Grigoriev extracurricular activities of schoolchildren, methodological designer. Methodological designer of extracurricular activities

GENERAL INTELLECTUAL DIRECTION

Name: “Entertaining mathematics”

Class: 1-4

Supervisor: teacher beginning class Eriklintseva I.B.

Program implementation period- 4 years

Kartaly

2015-2016 academic year

Explanatory note.
The work program of the course “Entertaining Mathematics” is based on:

Federal State Educational Standard for Primary General Education of the Second Generation;
Author's program “Entertaining Mathematics” by E.E. Kochurova, 2011;

Collection of extracurricular activities programs: grades 1-4 / ed. N. F. Vinogradova. – M.: Ventana Graf, 2011.
Grigoriev D.V., Stepanov P.V. Extracurricular activities of schoolchildren. Methodical designer. Teacher's manual. – M.: Education, 2010;

instructive and methodological letter “On the main directions of development of education in educational institutions of the region within the framework of the implementation of the Federal State Educational Standard for the 2012-2013 academic year.”

General characteristics of the course.
The implementation of the task of raising an inquisitive, actively and interestedly exploring the world of a junior schoolchild, learning to solve mathematical problems of a creative and exploratory nature will be more successful if class activities are supplemented with extracurricular work. This could be a combination of additional education for children “Entertaining Mathematics”, expanding the mathematical horizons and erudition of students, contributing to the formation of cognitive universal educational activities.
The proposed course is designed to develop the mathematical abilities of students, to form elements of logical and algorithmic literacy, communication skills of younger schoolchildren using collective forms of organizing classes and using modern teaching tools. Creating active search situations in the classroom, providing the opportunity to make their own “discovery,” getting to know original ways of reasoning, and mastering basic research skills will allow students to realize their capabilities and gain confidence in their abilities.
The content of the course “Entertaining Mathematics” is aimed at cultivating interest in the subject, developing observation, geometric vigilance, the ability to analyze, guess, reason, prove, and the ability to solve a learning problem creatively. Content can be used to show students how to apply the knowledge and skills they learn in math classes.

The program provides for the inclusion of problems and assignments, the difficulty of which is determined not so much by the mathematical content as by the novelty and unusualness of the mathematical situation. This contributes to the desire to abandon the model, to show independence, to the formation of skills to work in search conditions, to the development of intelligence and curiosity.

In the process of completing tasks, children learn to see similarities and differences, notice changes, identify the causes and nature of these changes, and formulate conclusions on this basis. Moving together with the teacher from question to answer is an opportunity to teach the student to reason, doubt, think, try and find a way out - the answer.

The course “Entertaining Mathematics” takes into account the age characteristics of younger schoolchildren and therefore provides for the organization of active activities of students that do not interfere with mental work. For this purpose, active mathematical games are included. There is a sequential change of “centers” of activity by one student during one lesson. Moving around the classroom while performing mathematical tasks on sheets of paper located on the walls of the classroom, etc. During classes, it is important to maintain direct communication between children (the ability to approach each other, talk, exchange thoughts). When organizing classes, it is advisable to use the principle of games “Stream”, “Transplants”, the principle of free movement around the classroom, work in pairs of permanent and rotating composition, work in groups. Some math games and tasks can take the form of competitions between teams.

The content of the course meets the requirement for organizing extracurricular activities: it corresponds to the “Mathematics” course and does not require additional mathematical knowledge from students. The topics of the tasks and assignments reflect the real cognitive interests of children, contain useful and interesting information, interesting mathematical facts that can give scope to the imagination.
Value guidelines The course contents are:
formation of the ability to reason as a component of logical literacy;
mastering heuristic reasoning techniques;
formation of intellectual skills related to the choice of solution strategy, situation analysis, data comparison;
development of cognitive activity and independence of students;
formation of the abilities to observe, compare, generalize, find the simplest patterns, use guesswork, build and test the simplest hypotheses;
formation of spatial concepts and spatial imagination;
involving students in the exchange of information during free communication in the classroom.
Place of the course in the curriculum.

The program course is designed for students in grades 1-4. The program lasts 4 years. Classes are held once a week.

In grades 2-4 there are only 35 hours per year. In 1st grade there are only 33 hours per year.
Purpose of the program: formation of logical thinking through mastering the fundamentals of the content of mathematical activity.

Tasks:

To promote interest in the subject through entertaining exercises;
Expand the horizons of students in various areas of elementary mathematics;
Develop the communication skills of younger schoolchildren using collective forms of organizing classes and using modern teaching tools;
Contribute to the formation of cognitive universal educational actions, teach methods for performing logical tasks;
Form elements of logical and algorithmic literacy;
Learn to analyze a presented object of low complexity, mentally breaking it down into its main components, be able to draw accessible conclusions and generalizations, and justify your own thoughts;
Develop research skills.

EXPECTED RESULTS OF THE PROGRAM IMPLEMENTATION

As a result of completing the extracurricular activities program, the following results are expected to be achieved:

Level 1

The student’s acquisition of social knowledge, understanding of social reality in everyday life;

Level 2

Formation of a positive attitude of the student towards the basic values of our society and social reality in general;

Level 3

Acquisition by schoolchildren of experience of independent social action.

Personal UUD
The student will learn:
_ educational and cognitive interest in new educational material and ways to solve a new particular problem;

The ability to adequately evaluate the results of one’s work based on the criterion of success of educational activities;

Understanding the reasons for success in educational activities;

The ability to determine the boundaries of one’s ignorance, to overcome difficulties with the help of classmates and teachers;

An idea of basic moral norms.
The student will have the opportunity to form:
_ expressed stable educational and cognitive motivation for learning;

_ sustainable educational and cognitive interest in new general ways of solving problems;

_ adequate understanding of the reasons for the success/failure of educational activities;

_ conscious understanding of other people's feelings and empathy for them.

