student is both a sculptor and a clay artist. It finds its place in accordance with the general atmosphere and content of the composition. All work takes place in complete silence. The first student comes out to the center of the room (this can be anyone who wants to or a person appointed as a leader) and takes some kind of pose. Then a second one is added to it, the third is added to the composition common to the first two students. When performing this exercise, you need to: 1) act at a fairly fast pace, 2) make sure that the resulting compositions are not a meaningless mosaic of figures isolated from each other. Option: a “frozen” sculpture can “come to life”.
Don't say “yes” or “no”. The “driver” (first the teacher) asks questions, the answers to which should not include the words “yes”, “no”, “black”, “white”; then these questions are continued by the one who used one of these words. Questions are asked to different group members out of any sequence, so that taboo words, which are subsequently joined by “well”, “in short”, “so to speak”, “like that”, “specifically”, “this is the same”, become signals “no ! already on a superconscious level. This ensures the purity of speech.
Ten masks. Be sure to discuss each mask with the group. Discuss in detail: how should an actor look? Should he blink his eyes? Should he lower his eyes? Should I open my mouth? Should I raise my eyebrows? Etc.
1. Fear
2. Anger
3. Love (being in love)
4. Joy
5. Humility
6. Repentance, remorse
7. Crying
8. Shyness, embarrassment
9. Meditation, reflection
10. Contempt
11. Indifference
12. Pain
13. Drowsiness
14. Petition (you ask someone for something)
To better portray, for example, contempt, say the appropriate words to yourself (look, who do you look like? Yes, I can’t stand you, look at what you’re wearing? And aren’t you ashamed that you stink so much ? And so on.). It may not be entirely ethical, but it helps.
Puppets (Pendants). Students are asked to imagine that they are puppets hanging on studs in the closet after the performance. “Imagine being hung by your hand, by your finger, by your neck, by your ear, by your shoulder, etc. Your body is fixed at one point, everything else is relaxed, dangling.” The exercise is performed at an arbitrary pace, with your eyes closed. The presenter monitors the degree of relaxation of the students’ bodies.
Tension - relaxation. Students are asked to stand up straight and focus on their right hand, straining it to the limit. After a few seconds, release the tension and relax your hand. Perform a similar procedure alternately with the left arm, right and left legs, lower back, and neck.
Fire - ice. The exercise involves alternately tensing and relaxing the entire body. Students perform the exercise standing in a circle. At the command of the “Fire” leader, students begin intense movements with their whole body. The smoothness and degree of intensity of movements is chosen arbitrarily by each student. At the command “Ice”, students freeze in the position in which the command caught them, straining their entire body to the limit. The presenter alternates both commands several times, randomly changing the execution time of both.
Switching attention-1.
The “simultaneity” of attention to several objects is only apparent, but in fact, in human mental activity there is a very rapid switching of attention from one object to another. This is what creates the illusion of “simultaneity” and continuity of attention to several objects. A person performs many actions mechanically. Attention can also become mechanical, automatic.
a) The student is given a box of matches. While counting matches, he must simultaneously tell a fairy tale or the plot of a movie.
b) The teacher distributes serial numbers to those present and invites everyone to mentally read a poem. 2 - 3 seconds after the start of the exercise, the teacher calls a number. The student with this number must stand up and continue reading aloud until the next number is called. The previous one continues to read the poems mentally.
Switching attention-2.
The exercise for switching attention proceeds in the following sequence:
1. Visual attention: an object is far away (for example, a door).
2. Auditory attention: the object is close (room).
3. Visual attention: a new object located far away (street in the window).
4. Tactile attention (object - the fabric of your own suit).
5. Auditory attention: the object is far away (street sounds).
6. Visual attention: the object is close (pencil).
7. Olfactory attention (smell in the audience).
8. Internal attention (the topic is cigarette).
9. Visual attention: the object is close (a button on your suit).
10. Tactile attention (object - the surface of the chair).
Typewriter. Students distribute the alphabet among themselves (each gets several letters) and use the typewriter keys to determine which letters they get. Hitting the right key is a clap from the right person (who got it). Someone suggests typing some phrase, and the participants “type” by clapping at the right moment with equal intervals between the “letters.” A space is indicated by a common clap for the entire group, a period is indicated by two common clap.
Plasticine dolls. “During the sketch you will turn into a plasticine doll. The exercise has three stages. With my first clap, you become a plasticine doll that was kept in a cold place. It is clear that the material has lost its plasticity, it is hard and cruel. The teacher's second clap marks the beginning of work with dolls. I will change their poses, but do not forget that the frozen form will complicate my task and I will have to feel a certain resistance of the material. The third clap is the beginning of the last stage of the exercise. Imagine that in the room where our plasticine dolls are located, all the heating devices were turned on at the same time. The dolls begin to soften. This is a process, not an immediate reaction. First of all, those parts of the doll’s body where there is less plasticine (fingers, arms, neck) float from the heat, then the legs soften. And as a result, the doll “drains” onto the floor and turns into a slide, a shapeless mass.
Softening the dolls to the point of complete loss of shape is an absolute muscular release”;
Relaxation by count. “The whole group is standing. Hands up, feet shoulder-width apart. The teacher counts. During this counting, students gradually relax all parts of the body.
On the count of “one” - the hands relax,
On the count of “two” - the elbows of the arms relax,
“three” - shoulders, arms;
"four" - head,
“five” - the torso is completely relaxed, supporting only its legs;
“six” - complete relaxation, students sit at the “point”.
Then, with a clap, the students stand up.
The teacher can give the command to relax at different speeds, checking the quality of relaxation of body parts. For example, “one”, “two”, “three”, shook hands, checked the degree of relaxation. Then the teacher continues: “four”, “five” - relaxation is checked, “six”;
Siamese twins. Students are divided into pairs. The presenter invites each couple to imagine themselves as Siamese twins, joined by any parts of the body. “You are forced to act as one. Walk around the room, try to sit down, get used to each other. Now show us some episode from your life: you have breakfast, get dressed, etc.” The exercise trains the skills of interconnection and interdependence in a single interaction.
Sculptor and clay. Students are divided into pairs. One of them is a sculptor, the other is a clay artist. The sculptor must give the clay the shape (pose) he wants. “Clay” is pliable, relaxed, “accepts” the shape that the sculptor gives it. The finished sculpture freezes. The sculptor gives it a name. Then “sculptor” and “clay” switch places. Students are not allowed to talk.