Regulatory UUD
The student will learn:
_ accept and save the learning task;

Plan the stages of solving a problem, determine the sequence of educational actions in accordance with the task;

Carry out step-by-step and final monitoring of the results under the guidance of a teacher;

Analyze errors and determine ways to overcome them;

Distinguish between methods and results of action;

Adequately perceive the assessment of peers and teachers.

_ predict the results of your actions based on an analysis of the learning situation;

_ show cognitive initiative and independence;

_ independently adequately assess the correctness and execution of the action and make the necessary adjustments in the course of solving the educational task.

Cognitive UUD
The student will learn:
_ analyze objects, highlight their characteristic features and properties, recognize objects by given characteristics;

Analyze information, choose a rational way to solve a problem;

Find similarities, differences, patterns, reasons for ordering objects;

Classify objects according to specified criteria and formulate the names of the resulting groups;

Practice computing skills;

Carry out synthesis as composing a whole from parts;

Highlight primary and secondary information in the task text;

Formulate the problem;

Build reasoning about an object, its shape, properties;

Establish cause-and-effect relationships between the concepts and phenomena being studied.
The student will have the opportunity to learn:
_ build inductive and deductive reasoning based on

analogies;

_ choose a rational method based on an analysis of various options for solving the problem;

_ build logical reasoning, including establishing cause and effect relationships;

_ distinguish between reasonable and unfounded judgments;

_ transform a practical task into a cognitive one;

_ find ways to solve problems on your own

creative and exploratory nature.

Communicative UUD
The student will learn:
_ take part in teamwork;

Conduct a dialogue, working in pairs and groups;

Allow the existence of different points of view, respect other people's opinions;

Coordinate your actions with the actions of your partners;

Express your opinion correctly and justify your position;

Ask questions to organize your own and joint activities;

Exercise mutual control over joint actions;

Improve mathematical speech;

Express judgments using various analogues of the concept; words, phrases that clarify the meaning of a statement.
The student will have the opportunity to learn:
_ be critical of your own and others’ opinions;

_ be able to independently and jointly plan activities and cooperation;

_ make your own decisions;

_ promote conflict resolution, taking into account the positions of the participants

Numbers. Arithmetic operations. Quantities

Names and sequence of numbers from 1 to 20. Counting the number of dots on the upper faces of the dropped cubes.

Numbers from 1 to 100. Solving and composing puzzles containing numbers.

Adding and subtracting numbers within 100.

Single digit multiplication tables and corresponding division cases.

Number puzzles: connecting numbers with action signs so that the answer turns out to be a given number, etc. Search for several solutions.

Restoring examples: searching for a hidden number. Consistent execution of arithmetic operations: guessing the intended numbers.

Completing numerical crosswords (Sudoku, Kakuro, etc.)

Numbers from 1 to 1000. Adding and subtracting numbers within 1000.

Giant numbers (million, etc.)

Numeral palindrome: A number that reads the same from left to right as from right to left.

Finding and reading words related to mathematics.

Entertaining tasks with Roman numerals.

Time. Units of time. Weight. Units of mass. Liter.

Form of organization of classes.

Math games.

“Funny Counting” is a competition game; games with dice. Games “Whose sum is greater?”, “Best boatman”, “Russian Lotto”, “Mathematical domino”, “I won’t go astray!”, “Think of a number”, “Guess the thought of a number”, “Guess the date and month of birth”.

Games “Magic wand”, “Best counter”, “Don’t let your friend down”, “Day and night”, “Lucky chance”, “Fruit picking”, “Umbrella racing”, “Shop”, “Which row is friendlier?”

Ball games: “On the contrary”, “Don’t drop the ball”.

Games with a set of “Counting cards” (sorbonki) – double-sided cards: on one side there is a task, on the other there is an answer.

Mathematical pyramids: “Addition within 10; 20; 100", "Subtraction within 10; 20; 100", "Multiplication", "Division".

Working with a palette - a basis with colored chips and a set of tasks for the palette on the topics: “Addition and subtraction up to 100”, etc.

Games “Tic-tac-toe”, “Tic-tac-toe on an endless board”, Battleship”, etc., construction sets “Clock”, “Scales” from the electronic textbook “Mathematics and Design”.

A world of entertaining challenges.

Problems that can be solved in several ways. Problems with insufficient, incorrect data, and redundant conditions.

Sequence of “steps” (algorithm) for solving a problem.

Problems with multiple solutions. Inverse problems and assignments.

Orientation in the text of the problem, highlighting the conditions and questions, data and required numbers (quantities).

Selecting the necessary information contained in the text of the problem, in the picture or in the table, to answer the questions asked.

Ancient problems. Logic problems. Transfusion tasks. Preparation of similar tasks and assignments.

Non-standard tasks. Using sign-symbolic means to model situations described in tasks.

Problems solved by brute force. “Open” tasks and assignments.

Tasks and assignments to check ready-made solutions, including incorrect ones. Analysis and evaluation of ready-made solutions to the problem, selection of the right solutions.

Proof tasks, for example, to find the digital value of letters in the conventional notation: LAUGHTER + THUNDER = THUNDER, etc. Justification of the actions performed and completed.

Solving Olympiad problems of the international competition "Kangaroo".

Reproduction of a method for solving a problem. Choosing the most effective solutions.

Geometric mosaic.

Spatial representations. The concepts of “left”, “right”, “up”, “down”. Travel route. Start point of movement; number, arrow 1→ 1↓, indicating the direction of movement. Drawing a line along a given route (algorithm): travel of a point (on a sheet of paper in a square). Construction of your own route (drawing) and its description.

Geometric patterns. Regularities in patterns. Symmetry. Figures that have one or more axes of symmetry.

The location of the details of the figure in the original design (triangles, tans, corners, matches). Parts of the figure. Place of a given figure in a structure. Location of parts. Selection of parts in accordance with the given design contour. Search for several possible solutions. Drawing up and sketching figures according to your own plans.

Cutting and composing shapes. Dividing a given figure into parts of equal area. Search for specified figures in figures of complex configuration. Solving problems that form geometric observation.

Recognizing (finding) a circle on an ornament. Drawing up (drawing) an ornament using a compass (based on a model, according to one’s own design).

Volumetric figures: cylinder, cone, pyramid, ball, cube. Wire modeling. Creation of three-dimensional figures from developments: cylinder, hexagonal prism, triangular prism,

cube, cone, quadrangular pyramid, octahedron, parallelepiped, truncated cone, truncated pyramid, pentagonal pyramid, icosahedron. (At students' choice.)

Working with designers.

Modeling figures from identical triangles and corners.

Tangram: An ancient Chinese puzzle. "Fold a square." "Match" constructor. LEGO constructors. Set "Geometric bodies". Constructors “Tangram”, “Matches”, “Polyminos”, “Cubes”, “Parquets and mosaics”, “Installer”, “Builder”, etc. from the electronic textbook. "Mathematics and Design".

Municipal state educational institution

middle School of General education With. Sergeevka,

Khabarovsk municipal district

Methodological designer of extracurricular activities

Type of extracurricular activity	Educational forms	Level of results of extracurricular activities	Preferred forms of achieving results
1. Gaming	Role-playing game Business game Social simulation game		Role-playing game
			Business game
			Social simulation game
2. Cognitive		1. The student’s acquisition of social knowledge	Quizzes, educational games, educational conversations.
		2. Formation of a value attitude towards social reality	Didactic theater, public review of knowledge.
		3. Gaining experience of independent social action	Children's research projects, extracurricular educational events (olympiads, student conferences, intellectual marathons)
3. Problem-based communication	Ethical conversation, debate, thematic debate, problem-value discussion	1. The student’s acquisition of social knowledge	Ethical conversation
		2. Formation of a value attitude towards social reality	Debates, thematic debate
		3. Gaining experience of independent social action	Problem-value discussion with the participation of external experts
4. Leisure and entertainment activities (leisure communication)	School charity concerts, exhibitions	1. The student’s acquisition of social knowledge	Cultural trips to theaters, museums, concert halls, exhibitions.
		2. Formation of a value attitude towards social reality	Concerts, performances, holidays at the class and school level.
		3. Gaining experience of independent social action independent social action	School charity concerts, exhibitions, festivals
5. Artistic creativity		1. The student’s acquisition of social knowledge	Art circles.
		2. Formation of a value attitude towards social reality	Art exhibitions, art festivals, performances in the classroom, school.
		3. Gaining experience	Social projects based on artistic activities
6. Social creativity (socially significant volunteer activities)	Social project.	1. The student’s acquisition of social knowledge	Social test (a child’s proactive participation in a social event organized by adults).
		2. Formation of a value attitude towards social reality	KTD (collective creative work).
		3. Gaining experience of independent social action	Social project.
7. Labor (production)activity		1. The student’s acquisition of social knowledge	LEGO construction, technical creativity clubs, home crafts clubs.
		2. Formation of a value attitude towards social reality	Labor landing, “City of Masters”, role-playing games “Mail”, “Factory”.
		3. Gaining experience of independent social action	Community work day, children's production team.
8. Sports and recreation activity	School sports tournaments.	1. The student’s acquisition of social knowledge	Sports classes, conversations about healthy lifestyle, participation in wellness procedures.
		2. Formation of a value attitude towards social reality	School sports tournaments.
		3. Gaining experience of independent social action	Socially significant sports and health promotions and projects.
9. Tourism and local history activities	Educational excursion Hiking trip Local history expedition	1. The student’s acquisition of social knowledge	Educational excursion
		2. Formation of a value attitude towards social reality	Hiking trip
		3. Gaining experience of independent social action	Local history expedition Tourist and local history expedition

Requirements for the design and content of extracurricular activity programs

Programs for organizing extracurricular activities for schoolchildren can be developed by educational institutions independently or based on their revision of sample programs.

In determining the content of programs, the school is guided by pedagogical expediency and focuses on the requests and needs of students and their parents.

Scheme for designing a work program for extracurricular activities

TITLE PAGE

Top: Name of the educational institution where the program was developed.

Right: “I approve” Chairman of the Pedagogical Council” (indicating the protocol number and date)

Left: Reviewed. MO (date, protocol number), Agreed. Deputy director of water management.

In the center: Work program for extracurricular activities. The program name is in quotes.

Age of children for which the program is designed.

Duration of the program (how many years it is designed for).

Bottom: Name of the locality. Year of creation of the program.

EXPLANATORY NOTE

In accordance with what governing documents the program was drawn up.

1. Justification of the need for development and implementation programs in the educational process:

Relevance (external and internal, i.e. for a specific school, age, class);

Practical significance of the program (which will allow to form, develop, educate)

Connection with existing school-wide programs in this area;

Type (modified, experimental, author's program);

2.The purpose and objectives of the program.

Target- the expected result of the educational process to which one should strive. When characterizing the goal, one should avoid general, abstract formulations such as “all-sided personal development”, “creating opportunities for the creative development of children”, “satisfying educational needs, etc. Such statements do not reflect the specifics of a particular program and can be applied to any program.

The goal should be related to the name of the program and reflect its main focus.

The specification of the goal is carried out through the definition tasks showing what needs to be done to achieve the goal. The tasks are:

educational- development of cognitive interest in something, inclusion in cognitive activity, acquisition of certain knowledge, skills, development of motivation for a certain type of activity, etc.;

educational- formation of social activity of the individual, civic position, culture of communication and behavior in society, healthy lifestyle skills, etc.;

developing- development of personal qualities: independence, responsibility, activity, accuracy, etc.; formation of the need for self-knowledge and self-development.

The main requirement for formulating tasks: they must be related to the expected results

3. Theoretical and methodological justification of the program:

Basic theoretical concepts, ideas, their authors;

Key principles;

4. Features of the age group of children , to whom the program is addressed:

Age of children and their psychological characteristics;

Features of the recruitment of children (free, by competition, at the request of parents, etc.)