The word is a verb. Exercise for two students who stand opposite each other at some distance. The first student, throwing the ball to the second, names any word (noun) that comes to his mind. The second catches the ball and immediately throws it back, choosing the appropriate verb. The first one catches and throws a new noun, etc. This version of the “free association” technique is extremely interesting and informative for subsequent work with the problems of each individual student.
Let's listen to the silence. “Listen and tell us what is happening now in the classroom, in the corridor, on the second floor of the building, in the square in front of the building” (in order to help students focus their attention on the object, you can create an atmosphere of competition);
Japanese car. The group sits in a semicircle. Students count in order, starting from any edge. The presenter is always assigned the number “zero”. The leader may take part in the exercise, but most often he just starts it and sets the pace. The tempo is set by all students in the group as follows: on the count of “one” - hit the knees with the palms of both hands, on the count of “two” - snap the fingers of the right hand, on the count of “three” - snap the fingers of the left hand, etc. Simultaneously with the click of the right hand, the presenter begins the game by pronouncing his number “Zero”. At the click of his left hand, he calls the number of the player who continues the game further. For example: “Zero – two.” This is followed by a strike with the palms on the knees (everyone is silent). At the same time, students, when inviting each other to play, must accompany their invitation with a glance.
A student who makes a mistake in completing a task stops the game, but continues to sit in a semicircle and tap the rhythm. The presenter, without changing the pace, states, for example: “There is no third,” and continues the game. Errors are considered: 1) failure of tempo, 2) incorrect naming of your number; 3) incorrectly naming the partner’s number, 4) inviting a dropped student or presenter to the game (if he does not play); 5) an invitation to play, not accompanied by a glance.
Appendix No. 2
Educational conversations, events
for children and parents
During classes in a circle, educational work is not separated from academic work.
Each lesson has the goal of raising a child as a moral, patriotic, aesthetic, reasonable, creative person.
Educational events, conversations, performances in group circles have a very diverse, interesting, modern and multifaceted meaning.
All developments are prepared and carried out by the head of the circle.
Directions of educational work:
Instruction on the rules of conduct during combat operations.
Instruction and rules of behavior in group classes.
Patriotic education:
“How beautiful you are, my city Donetsk!”
Moral education:
“Light up the star of goodness!”
Formation of a healthy lifestyle:
“I choose health!”
“Bad habits - About the dangers of smoking and alcoholism”
Instructions and rules of behavior in the autumn, winter, spring and summer seasons.
Legal education:
"Human. Personality. Citizen"
"Person and law"
Moral education and national education:
"New Year"
"Nativity"
“Public holidays, public holidays and significant dates: Youth Day. Miner's Day. Teacher's Day. Day of the city. etc. »
Family education:
"Journey into your family's past"
"Mothers Day!"
Environmental education:
"The earth is our common home"
Artistic, aesthetic and labor education:
“Beauty and work go together!”
Conversations, consultations for parents:
"Golden Rules for Raising Happy Children"
“Main objectives and principles of family education”
"Relationships between generations"
"Do you know your child"
"Loves his child"
"Encouragement"
"Punishment"
"Children's lies and their origins"
"The purpose of education"
"Family education"
"Family Parenting Styles"
"The concept of "Education"
I choose health!
Goals: Consider health as the main value of human life and human society. Formulate the concept of “Human Health”. Reveal positive and negative factors affecting human health.
1. Let's start our conversation with questions:
What is human health?
What factors determine human health?
Who is responsible for maintaining human health?
Now let’s remember what wishes are always present to relatives, friends, and comrades in greeting cards?
Why is a wish for health in one form or another present in every congratulation?
Conclusion: health is an invaluable asset not only for every person, but also for the entire society. When meeting, parting with loved ones, dear people, congratulating them on special occasions, we wish them good and good health, because This is the key to a full and happy life.
Why is health necessary?
Health helps us fulfill our plans, successfully solve major life tasks, and overcome difficulties. Good health, reasonably maintained and strengthened by the person himself, ensures a long and active life in society.
What is health?
Representatives of different sciences, different countries, times and peoples answered this question many times. The most common answers:
Health is the absence of disease.
Illness is a disorder of health.
Let's formulate our own definition of “health”
Health is the physical and mental well-being of a person.
The World Health Organization gives the following definition:Health is a state of complete physical, spiritual and social well-being, and not just the absence of disease and physical defects.
2. Now let's turn to proverbs. They contain folk wisdom, let us reveal their meaning:
Proverbs:
Keep your head cold, your stomach hungry, and your feet warm.
It's cold for the lousy pig and petrovka.
Idle youth - dissolute old age.
The head is gray, but the soul is young.
Now let's highlight the signs of physical, mental and moral health
Signs of physical health.
Clean smooth skin.
Healthy teeth.
Shiny clean nails.
Shiny, strong hair.
Movable joints.
Elastic muscles.
A good appetite.
Healthy heart.
Feeling energized throughout the day.
Performance.
Signs of mental health.
Self confidence.
Emotional stability
Easy tolerance to climate change
Easy adaptation to the new season.
Confidence to overcome difficulties.
Optimistic
No fears.
The ability to please others.
Signs of moral health.
The ability to make a choice between good and evil.
Kindness and responsiveness
Justice and honesty.
The goal in life is education and self-development.
The ability to be responsible for committed actions.
Humane relations with people
The desire to help people.
Patriotism.
3. Role-playing game “Specialist”.
Guys, now you will take turns acting as promoters of a healthy lifestyle. Each of you specializes in one area. One is a specialist in anti-nicotine propaganda, another in anti-alcohol propaganda, and the third in anti-drug propaganda. Now each specialist will write the abstract of his conversation with
Smoker
Alcohol drinkers
Drug users.
You need to convince with facts and personal example that smoking, for example, is harmful.
Then you switch roles.
4. Conclusions. Summary of the lesson.
Healthy lifestyle and human habits.
Goals:
Clarify the good and bad habits of a person.
Understand the impact of habits on a person’s overall health.
Determine the relationship between the concepts of “healthy lifestyle” and “human habits”
1. Let's discuss and find answers to the following questions:
What is a habit?
What are the habits?
What values of a person, his will, his mind contribute to the rooting in a person of the need for good habits and the ability to give up bad ones?
How can habits affect a person's destiny?
2. Consider the factors that negatively affect human health:
Habits are inclinations that have become a common, permanent, style of behavior for someone in life.
What consequences can good and bad habits lead to? Factors
Smoking, drinking alcohol, unhealthy diet, stressful situations.
Consequences
Pollution of air, water, soil, magnetic and other radiation. Predisposition to hereditary diseases, rapid aging of the body, pain.
Lack of preventive measures, low quality of medical care, untimely provision.