Number of students in the group;

5. Lesson mode:

Total number of hours per year;

Number of hours and classes per week

Lesson duration

6. Expected results of the program:

First level of results - the schoolchild’s acquisition of social knowledge: (list)

Second level of results- the student obtains practical experience and a positive attitude towards the basic values of society: (list)

Third level of results - the student gaining experience of independent social action (name if this level is planned)

7. System for tracking and evaluating results teaching children. Description of how the results will be presented (can be presented at exhibitions, competitions, competitions, educational and research conferences, etc.) and tracked (can be monitoring, diagnostics, portfolio, etc.)

CURRICULUM PLAN

The sequence of major topics of the course is revealed (usually in the form of a table), the number of hours on each topic, the ratio of time for theoretical and practical classes is indicated (the number of theoretical classes should not exceed 50%). If the program is for 2 or more years, then present it by year of study.

This is a brief description of sections and topics within sections. The content of the topics is revealed in the order in which they are presented in the curriculum. Theme description includes:

Its name;

Main key points;

Forms of organization of the educational process (theoretical, practical).

The presentation is in the nominative case. Usually the first topic is an introduction to the program.

METHODOLOGICAL SUPPORT OF THE PROGRAM

Brief description of the main ways and forms of working with children, specific forms of activities (game, conversation, hike, expedition, excursion, conference, etc.). It is advisable to explain what determines the choice of specific forms of classes

Description of the main methods of organizing the educational process

List of didactic materials

a brief description of funds needed to implement the program: logistics - give a short list of equipment, tools and materials (based on the number of students)

BIBLIOGRAPHY

Two bibliography lists are provided:

Used by the teacher to develop a program and organize the educational process;

CALENDAR AND THEMATIC PLAN

Studying the effectiveness of extracurricular activities

Diagnostics of the effectiveness of extracurricular activities of schoolchildren

The purpose of the diagnosis is to find out whether (and to what extent) those types of extracurricular activities in which the student is engaged are educational. Find out not in order to compare in which school the educational process is organized better and in which worse, and not in order to make organizational conclusions regarding certain teachers of a particular school. This is done in order to detect and solve the most pressing problems that exist in the extracurricular sphere, in order to analyze, generalize and disseminate positive educational experiences.

What exactly should be the subject of diagnosis, what exactly needs to be studied to assess the effectiveness of education? In order to answer this question, let us turn once again to the definition of education. Education is the management of the process of development of a child’s (human) personality through the creation of favorable conditions. Accordingly, diagnostics should be aimed at studying the student’s personality and the conditions for personality development created in extracurricular activities. Based on this, three main diagnostic subjects can be distinguished.

The first subject of diagnosis is the personality of the student himself.

In what direction does the student’s personality develop? What values does he focus on? What kind of relationship does he develop with the world around him, with other people, and with himself in the process of upbringing?

There are various ways to learn about changes occurring in a student’s personality. This could be observation of the behavior and emotional and moral state of schoolchildren in everyday life; in specially created pedagogical situations; in role-playing, business, organizational and activity games that immerse the student in the complex world of human relationships; in teacher-organized group discussions on current issues. This could be an analysis of the written work of schoolchildren: diaries, compositions, essays, articles in the school newspaper, etc.

The second subject of diagnosis is the children's team as one of the most important conditions for the development of the student's personality.

Traditionally, in Russian schools, extracurricular activities are organized mainly in a team: a class club, a sports section, a children's public association, etc. A modern child develops as an individual in several different groups - different in the nature of the activity, in the way children join them, in their character the roles they realize in these groups, according to the duration of the children’s stay in them. The influence of the team on the student is multifaceted: due to some of its properties, it can generate processes of leveling the personality, its averaging, and due to others, it can develop the student’s individuality and creative potential.

Therefore, it is important to study the level of development of the children’s team (here we propose to use the well-proven diagnostic technique of A. N. Lutoshkin “What kind of team we have”), as well as the nature of the relationships of schoolchildren in the children’s team (to diagnose these relationships it is advisable to use the sociometry technique).

The third subject of diagnosis is the professional position of the teacher, another most important condition for the development of the student’s personality. Position is the unity of a person’s consciousness and activity, where activity is one of the ways to realize his basic values (N. G. Alekseev, V. I. Slobodchikov).

In this regard, it is important to find out: whether education is a consciously chosen activity of the teacher (or the teacher is just fulfilling a duty assigned to him by someone, that is, he is simply serving his duty); What professional values have teachers developed (or are there no such values at all, and the teacher carries out his work formally, indifferently)? The nature of the pedagogical position is no less important. Has the teacher developed a humanistic or authoritarian pedagogical position, does he assume self-determination of the student or does he consider him as a tabula rasa for the implementation of his plans? Here you can use a technique for diagnosing the professional position of a teacher as an educator.

Understanding the relationship between the results and forms of extracurricular activities and its diagnosis should allow teachers:

Develop educational programs for extracurricular activities with a clear and intelligible idea of the result;

Select forms of extracurricular activities that guarantee the achievement of a certain level of results;

Build the logic of transition from the results of one level to the results of another;

Diagnose effectiveness and efficiency outside of class activities;

Evaluate the quality of extracurricular activity programs (by what results they claim to achieve, whether the selected forms correspond to the expected results, etc.).

Implementation of extracurricular activities If it is not possible, the educational institution, within the framework of the relevant state (municipal) tasks formed by the founder, uses the capabilities of educational institutions for additional education of children, cultural and sports organizations.

Extracurricular activities are an integral part of the educational process. Mandatory conditions for organizing extracurricular activities in an educational institution are: parental request availability of the necessary educational and material resources availability of staffed and trained personnel compliance with Sanitary Regulations and Regulations, including requirements for class shifts and scheduling

Extracurricular activities are an integral part of the educational process. A general educational institution independently chooses the forms, means and methods of organizing extracurricular activities in accordance with its charter and the Law of the Russian Federation “On Education”.