Consequences of good and bad habits
Consequences of good habits
Consequences of bad habits
Life without disease
Leisure
Work is pleasure
Ability to endure any difficulties
Kind attitude of others
Free time, hobbies Diseases
Rest is a waste of time
Work is perceived as a forced occupation
Inability to reflect stress
Irritability
Seeming lack of free time (staying at various companies)
3. Now I will give you printed phrases. They are missing some words. You must insert these words in accordance with the meaning of this phrase:
A habit is…., which has become for someone…. action.
(constant, tendency, behavior)
Good habits are a course of action that... human health
(preserves, strengthens, worsens)
Bad habits are a way of acting that... human health.
(preserves, destroys)
Napoleon I said the following about habits:
Habit forces us to do many stupid things; The biggest stupidity is to become a slave to her habit.
People never feel remorse from actions that have become their custom. (Voltaire)
A person is determined not only by innate qualities, but also by acquired ones. (I. Goethe)
4. Now let's talk about your habits:
What bad and good habits do you have?
What influenced the formation of your habits?
What are your bad habits doing?
What are the consequences of your bad habits?
What habits would you like to get rid of?
What does that require?
Many scientists now accept that smoking is a slow suicide. Doctors have found that every cigarette smoked costs a smoker 15 minutes of life. These minutes gradually add up to years. A smoker lives 5-7 years less than what nature allotted to him.
The list of ills caused by smoking is long and terrifying: cancer, peptic ulcers of the stomach, coronary heart disease, chronic bronchitis, emphysema and others.
Some smokers rely on a filter, which, in their opinion, prevents the entry of carcinogens and nicotine into the body. However, toxic substances pass this barrier and enter the lungs.
When smoking, the walls of blood vessels spasm and this causes coronary insufficiency. Statistics show that smokers are 13 times more likely to suffer from angina than non-smokers.
The cigarette also contains a radioactive element - polonium 210.
Nicotine destroys the activity of the nervous system, heart, lungs, liver, and digestive organs; tobacco causes teeth to turn yellow.
5. Formulate conclusions:
A habit is a behavior that has become permanent for someone.
Habits can be useful and harmful.
The power of habit over a person is that a person by nature strives for comfort, satisfaction of his needs, pleasure
Habits change a person’s character and destiny.
Pleasure and comfort can be beneficial or harmful.
6. Summary of the lesson.
A journey into your family's past.
Approximate stages of the lesson
First stage. "My family tree."
Family tree on the board.
- Guys, look carefully at the board. What's drawn there? (Children answer.)
Children's answers are summarized.
- This is the family tree. Today you will try to draw your family tree. Each of you is the top of your tree, its young branch, since you are the youngest in the family. And your parents and grandparents are the mighty trunks and roots of your family tree.
Just as a mighty and stormy river takes strength from small streams, so our republic is enriched by families and clans. Do you want the river to be full, so that our Motherland is beautiful and happy? To do this, we all need to learn the traditions of our people, love our native language, take care of our land, our native land. After all, we are a part of our Motherland.
Every person should know the history of his family, pedigree. This is a piece of the history of the Motherland. (Children draw their family trees on sheets of paper. The teacher helps them if necessary. It is suggested that they save the diagram of their family tree, and at home, with the help of their parents, supplement it with the names of their great-grandparents.)
Second phase. "My pride".
A conversation will be organized on the following questions:
- What can you be proud of? (Grades, briefcase, dog, bicycle, etc.)
- Why are people proud of their family? (Children's answers.)
- And what does every person on Earth necessarily have? What makes him different from another person? (Last name and first name.)
The answers are generalized: pride can be big or small. Pride in your homeland, family, etc. is great. You can also be proud of your friend, neighbors, etc.
Every person on earth has his own surname and first name. This sets him apart from other people. A person’s surname, which is passed down from generation to generation, is his pride.
Third stage. "Memory of Ancestors."
Fairy tale by V. A. Sukhomlinsky “The Tale of a Man and a Dragonfly.”
The man went to the cemetery to the grave of his Father. I pulled out a few weeds that had emerged from the ground and watered the grass. Then he dug a hole and planted a rose bush.
A Dragonfly sat on a stalk of grass. She carefully watched the Man’s work and thought: what is he doing? After all, this is not a vegetable garden or a flower garden.
Several days passed. The man came to the cemetery again. I picked a few weeds and watered the rose. He smiled when he saw the first flower on the rose bush.
- Man,” the Dragonfly couldn’t resist, “what are you doing?” Why did you make this mound? Why do you plant flowers on it, water the grass?
- “Under this mound is my Father,” answered the Man. “This is his grave.”
- What is Father? - Dragonfly asks again. “What is a grave?”
The man explained, but Dragonfly could not understand anything. She began to ask:
- Man, tell me what needs to be done to understand everything you are talking about?
- To do this you need to be a Man,” answered the Man.
The tale is being discussed. The conclusion is drawn that only people know their relatives, remember them, and take care of their graves in the cemetery.
The teacher invites the children to tell how they help their parents take care of the graves of their relatives. It is emphasized that those people who honor the memory of their deceased ancestors act very beautifully. There is a holiday called “Radunitsa”, on which all living people visit the graves of their relatives.
Adviсe
1. Explain to children the essence of the terms “pedigree”, “family tree”.
2. Organize the lesson in such a way as to instill in each child a feeling of pride in his family, in his clan.
3. Help the children draw the family tree correctly, pay attention to its colorfulness. To do this, use felt-tip pens. For example, “I” and “Sister” are drawn in blue, “Grandmother” and “Grandfather” are drawn in pink, etc.
4. Let the children be sure to take the Family Tree Diagram home and complete the drawing together with their parents.
5. Explain to younger students the meaning of the words pride - self-esteem, self-respect; pedigree - a list of generations of one clan, establishing the origin and degree of relationship.
I love you, dear Donbass!
Target:
form ideas about the native land, develop cognitive interest and observation skills;
instill love for the native land, its nature, respect for the peoples inhabiting it;
cultivate patriotic and aesthetic feelings.
Design and equipment:
map of Donetsk;
illustrations, landscapes of Donetsk;
photographs of the city;
children's drawings of their native land;
laptop, projector.
Event form: Presentation – a journey using interactive exercises – the game “Who Wants to Be a Millionaire”(Addendum No. 1).
Progress of the event
Good afternoon everyone! (Children answer). I am glad to see you at our event. I am glad to welcome everyone to our school, to our cozy classroom! Let's smile at each other and wish good luck!
Today we will travel around our native land. And what do we call our native land, and what kind of native land is it, the game “Who Wants to Be a Millionaire” will help us figure it out. I will ask you questions and show you the answer options, and you must choose the correct answer.
QUESTION #1.
What is the name of the city where we live?
A) Gorlovka
B) Makeevka
B) Donetsk
D) Lugansk
- You answered the question correctly. Our native land is the city of Donetsk!
What do we call home?
The land in which we grow
And the birch trees along which,
Hand in hand, let's go.
What do we call home?
The sun is in the blue sky.
And fragrant, golden
Bread at the festive table.
What do we call home?
The land where you and I live.
Guys, today we all gathered together to celebrate the birthday of our city. On August 30, the last Sunday of summer, our city turned146 years old.
Year of foundation: 1869
What is our city like? Let's listen to a poem about our city.
Oh, my city, I’m proud of you!
I was born here, I am only yours.
Our corner to the ends of the earth
They are transporting trains and ships.
I'm not one of those people who sees evil everywhere.
I'm from Donetsk and I'm already lucky.
I don't need cruises or resorts.
I love Donetsk, my friends and sports.
– We live in an amazingly beautiful corner of our republic called Donetsk.
The development of land in the Donetsk region began in the 17th century. In 1869, the construction of a metallurgical plant began by the Englishman John James Hughes (popularly simply Yuz), after whom the working village of Yuzovka was named. The date of construction of the village is considered to be the time of the founding of the city of Donetsk. In 1917, the village of Yuzovka received the status of a city, and in 1924 it was renamed Stalino, and the city was called that until 1961. True, while the name was being decided, the city was called Trotsk for several months. In 1932, the city became the center of the Donetsk region.
QUESTION No. 2.
Donetsk got its name from...?
A) the Seversky Donets river
B) the Don River
-
You answered the question correctly. Donetsk got its name from the Seversky Donets River, which flows in the north of the Donetsk region.
- In common parlance, Donetsk is called Yuzovka (after its first name). There is also another beautiful name.
QUESTION No. 3.
What is the name of our city?
A) “City of a Thousand Flowers”
B) “City of a Million Roses”
B) “The City of a Hundred Tulips”
D) “Dandelion City”
- You answered the question correctly, such a name as “City of a Million Roses” - in 1970, UNESCO recognized Donetsk as the greenest industrial city in the world. At that time, 180 varieties of roses were planted on the streets of Donetsk, and their number reached a million.
Donetsk is a large industrial region. The industrial complex is dominated by coal, metallurgical, engineering, metalworking, light and food industries.
Donetsk is positioned as a city of contrasts. It brings together industry and roses, football and ballet, coal and confectionery, high-tech architecture and Orthodox churches.
Coal is the main wealth of the largest industrial region. The rose is a symbol of the changes taking place in the “city of a million roses”.
Donetsk is a large sports center with a highly developed infrastructure. Donetsk residents have repeatedly won competitions in football, hockey, boxing, basketball, athletics, and tennis.
There are many different peoples living on earth. Each nation has its own language, its own culture, its own religion, its own national traditions and customs. And all the states that exist on Earth have their own state symbols.
QUESTION No. 4.
Choose the coat of arms of Donetsk?
A)
B) 
You answered the question correctly. Coat of arms of the city of Donetsk -
Coat of arms
The azure-colored upper field of the coat of arms symbolizes the grandeur and beauty of the architectural and plant appearance of the city. The lower field is black - rich natural reserves and development of coal. The shield holder on the left is a miner against the background of a golden laurel branch; on the right is a soldier in an overcoat against the background of an oak branch. A working hand firmly holding a high-raised hammer symbolizes that the city is one of the largest industrial centers in the country. The golden five-pointed star is a thrifty attitude towards the wealth created by nature and the labor of the people, power, justice and faith in a better future.
Each city has its own legends. Like any folklore genre, legends have no authors. These sometimes plausible, and sometimes even fantastic stories arise as a result of the natural information reaction of society to certain events. In any village, not to mention the city, you can hear several dozen, or even hundreds of local legends. And one of themlegend about good old Shubin.
Old Good Shubin
The legend about the mysterious otherworldly creature Good Shubin appeared in the time of John Hughes. Shubin is generally a positive character in folklore - he can lead miners out from under the rubble, warn with his appearance about the likelihood of an imminent methane explosion, etc. The etymology of this image is unknown. Some associate it with the profession of gas burner in mine workings, which existed at the end of the 19th century. One of these miners with torches was a certain Shubin, who died during gas exploration from a methane explosion, and his spirit remained to protect his modern and future colleagues.
However, not only the Donbass has its own mining spirit. In the UK and the USA, there was a fairly popular legend about a whole people of good-natured creatures who secretly work together with miners - the so-called “nockers”. In case of danger, also according to legends, they often helped the miners.
And now we will travel to the sights of our city.
1 FC Shakhtar Museum
The museum is the largest football museum in Ukraine, representing football history.
Here you can see a 23-meter wall of fame, cups, awards, photos of Shakhtar players.
2 Fountain ball (opposite the Donbass Arena stadium)
claims to be included in the Guinness Book of Records. The fountain was made by German craftsmen from granite. The ball rotates under water pressure and weighs 30 tons.
3 Railway Museum
The only railway museum representing railway equipment is located at the Donetsk station. The museum is 11 years old.
4 Park of forged figures
The park is unique in all of Europe. The park annually hosts an international festival of blacksmithing art. There are benches for lovers, an alley of zodiac signs, and an alley of fairy-tale characters.
5 Mertsalov's Palm
The steel palm was made by Donbass blacksmiths from a piece of rail at the end of the 19th century, but even today a palm tree is depicted on the coat of arms of the Donetsk region.
6 Botanical Garden
The Botanical Garden of Donetsk is one of the largest gardens in Europe. The garden's collection exceeds 8,000 plant specimens. There is also a winter greenhouse here.
7 Tsar Cannon
The Tsar Cannon in Donetsk is a copy of the Moscow one, created from bronze in the 15th century. It was cast by Izhevsk craftsmen as a gift to Donetsk, and it is a guarantee of friendship between the cities.
8 Park named after Lenin Komsomol
The park has a monument to “Your liberators, Donbass” (in memory of the Great Patriotic War), an observation deck, an open-air museum of military equipment, and a labyrinth with fountains is being prepared for opening.
9 Shcherbakov Park
The history of the park begins in the 19th century. The park has many monuments, sculptures, and attractions. In the park there is a monument “Good Angel of the World”, representing a golden figure of an Angel with a dove in his hands - an international symbol of philanthropy.