Organization of extracurricular activities p/p Contents of work Deadlines 1. Study of parents’ requests for choosing areas of extracurricular activities: Parent meeting “Features of teaching and upbringing of schoolchildren according to the Federal State Educational Standard”; Questioning of parents 2. Analysis of human resources and material and technical base for the implementation of extracurricular activities at the request of parents.

Organization of extracurricular activities p/p Contents of work Deadlines 5. Drawing up a model for organizing extracurricular activities, individual curricula, schedules of clubs. 6. Approval of work programs for extracurricular activities. 7. Creation of sanitary, material and technical conditions for organizing extracurricular activities. 8. Study of the opinions of parents, students and leaders of clubs on the organization of extracurricular activities: questionnaires, surveys, observations, attending classes.

The program of extracurricular activities should ensure the achievement of the planned results of mastering the educational program of non-curricular activities. Based on the regional characteristics of educational institutions in the Moscow region, the program of extracurricular activities should become an innovative component of the educational program of the educational institution.

Structure of the program 1. An explanatory note should reflect the goals and objectives of the interaction between teachers and students, a description of the main approaches (system-based) that ensure the relationship between the content of classroom and extracurricular activities of students. 2. General characteristics of the program for extracurricular activities;

Structure of the program 3. Description of the place of the program and the value guidelines of the content of the program for extracurricular activities; 4. Results of mastering the program for extracurricular activities of students: meta-subject and personal, indicators of levels and degree of proficiency, their relationship with other results of mastering OEP.

Types of extracurricular activities: gaming activities; cognitive activity; problem-value communication; leisure and entertainment activities (leisure communication); artistic creativity; social creativity (socially significant volunteer activities); labor (production) activity; sports and recreational activities; tourism and local history activities.

Extracurricular activities of schoolchildren are carried out in such forms as excursions, clubs, sections, studios, theaters, workshops, conferences, debates, round tables, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices

The result is what was the immediate result of the student’s participation in the activity. For example, a schoolchild, having completed a tourist route, not only moved in space from point A to point B (actual result), but also acquired some knowledge about himself and others, experienced and felt something as a value, and gained experience of independent action (educational result). An effect is a consequence of a result; what the achievement of the result led to. For example, acquired knowledge, experienced feelings and relationships, and completed actions developed a person as a person and contributed to the formation of his competence and identity.

Educational results and effects The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child due to his participation in one or another type of extracurricular activity. The educational effect of extracurricular activities is the influence (consequence) of one or another spiritual and moral acquisition on the entire process of development of the child’s personality.

The system of educational work in extracurricular activities is built on the following principles: the inextricable connection between upbringing and teaching, recognition of the student as a subject of his own upbringing on an equal basis with other subjects: parents and teachers, agreed distribution of powers of all subjects of upbringing in school

Levels of educational results The first level is the student’s acquisition of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life.

Methodological designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by the student Formation of a value attitude to social reality Gaining experience of independent social action 2. Cognitive Cognitive conversations, subject electives, olympiads Didactic theater, public review of knowledge, intellectual club “What? Where? When?" Children's research projects, extracurricular educational events (student conferences, intellectual marathons, etc.), school museum club

Methodological designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by the student Formation of a value attitude to social reality Gaining experience of independent social action 4. Leisure and entertainment activities (leisure communication) Cultural trips to theaters, museums, concert halls, exhibitions Concerts, performances, festive “lights” » at the class and school level Leisure and entertainment events for schoolchildren in the community surrounding the school (charity concerts, tours of school amateur performances, etc.)

Methodological designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by the student Formation of a value attitude to social reality Gaining experience of independent social action 6. Social creativity (socially transformative volunteer activity) Social tests (initiative participation of a child in social actions organized by adults) KTD (collective creative activity) business) Social and educational project

Methodological designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by the student Formation of a value attitude to social reality Gaining experience of independent social action 7. Labor (production) activities Design classes, technical creativity circles, home crafts Labor landings, role-playing productive games (“ Post Office", "City of Masters", "Factory"), children's production team under the guidance of an adult Children's and adult educational production

Methodological designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by the student Formation of a value attitude to social reality Gaining experience of independent social action 8. Sports and recreational activities Classes of sports sections, conversations about healthy lifestyle, participation in recreational procedures School sports tournaments and recreational events Sports and recreational activities actions of schoolchildren in the surrounding society

Methodological designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by the student Formation of a value attitude to social reality Gaining experience of independent social action 9. Tourist and local history activities Educational excursion, tourist trip, local history club Hiking trip, local history club Tourist and local history expedition Search and local history expedition School Museum of Local Lore

Types of educational programs for extracurricular activities: comprehensive educational programs that involve a consistent transition from the educational results of the first to the results of the third level in various types of extracurricular activities; thematic educational programs aimed at obtaining educational results in a specific problem field and using the possibilities of various types of extracurricular activities (for example, an educational program for patriotic education, an educational program for promoting tolerance, etc.)

Types of educational programs for extracurricular activities educational programs focused on achieving results at a certain level Such programs may be age-related, for example: for 1st grade - an educational program focused on the student’s acquisition of social knowledge in various types of activities; for 2nd – 3rd grades – an educational program that forms a value-based attitude to social reality; for 4th grade - an educational program that gives the child the experience of independent social action.

Types of educational programs for extracurricular activities educational programs for specific types of extracurricular activities; age-related educational programs (educational program of extracurricular activities for junior schoolchildren; educational program of extracurricular activities for teenagers; educational program of extracurricular activities for high school students); individual educational programs for students.

Objectives: To use tourism and local history activities as a means of environmental education for junior schoolchildren To contribute not only to expanding children’s ideas about the world around them, but also to the implementation of an activity-based approach To ensure the formation of skills and abilities, the use of which contributes to the organization of a variety of child activities in the environment, but does not harm it

Types of travel games Route game Game to overcome stages Game by station Relay race game Cognitive activity (communication and organizational skills, ability to jointly plan activities, ability to observe the surrounding nature and analyze its phenomena, awareness of value relations between people...)