10 Waste waste
Waste heaps are artificial industrial mountains made of slag, a “by-product” from coal and ore mining.
These attractions will appeal to lovers of stalking and fans of science fiction.
And this is not the only attraction of Donetsk. For today's holiday, each student in our class prepared a drawing on the theme “My favorite place in Donetsk.” We will hold an exhibition of your drawings.
(Children show drawings and talk about their favorite place in the city)
And now the last question of our game
QUESTION No. 5.
What river flows in the city of Donetsk?
A) Dnieper river
B) Don River
IN) river
D) Orel River
- We will continue our journey through our hometown. Let's get acquainted with other sights of the city and famous Donetsk residents.
I want to end our holiday with the words of the young poetess - Elena Grebenyuk.
I Love Donbass
Donbass is a free land.
My family was born here.
The country is fighting for life
And we will boldly defeat fascism.
Here is a teacher, a doctor, a poet
Help to turn on the light
Let us win
And get closer to miracles.
I love you, dear Donbass!
On a good day, bad weather.
We will stand and we will win,
We will defend our fatherland!
How should you feel about everything that your great-grandfathers created and built with their laboring hands? (Take care of the village! Save water, light, nature! Maintain cleanliness and order in the village, everyone near their own house.)…
We can be proud of our region! Why?
- I am glad that you love and know your native land. This means that you are real citizens of your republic.
Thanks everyone!
Appendix No. 3
Creative project
“Decorating costumes using various arts and crafts techniques”
Decorative art is the basis for the comprehensive development of a child.
Currently, out of all the variety of types of children's creativity, arts and crafts are one of the most popular. Looking around, we can notice that handmade objects bring special beauty to the environment and comfort at home, as well as at work and other public places.
Let's figure out what benefits a child can get from doing this type of creativity.
Firstly, arts and crafts enhance children’s creative aspirations to transform and decorate the world, developnon-standard children's thinking. After just a few lessons, we can notice that the child feels more free, liberated, acquires the ability to peer and observe, and sees novelty and elements of fairy tales in objects of arts and crafts.
Secondly, in the process of creativity and independent creation of objects of decorative and applied art, students undergo a process of consolidating their knowledge of standards of form and color harmony. In his subconscious, clear and complete ideas about objects of art in life and everyday life are formed.
Experienced creative teachers of additional education note that arts and crafts help the student in his development and forms manymental operations. The children independently begin to analyze, synthesize, compare, and generalize.
In arts and crafts classes for childrenhorizons develop. For example, they learn about the originality and originality of decorative art; about how the surrounding nature is reflected in the ornaments decorating objects of arts and crafts, as well as about the connection of art with the folk way of life, life and way of life of peoples. Thus, children show interest in their native land, nature, history, field of activity and people’s work.
It all depends on us, dear parents and teachers, whether children will love and understand their region, reach out to its origins, respect, support and develop established traditions.
It’s worth talking about teamwork in decorative arts classes, as it has a significant impact onmoral education of children . When creating a collective work, be it a poster, a painting, a model of a product or a toy, students develop the ability to unite for a common cause, they learn to agree on the implementation of common work, while each creating their own detail, element, and try to take into account each other’s interests. In the process of collective work, children develop the ability to act in concert, the ability to yield, and mutual assistance.
I notice that thanks to decorative arts activities, children developstrong-willed qualities:
- bring the work started to completion;
- ability to overcome difficulties;
- value and respect your own and others’ work.
Participation in various competitions and arts and crafts exhibitions helps childrenself-realization in life , increase your own self-esteem, achieve certain successes.
In addition, arts and crafts classes also bring practical benefits.
It's no secret that the time we live in is a time of political storms and upheavals, and many social changes. Our children replaced folk entertainment, board games and soft toys with a computer. The Internet and computer “shooters” became their best friends and life partners. And television screens were flooded with violence and obscene spectacles. At its core, all this is alien to the nature of a growing person and a child’s nature.
That's why it matters so muchexperience for the spiritual and aesthetic development and education of schoolchildren , introducing them to the art of folk crafts and the works of real masters. Folk art has a deep ideological influence on children. Therefore, first of all, parents, and then the teacher, have an important task - to bring childhood into the bright worldmoral and spiritual values , to help children discover this world in all its diversity and richness of art.
Joint activities bring children and parents together and enhance their shared culture. Cross stitch paintings, crocheting and knitting, sewing, soft toys, origami, quilling, wood burning, art painting are interesting and creative activities.
The main thing is not to forget that the ability to be creative is a distinctive feature of a person, thanks to which he can live in unity and harmony with nature, create without causing harm, multiply without destroying. Human creativity is unthinkable outside of society, therefore everything created by the creator has always been and will be unique, original and valuable.
Thus, any activity, collective creative activity, conversation has a single goal: to comprehensively develop the personality of a person who is growing and learning about the world.
We think that any wise and loving parent or teacher would agree for the child to live in a world of beauty, harmony, play, music, fairy tales, fantasy and creativity.
In the Folk Art Group - Costume Theater "Melpomene", I, as the head of the circle, also strive to create the necessary conditions for the comprehensive development of students.
Decorative and applied art belongs to the spheres of creating both material and spiritual values.
Decorative and applied arts, section of art; covers a number of creative industries that are dedicated to the creation of artistic products intended primarily for everyday use. His works can be: various utensils, furniture, fabrics, tools, vehicles, andalso clothing and all kinds of jewelry .
Accessories and jewelry add charm to a woman’s clothing and appearance.
Man's desire to decorate himself dates back to the dawn of humanity. The diversity of the world surrounding the first people worried, frightened and forced them to peer into the natural beauty of nature, filled with colors, mysterious details, and amazing phenomena.
To create decor, ornaments and elements (separately or in various combinations) of fine art, quilling, decoupage, etc. are widely used.
The means of fine arts and ornament serve not only to create decor, but sometimes penetrate into the form of the object.
Decor, appearing on a product, also significantly affects its figurative structure. Often, it is thanks to its decor that an object becomes a work of art.
I introduce children to decorative and applied arts in classes on the history of the development of costume, using artistic manual labor.
From the moment when man discovered the significance of clothing as a means of protection from the adverse effects of nature, it was not long until he began to reflect on its aesthetic and stylizing function. Clothing was the object in which he was obviously able to most directly express his artistic worldview. She was not only a cover, but also a symbol. Even an amulet was at one time “clothing”, because... he was a bridge between the naked, vulnerable human body and the outside world.
Clothing is the most individual creation of human culture.