Algorithm for conducting a travel game 1. Preparing participants to perceive the purpose and content of the travel game. A travel route is drawn up. Stations are determined (“School Around the World” - a trip to the world of plants and animals) (“Streets and Parks”, “Plants of the City”...)

Task 2 Imagine that you managed to fly high, high, to the rainbow itself. Write how you traveled along the rainbow, what you felt while “walking” along each of the seven multi-colored paths? With whom did you share the joy of this extraordinary journey? Which of the inhabitants of nature did you imagine yourself to be, and why?

Forms of organizing extracurricular activities in elementary school A circle is a form of voluntary association of children, the optimal form of organizing extracurricular activities in elementary school. Functions: expansion, deepening, compensation of subject knowledge; introducing children to a variety of sociocultural activities; expanding communicative experience; organization of children's leisure and recreation.

A circle is a special form of expressing a result, a result. Most often, it is embodied in specific and outwardly spectacular demonstration performances, concerts, festivals, debates, seminars, etc. Clubs, scientific societies and schools, and specialized groups can be created on the basis of circles.

Forms of organizing extracurricular activities in elementary school Club is a form of uniting children based on coincidence of interests and desire to communicate. Club principles: voluntary membership, self-government, unity of purpose, joint activities in direct contact with each other

Clubs vary in scale of activity: multidisciplinary and single-disciplinary in terms of predominant types of activities - educational, - discussion, - creative, - leisure in terms of degree of organization formal and informal according to the age of club members same-age and uneven-age according to the time factor Permanent and temporary

Section is a form of uniting children for physical education and sports (chess section, judo section, etc.). distinctive features: specific educational objectives; the content of the activity belongs to a specific sport; focus on skills and achieving a level of mastery in mastering a particular sport; demonstration and performance expression of practical results and achievements of children (competitions, competitions, competitions).

Classes in sections should be regular. Training sessions include the following methods of teaching sports technique: verbal (story, explanation, lecture, conversation, analysis and discussion of one’s actions and the actions of the enemy...) visualization of exercises (showing individual exercises, training films, videos, mock-ups of playing fields and fields to demonstrate tactical schemes, etc.) methods of practical exercises include two groups: - methods aimed at mastering sports techniques (learning the exercise as a whole and in parts); - methods aimed at developing motor qualities (repeated, variable, interval, competitive, etc.).

Theater is a form of voluntary association of children, where the division of labor, roles, and activities is determined by individual abilities and a common desire to achieve success in performing a complex joint artistic action on stage. Theater is an association that can organize its activities in a complex of a wide variety of forms, types of employment, methods for developing the creative potential of an individual and its actualization (folklore theater, fashion theater, etc.).

A workshop is a form of voluntary association of children to engage in a specific activity. The teacher acts as a master (creator, author) who has created his own “school - production” of students and followers. distinctive features: the content of the activity belongs to a certain type of applied creativity, craft, art; priority of learning goals and subject-specific practical tasks; focus on applied skills and achieving a level of mastery in mastering a certain type of activity, in mastering special technologies; demonstration and performance expression of practical results and achievements of children (exhibitions, competitions, festivals).

The project is the most promising form of organizing extracurricular activities. Its versatility allows you to implement all areas of extracurricular activities. All extracurricular activities of an educational institution can be carried out under a single educational theme. These issues should find a place for discussion in every extracurricular lesson, regardless of the chosen area of activity and form of organization. Moreover, this discussion should take place according to a certain algorithm: - initial problem (establishing a lack of knowledge and skills); - information on solving the problem (who, what, how, why); - application of new information; - evaluation of application results.

Extracurricular activities of an educational institution may take place under a single educational theme. These issues should find a place for discussion in every extracurricular lesson, regardless of the chosen area of activity and form of organization. The discussion should take place according to this algorithm: - initial problem (establishing a lack of knowledge and skills); - information on solving the problem (who, what, how, why); - application of new information; - evaluation of application results.

I grade II grade III grade IV grade I quarter Let's get acquainted This is ME and the worldI am a person II quarter My familyFriends and relatives I and peopleI am a citizen III quarter Our school Rules of school life Our successes I am a student IV quarter People around My different roles World of professions Who to be? What to be?

Extracurricular activities Project Sports and recreation Scientific and educational Artistic and aesthetic “Healthy” (Kalinina O.V.) “Young researcher” (Petrova S.S.) “School of joy” (Kanina O.V.) “Grow up healthy!” (Kostin L.V.) “Entertaining mathematics” (Kanina O.V.) “Skillful hands” (Ivanova A.A.) “Artistic word” (Isakova E.N.) “Green planet” (Kanina O.V.) )

Extracurricular activities students are united by all types of activities of schoolchildren (except for educational activities and in the classroom), in which it is possible and appropriate to solve the problems of their education and socialization.

According to the Federal Basic Curriculum for General Educational Institutions of the Russian Federation, the organization of classes in areas of extracurricular activities is an integral part of the educational process at school. The time allocated for extracurricular activities is used at the request of students and in forms other than the lesson teaching system.

Types and directions of extracurricular activities. The following types of extracurricular activities are available for implementation at school:

1) gaming activity;

2) cognitive activity;

3) problem-value communication;

4) leisure and entertainment activities (leisure communication);

5) artistic creativity;

6) social creativity (socially transformative volunteer activity);

7) labor (production) activity;

8) sports and recreational activities;

9) tourism and local history activities.

The basic curriculum highlights the main areas of extracurricular activities: sports and recreational, artistic and aesthetic, scientific and educational, military-patriotic, socially useful and project activities.

The types and directions of extracurricular activities of schoolchildren are closely related to each other. For example, a number of areas coincide with types of activities (sports and recreational activities, cognitive activities, artistic creativity).

Military-patriotic direction and project activities can be implemented in any type of extracurricular activities. They represent substantive priorities when organizing extracurricular activities. Socially useful activities can be objectified in such types of extracurricular activities as social creativity and labor (production) activities.