A person adapts to the world around him, he accepts fashion, but at the same time, with the help of this fashion, he strives to differ from the people around him, to realize his own self-stylization, his own idea of himself.
A person's culture is emphasized by his clothing. The more it meets the rules of etiquette, the more appropriate and attractive it is. Tasteful clothing and a neat appearance make a person confident, collected and energetic. To dress beautifully, you don't have to have a full wardrobe of things. Fashion and aesthetic taste have the say here.
Adults and children constantly encounter aesthetic phenomena. In the sphere of spiritual life, everyday work, communication with art and nature, in everyday life, in interpersonal communication - everywhere the beautiful and the ugly, the tragic and the comic play a significant role.
Beauty brings pleasure and pleasure, stimulates work activity, and makes meeting people pleasant.
The ugly is repulsive.
The tragic teaches empathy.
Comic - helps to fight shortcomings.
Aesthetic perception and spiritual development is the ability to perceive beauty in art and in life, to correctly understand and evaluate it.
The ultimate goal is a harmonious personality, a comprehensively developed person... educated, progressive, highly moral, with the ability to work, the desire to create, who understands the beauty of life and the beauty of art.
Artistic work in the team of the Melpomene costume theater is one of the ways to develop and educate aesthetic and spiritual culture.
Artistic manual labor - this is a child’s creative work with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life.
Properly organized manual labor gives children in-depth knowledge about the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the characteristics of craftsmanship.
Purpose of the lesson:
Development of a child’s creative personality through the development of fine motor skills and artistic work.
Main goals:
developing
· Develop fine motor skills and sensorimotor skills with the help of manuals, exercises and educational games.
· To develop children’s aesthetic perception of the world and nature, introducing them to the spiritual culture of the people, which contributes to the development of children’s personality.
· Develop artistic creativity; children's imagination, supporting the manifestation of their imagination in presenting their own ideas.
educational
· To promote the mastery of basic visual and technical skills in artistic activities, to involve children in working with a variety of materials and tools.
educational
· To form in children a sensory-emotional, spiritual, moral and aesthetic response to beauty.
· Involve children in performing collective work, which contributes to the development of tolerance and responsibility; gives children the opportunity to choose activities in accordance with their abilities, inclinations, and desires.
Various teaching methods are used in classes:verbal, visual and practical.
To ensure the organic unity of children's learning and creativity, classes include the following activities:
· Exercises to develop motor skills.
· Presentation of educational material in the form of conversation, games, viewing illustrations. Introduction of new ways of artistic activity, new materials and tools.
· Independent practical work of children (creativity), the principle of collectivity is widely used, because work in a creative team atmosphere has the nature of both competition and mutual assistance, which contributes to more effective acquisition of skills.
· Discussion of creative works (helps the child see the world from the point of view of not only his own, but also other people; understand and accept the interests of another person).
The system of classes for the development of fine motor skills is built on the principle of from simple to complex, which allows you to fully master the material. Didactic exercises included in the classes take the form of games, competitions and help children develop simple skills in using instruments and develop sensory perceptions in an interesting way.
· Working with paper, cardboard, foil, corrugated paper. Techniques used: applique, quilling, paper-plastic, origami, design. Embroidery on cardboard – isothread.
· Working with plastic materials (plasticine, clay, hardening plastic, salt dough) - making three-dimensional crafts, etc.
· Working with decorative elements: buttons, beads, decorative stones, etc., with natural materials.
In the modern world, handmade products are highly valued. After all, not only skill, but also a piece of the soul is invested in the production of such products and gifts.
A child can easily make a flower, a butterfly, a Christmas tree, the simplest shapes, so I involve my students in quilling.
We will get acquainted with the arts and crafts technique - quilling. We use this technique in classes on the history of the development of costume, section on decorating costumes using various techniques of decorative and applied art.
The choice of topics for quilling work is determined in accordance with the long-term work plan of the team. Quilling teaches children to plan their activities, promotes the development of creative thinking, develops sensory skills and abilities, and analytical perception. Quilling classes develop in children perseverance, perseverance, and the desire to succeed.
Many parents have become interested in this handicraft technique and, together with their children, make photo frames and postcards.
About the technique - Quilling.
Quilling (from the English word guill - bird's feather) is the art of making flat or three-dimensional compositions from long and narrow strips of paper twisted into spirals.
Quilling is also called “paper filigree”.
Nowadays, paper rolling is widely known and popular as a hobby in Western European countries, especially in England and Germany. But this art became most widespread when it “moved” to the East. The richest traditions of the finest graphics and plastic arts, papermaking and working with it have given the art of paper sculpture a new life.
In South Korea, there is an entire Association of Paper Art Lovers, uniting followers of various areas of paper art.
In the 15th century it was considered art. At 19 - ladies' entertainment. For most of the 20th century it was forgotten. And only at the end of the last century quilling began to turn into an art again.
In England, Princess Elizabeth was seriously interested in the art of quilling, and many of her creations are kept in the Victoria and Albert Museum in London. We associate paper with the idea of fragility and fragility. But quilling refutes this statement - you can put, for example, a cup or a heavy book on a filigree volumetric stand, and not a single curl of paper lace will be harmed. You can assemble a candy vase from paper elements and safely use it for its intended purpose - it will not fall apart or break. In general, quilling is an opportunity to see the unusual possibilities of ordinary paper.
It should be noted that the Korean school of quilling (they call it paper rolling) is somewhat different from the European one. European works, as a rule, consist of a small number of parts; they are laconic, reminiscent of mosaics, and decorate postcards and frames. Europe is always in a hurry, so it loves fast technology. Eastern masters create works that resemble masterpieces of jewelry. The finest voluminous lace is woven from hundreds of small details.
How many amazing possibilities lie hidden in such a seemingly simple material as paper. You can write a novel on it, draw a picture, you can crumple it, crumple it and straighten it out again to look for unusual images in its bizarre curves. Paper can be torn, pierced, cut and glued back together. But not everyone knows that a sheet of paper is so flexible that you can twist it into amazing, perfect shapes. Thus, flowers and patterns are created from paper spirals, which are then used to decorate cards, albums, gift wrapping, and photo frames.And the children of our team use paper to make jewelry and accessories for costumes.
To make a variety of products, paper of a special thickness is used, colored in volume so that both sides look the same, although sometimes the cut is specially given a different color. Sets of ready-cut paper strips can be purchased in specialized stores. If this is not possible, then you can cut the strips yourself: the width of the strips for quilling is usually 1-9 millimeters, the length is 30 or 60 centimeters. Often during the process, quilling strips are cut into pieces if a short piece is required, or glued together if the size of the part requires it. Sometimes craftsmen combine strips of different colors to create multi-colored spirals.