Consequently, all areas of extracurricular activities must be considered as a meaningful guideline when constructing appropriate educational programs, and the development and implementation of specific forms of extracurricular activities for schoolchildren should be based on the types of activities.

Results and effects of students' extracurricular activities. When organizing extracurricular activities for schoolchildren, it is necessary to understand the difference between the results and effects of this activity.

Result- this is what became the immediate result of the student’s participation in the activity. For example, a schoolchild, having completed a tourist route, not only moved in space from one geographical point to another, overcame the difficulties of the path (the actual result), but also acquired some knowledge about himself and those around him, experienced and felt something as a value, and acquired the experience of independent action ( educational result). Effect - it is a consequence of the result. For example, acquired knowledge, experienced feelings and relationships, and completed actions developed a person as a person and contributed to the formation of his competence and identity.

So, educational result of extracurricular activities – direct spiritual and moral acquisition of a child through his participation in one or another type of activity.

The educational effect of extracurricular activities - the influence (consequence) of one or another spiritual and moral acquisition on the process of development of the child’s personality.

In the field of school education and socialization, there is a serious confusion between the concepts of “result” and “effect”. It is common to say that the result of a teacher’s educational activity is the development of the student’s personality, the formation of his social competence, etc. At the same time, it is overlooked (wittingly or unwittingly) that the development of a child’s personality depends on his own efforts at self-building, on educational “contributions” family, friends, immediate environment, and other factors are included in it, i.e., the development of the child’s personality is an effect that became possible due to the fact that a number of subjects of education and socialization (including the child himself) achieved their results. Then what is the result of the teacher’s educational activities? The lack of clarity of teachers' understanding of the results of their activities does not allow them to confidently present these results to society and gives rise to public doubt and distrust in teaching activities.

But perhaps a much more serious consequence of teachers’ failure to distinguish between results and effects is that understanding of the purpose and meaning of pedagogical activity (especially in the field of education and socialization), the logic and value of professional growth and self-improvement is lost. For example, today in school education the struggle for the so-called good student has sharply intensified, including because such a student is guaranteed to show high results in training and education. Not fully understanding the results and effects of their work, not being able to clearly present them to society and at the same time experiencing pressure from it, teachers in such a non-pedagogical way insure themselves against professional failures.

It becomes clear that a professional teacher sees the results of his work before the effects. No amount of enthusiasm for the process of activity eliminates the need for him to achieve an educational result. In any educational effect, he distinguishes between his own contribution and the contribution of other subjects of education and socialization.

Classification of the results of extracurricular activities of students. The educational results of schoolchildren’s extracurricular activities are distributed across three levels.

First level of results – the schoolchild’s acquisition of social knowledge (about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life.

To achieve this level of results, the interaction of the student with his teachers (mainly in additional education) as significant carriers of positive social knowledge and everyday experience for him is of particular importance.

For example, in a conversation about a healthy lifestyle, a child not only perceives information from the teacher, but also involuntarily compares it with the image of the teacher himself. There will be more trust in the information if the teacher himself cultivates a healthy lifestyle.

Second level of results– the student gains experience and a positive attitude towards the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value-based attitude towards social reality as a whole.

To achieve this level of results, the interaction of schoolchildren with each other at the class and school level, i.e. in a protected, friendly prosocial environment, is of particular importance. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of acquired social knowledge and begins to appreciate it (or rejects it).

Third level of results – the student gains experience of independent social action. Only in independent social action, action in an open society, outside the friendly environment of the school, for other, often strangers, who are not necessarily positively disposed towards him, does a young person really become (and not just learn about how to become) a social figure , a citizen, a free person. It is in the experience of independent social action that one acquires that courage, that readiness to act, without which the existence of a citizen and civil society is unthinkable.

It is obvious that to achieve this level of results, the interaction of the student with social actors outside the school, in an open social environment, is of particular importance.

Achieving three levels of extracurricular activity results increases the likelihood of effects education and socialization of children. Students can develop communicative, ethical, social, civic competence and sociocultural identity in its country, ethnic and other aspects.

For example, it is unjustified to assume that civics lessons, human rights classes, etc. are sufficient to develop civic competence and identity of a schoolchild. Even the best civics lesson can only give a student knowledge and understanding of public life, examples of civic behavior (of course, this is a lot , but not all). But if a student gains experience in civic relations and behavior in a friendly environment (for example, in self-government in the classroom) and even more so in an open public environment (in a social project, in civil action), then the likelihood of developing his civic competence and identity increases significantly.

When organizing extracurricular activities for younger schoolchildren, it is necessary to take into account that upon entering the 1st grade, children are especially receptive to new social knowledge and strive to understand the school reality that is new to them. The teacher must support this trend, ensure that the child achieves through the forms of extracurricular activities used. first level results. In the 2nd and 3rd grades, as a rule, the process of development of the children's team gains strength, the interpersonal interaction of younger schoolchildren with each other sharply intensifies, which creates a favorable situation for achievements in extracurricular activities of schoolchildren second level results. Consistent ascent from the results of the first to the results of the second level over the course of three years of schooling creates for a primary school student in the 4th grade a real opportunity to enter the space of social action (i.e. achievement third level of results). Such an outlet for an elementary school student must necessarily be framed as an outlet into a friendly environment. The conflict and uncertainty inherent in the modern social situation should be limited to a certain extent.

The relationship between results and forms of extracurricular activities. Each level of extracurricular activity results has its own educational form (more precisely, a type of educational form, i.e., a number of content- and structurally similar forms).

The first level of results can be achieved by relatively simple forms, the second level by more complex ones, and the third level by the most complex forms of extracurricular activities.

For example, in such a form of problem-value communication as ethical conversation, It is quite possible to reach the level of knowledge and understanding by schoolchildren of the life plot (problem) being discussed. But since in an ethical conversation the main channel of communication is “teacher - children”, and direct communication between children and each other is limited, then in this form it is quite difficult to get to the value attitude of schoolchildren to the problem under consideration (namely in communication with a peer, the same as himself , the child establishes and tests his values).