To make a composition of almost any complexity, you will need the followingmaterials and accessories:
Awl . It should be about one millimeter in diameter.
The awl rod is used to wind a spiral of paper strip. In this case, it is necessary to control the tension force of the paper; the handle of the tool should be comfortable for this purpose. Or you can use a toothpick, a rod, cutting one end in the form of tweezers.
Tweezers . The tips should be both sharp, precisely aligned, and flat. Notches at the end are undesirable as they may leave marks on the paper. The pressing force should be comfortable for your hands, providing a secure grip with the least amount of pressure. Use tweezers to hold the workpiece while applying glue and gluing it to the cardboard. If you work carefully, you don't need to use tweezers.
Scissors . It is most convenient to work with small scissors with sharp tips. They must be well sharpened to cut the fringe as accurately as possible.
Glue . The main requirement for glue is that it should not leave marks.
when dry (you can start with PVA).
Compasses, ruler, pencil, stencil with different circles
diameter - for marking the future composition.
And now - the fun part! How do such wonderful works come out? It turns out that everything is quite simple. The principle of creating masterpieces from paper: you need to wrap a strip of paper around the awl rod (you can use a simple toothpick), secure the end of the strip with glue, and then create a petal, drop, or some other shape. There are quilling patterns that can be used to create one or another pattern of stripes.
The forms can be closed, that is, glued together, or open, where no glue is used. Both are suitable for accessories. (Addition No. 1. Technological map)
Techniques for creating various closed forms:
1. Take a strip. Using your fingernail, pull it slightly and round the end. Place a skewer on it. Wind the strip, trying to make the first turns tighter.
2. Now unravel the workpiece to make a ring with a twisted spiral. The diameter should be 12-14 mm. Sometimes this is enough to simply release the workpiece. If it was twisted very tightly, then you need to lightly squeeze it with your fingers to open it. Glue the tip with a small drop of PVA glue.
3. To get"Drop" shape
"Eye" shape.
Shape "Square".
"Rhombus" shape. Make it out of "Square".
Triangle shape.
Arrow shape.
Crescent shape.
Open forms:
"Heart."
"Horns".
"Curl".
"Twig".
Paper as a material for children's creativity is incomparable.
Any work with paper (folding, cutting, weaving, twisting, rolling) is not only exciting, but also educational and useful for the development of fine motor skills. While doing quilling, children study the properties and qualities of paper, consider ways of using it, processing it, transforming it, taking into account the assigned compositional tasks. Paper gives each child the opportunity to show individuality, to embody
idea, to feel the joy of creativity.
The students' works, made using the quilling technique, took part in arts and crafts competitions and won prizes. And also, decorations made by children, and demonstrated in combination with collectible costumes, delight the audience, which contributes to the development of the desire to create beauty with their own hands.
Individual exhibitions of children's original works are currently being planned, which will certainly help increase the self-esteem of students and create a situation of success for each child. In addition, demonstrating the successes of children to their parents and other adults will ensure effective interaction with the family, will contribute to the formation of parental culture, and the involvement of parents in a single educational space.
Technological map for the production of basic forms and quilling elements
Take a strip. Using your fingernail, pull it slightly and round the end.
Place a skewer on it. Wind the strip, trying to make the first turns tighter.
When the paper “grabs” the stick, you can only rotate the stick until the very end of the strip.
Twist a flat washer. To remove it, slightly rotate the stick.
Now unravel the workpiece to make a ring with a twisted spiral. The diameter should be 12-14 mm. Sometimes this is enough to simply release the workpiece. If it was twisted very tightly, then you need to lightly squeeze it with your fingers to open it. Glue the tip with a small drop of PVA glue.
To obtain "Drop" shape , pull the middle of the spiral to one side, squeeze several layers on the other side to create a sharp end.
Closed forms:
"Eye" shape. Squeeze the round piece from both sides at the same time.
Shape "Square". Complete the “Eye” shape, turn vertically and squeeze the sides again.
"Rhombus" shape. Make it out of "Square".
Triangle shape. Make a “Drop”, grab a corner and flatten the base of the triangle.
Arrow shape. Make a “Triangle” and use the end of your index finger to press the middle of the short side inward.
Crescent shape. It is performed almost like the “Eye”, but in a curved shape. And the corners are not pinched opposite each other, but with a shift.
Open forms:
"Heart." Fold the strip in the middle. Screw both halves inward.
"Horns". Fold the strip in the middle. Screw both halves outwards.
"Curl". Lightly mark the middle of the strip without making a fold. Twist the ends towards the middle, but in different directions.
"Twig". Bend the strip in a ratio of 1: 2. Twist the ends in one direction.
Uchelsky website
http://teacher.site/
31.03.2008 - 12.04.2008 attended advanced training courses on the topic: “Development of creative abilities of schoolchildren in out-of-school education” at the Donetsk Institute of Postgraduate Pedagogical Education.
22-23. 05 2010 visited, on her own initiative, and completed master class No. 1 on the topic: “Elementary music-making with children” according to the author’s program by T.E. Tyutyunnikova. - Honored Teacher of Russia and Chairman of the section “Creative Musical Pedagogy”, candidate of art history.
September 10-11, 2011 – master class No. 2. A certificate of the Pedagogical Society of Russia was issued.
November 12-24, 2012 - advanced training courses on the topic: “Development of children’s creative abilities in the context of modernization of out-of-school education” at the Donetsk Institute of Postgraduate Pedagogical Education.
12/23/2014 – completed training in the Microsoft course “Teachers Online”.
03/05/2015 – took part in the conference for needlewomen “Miracle with your own hands: Author’s doll from A to Z.”
30.03. - April 11, 2015 - took part in the International online festival for needlewomen “All the power is in creativity.”
13.04 - 30.04.2015 - took part in the International online doll and toy conference “Master of Dolls and Toys.”
25 - 27.06.2015 - took part in the International creative online conference “Handicrafts for children from A to Z”.
03 - 08/13/2015 – took part in the handicraft flash mob “Secrets of Puppet and Toy Makers.”
03.08. - 08/20/2015, 10/5-10/23/2015 – completed training at the “Creative Academy” in various types of needlework.
05 -19.10.2015 – took part in the International free creative online conference for needlewomen “Doll Marathon. Factory of dolls and toys."
May 18 – November 28, 2015 – advanced training courses on the topic “Implementation of innovative educational models of learning based on the use of ICT.”
Appendix No. 6
Publication materials
Materials from electronic publications can be found on the pedagogical website
http://teacher.site/
Program “Dance-rhythmic training”, 2008;
Methodological manual for the program “Dance-rhythmic training”, 2008. (First degree diploma);
Program “Dance Gymnastics”, 2006;
Costume theater program “Melpomene”, 2010;
Publication of materialsregion DDYUTfrom experience working in the collection“Out-of-school education as an example of the best opportunities for personality formation” on the topic: “A healthy lifestyle as a condition for the creative development of personality. The use of dance and rhythm training in the educational process", 2009;
Publication of materials for a presentation at an intersectoral regional scientific and practical conference“Formation of a healthy lifestyle through out-of-school education” on the topic: “Dance-rhythmic training as a form of health-saving for pupils”, 2010;
Publications in the magazine “Pozashkilla” No. 10 (70) Zhovten 2012, on the topic: “Costume theater “Melpomene” - an innovative technology for children’s development»;
Materials about the costume theater team “Melpomene” for the performance of the administration of the regional Children's and Youth Youth Theater at the All-Ukrainian seminar of directors of out-of-school institutions, December 2012.
Publications (developments, notes, presentations) of electronic materials in various areas in the media on teacher websites.
Artemyevskikh Olga Alexandrovna
Job title: additional education teacher
Educational institution: MBUDO "Station for young naturalists"
Locality: Krasnoufimsk city, Sverdlovsk region
Name of material: Article
Subject:"Organization of design and research activities with children of primary school age in an additional education institution"
Publication date: 08.05.2017
Chapter: additional education
"Organization of design and research activities with
children of primary school age in an institution
additional education"
Olga Alexandrovna Artemyevskikh, methodologist
Municipal budgetary institution
additional education
"Station for young naturalists"
GO Krasnoufimsk
Key
words:
design
research
activity,
pedagogical
technology, primary school age, paleontology.
Further education institutions, like schools, are concerned
today the search for new educational content. One of the forms is
design
research
activity. In conditions
additional
education there is no rigid framework of the class-lesson system, so the choice
topics
and issues
projects
and research
students occurs at the moment of choosing the direction of additional
educational activities taking into account the age characteristics of children.
The project method is a pedagogical technology focused not on
integration of factual knowledge, but on their application and acquisition of new ones,
therefore, a project is always a creative activity. Active inclusion
child in the creation of certain projects gives him the opportunity to master
human
activities
sociocultural
environment. Basic
task of the method
projects
is
study
together with the teacher of the surrounding life. Everything the guys do, they have to
plan,
execute,
analyze,
Naturally, understand why they did it.
A program in the project method is built as a series of interconnected
moments arising from certain tasks. Guys need to learn
build your activities together with others, find, acquire knowledge,
necessary
execution
solving their life problems, building relationships with each other, learning
get
necessary
on one's own,
together
concentrating
living and vital material, learning to understand through testing the realities
Experience in project activities.
Design
activity
institution
systemic
character. From individual research of a project on a topic, subject, to
group
research
wide
regions
knowledge. Last year, with students studying for 4 years under the program “The World Around
head
whom
prepared
paleontology "Mysteries of the Perm Sea". As part of the project
was put
oh main
involvement
project
research activities. The science of paleontology, with the help of its
forms and methods of studying objects gives great scope for carrying out
various studies.
It is known that everything new causes
informative
motivates
pursuit
moves
self-education, activates creative activity. In this creative
process
meaning
was given
pedagogy
cooperation, cooperation
parents
teachers
became
active
participants
assistants in working on the project.
The children's first meeting with the prehistoric world happened at the first
training.
visited
excursions
"Fossilized
hidden treasures
Perm Sea"
in the Krasnoufimsky Museum of Local Lore and thought that
The Earth was not always the way we are used to seeing it. How it was born
life on the planet? What animals inhabited it, what they looked like and in what
climate lived? Why is the Permian period relevant to ours?
city? We have a lot of questions that we would like to answer
get an answer. Therefore, we came up with the idea of creating the project “Riddles
Perm Sea" so that students can learn a lot about the Perm
period and science of paleontology.
We talked with parents and decided to present this project to
in the form of a collective information and research project with the release
to create an animated film that could help
addition
studying
The work plan drawn up together helped us organize a joint
activity
Stages of work on the project:
1.Preparatory stage
2. Modeling
3. Activity
4. Presentation of project results
5.Public presentation of the result.
At the preparatory stage we have set ourselves challenges
formulated
proactive and creative
parents,
developed
action program for the project period. The starting point for creating our
project was a visit back in September to the Klyuchikovsky quarry, where we
exhibits .
appeared
creation
paleontological exhibition.
At the second stage we developed the project, defined goals and objectives
analyzed
done
developed a program of our further actions and distributed the volume
upcoming
asked
student
do some work
parents
try
answer the question: “What do we know about the paleontological past of our
the edges? And do we know anything without involving additional sources?”
After collecting information, we had a lesson “Perm Sea - what
do we know about him?”, where each child talked about what he knows about
Permian period . We attended several educational classes and the master
– classes in our local history museum ,
talked to paleontologists -
amateurs
met
profession
paleontologist
intellectually
creative
games. Conducted
survey.
The third stage is activity. At this stage we were collecting
serious information
preparation
cartoon
methodological
analyzed
documentary
archival
sources,
Internet resources,
periodic
paleontology and history of the Permian period .
At the same time we prepared
future
cartoon
plasticine
Perm Sea , prepared the scenery of the future sea, learned to work in
programs "Windows Film Studio"
"Sound recording"
allowing
create cartoon masterpieces .
The fourth stage – presentation of results. The next step for
decor
results
design
activities: methodological
manuals for studying the flora and fauna of the Perm Sea - “Trilobite” puzzles,
coloring pages for children “Inhabitants of the Perm Sea”, educational game for
primary school students “Find out who I am?”, creation of the cartoon “Riddles
Permsky
compilation
photo report,
discussion
presentation of the results obtained.
Final
stage
public
presentation of the result of work on the project, which was presented at
municipal project competition and the All-Russian competition “First steps
into science”, where our students with their project “Mysteries of the Perm
seas" took first place.
paleontology
huge
material
understanding
modern
vegetable
animal
provides
unique
opportunity
development
inexhaustible
information
resources,
acquisitions
develops
intelligence,
inquisitiveness,
curiosity,
determination, desire and ability to learn the stone record of the Earth.
The introduction of design and research technologies helps our
institutions of additional education to improve the quality of education in
institution, achieve creative success, and most importantly attract
children to a new form of activity, and teach them to see what they previously did not
noticed or simply did not understand.
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