To launch value self-determination, other forms are needed - debate, thematic debate. By participating in debates, schoolchildren get the opportunity to look at a problem from different angles, discuss positive and negative aspects, and compare their attitude to the problem with the attitude of other participants. However, debate, being in many ways a playful form of communication, does not confront the child with the need to be personally responsible for his words, to move from words to action (i.e., this form is not aimed at the student entering into independent social action, although this can happen with a specific schoolchild due to his personal characteristics).

This need is dictated by another form - problem-value discussion with the participation of external experts, where participants speak only on their own behalf, and any play on their part is fraught with exposure and criticism from external experts who are not interested in artificially supporting children’s opinions. A problem-value discussion takes participants to the point where the words “I believe...” are followed by the words “and I’m ready to do it.”

So, it is practically impossible to achieve the result of the second and even more so the third level with forms corresponding to the first level of results. At the same time, in forms aimed at the result of the highest level, the results of the previous level are also achievable. However, it is important to understand: forcing results and forms does not ensure an increase in the quality and efficiency of activities. A teacher who does not master the forms of activity to achieve results of the first level cannot effectively achieve the results and forms of the second and, especially, the third level. He can only do this by imitation.

Understanding the relationship between results and forms of extracurricular activities should allow teachers:

Develop educational programs for extracurricular activities with a clear and intelligible idea of the result;

Select forms of extracurricular activities that guarantee the achievement of a certain level of results;

Build the logic of transition from the results of one level to the results of another;

Diagnose the effectiveness and efficiency of extracurricular activities;

Evaluate the quality of extracurricular activity programs (by what results they claim to achieve, whether the chosen forms correspond to the expected results, etc.). This underlies the construction of an incentive system for remunerating teachers for organizing extracurricular activities for schoolchildren.

The methodological constructor “Predominant forms of achieving educational results in extracurricular activities” (see Table 1) is based on the relationship between results and forms of extracurricular activities. It can be used by teachers to develop educational programs for extracurricular activities, taking into account the resources at their disposal, the desired results, and the specifics of the educational institution.

Extracurricular activities of schoolchildren- a concept that unites all types of activities of schoolchildren (except for academic ones), in which it is possible and appropriate to solve the problems of their upbringing and socialization.

According to the Basic Curriculum, the organization of classes in areas of extracurricular activities is an integral part of the educational process at school. The hours allocated for extracurricular activities are used at the request of students and in forms other than the lesson system of education.

Types of extracurricular activities:

play activities;

cognitive activity;

problem-value communication;

leisure and entertainment activities (leisure communication);

artistic creativity;

social creativity (socially significant volunteer activities);

labor (production) activity;

sports and recreational activities;

tourism and local history activities.

For success in organizing extracurricular activities for schoolchildren, the distinction is of fundamental importance: resultsAndeffects this activity.

The result is what was the immediate result of the student’s participation in the activity (for example, the student acquired some knowledge, experienced and felt something as a value, gained experience in action).

An effect is a consequence of a result; what the achievement of the result led to. For example, acquired knowledge, experienced feelings and relationships, and completed actions developed a person as a person and contributed to the formation of his competence and identity.

Educational results Extracurricular activities of schoolchildren can be of three levels.

Level 1 - the student knows and understands social life;

Level 2 - the student values social life;

Level 3 - the student acts independently in social life.

First level of results- (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), understanding of social reality and everyday life. To achieve this level of results, the interaction of the student with his teachers (in basic and additional education) as significant carriers of social knowledge and everyday experience for him is of particular importance.

Second level of results- formation of positive attitudes of the student towards the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture), value attitude towards social reality as a whole. To achieve this level of results, the equal interaction of the student with other students at the class and school level, that is, in a protected, friendly prosocial environment, is of particular importance. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of acquired social knowledge and begins to appreciate it (or rejects it).

Third level of results- . To achieve this level of results, the interaction of the student with social actors outside the school, in an open social environment, is of particular importance. Only in independent social action does a young person truly become an activist, a citizen, a free person.

Methodological designer of extracurricular activities

The constructor consists of 9 blocks(by the number of types of extracurricular activities).

Each block includes:

A brief description of the specifics of this type of extracurricular activities for schoolchildren;

Description of the main educational forms in which the type of extracurricular activities can be deployed;

presentation of those forms and methods of activity that ensure the achievement of each of the three

levels of results of extracurricular activities.

Type of extracurricular activity	Educational forms	Level of results of extracurricular activities	Preferred forms of achieving results
	Role-playing game Business game Social simulation game	Schoolchildren's acquisition of social knowledge	Role-playing game
			Business game
		Students gaining experience of independent social action	Social simulation game
Cognitive		Schoolchildren's acquisition of social knowledge	Quizzes, educational games, conversations.
		Formation of a value attitude towards social reality.	Didactic theater, public review of knowledge.
		Students gaining experience of independent social action	Children's research projects, extracurricular educational activities (olympiads, student conferences, intellectual marathons)
3. Problem-value communication	Ethical conversation, debate, thematic debate, problem-value discussion.	Schoolchildren's acquisition of social knowledge	Ethical conversation
		Formation of a value attitude towards social reality.	Debates, thematic debate
		Students gaining experience of independent social action	Problem-value discussion.
Leisure and entertainment activities (leisure communication)		Schoolchildren's acquisition of social knowledge	Cultural trips to the theater, museum, concert halls, exhibitions.
		Formation of a value attitude towards social reality.	Concerts, performances, holidays at the class and school level.
		Students gaining experience of independent social action	School charity concerts, exhibitions.
5.Artistic creativity.		Schoolchildren's acquisition of social knowledge	Art circles.
		Formation of a value attitude towards social reality.	Art exhibitions, arts festivals, classroom and school performances.
		Students gaining experience of independent social action	Social projects based on artistic activities.
6. Social creativity (socially significant volunteer activities)	Social project	Schoolchildren's acquisition of social knowledge	Social test (initiative participation of a child in a social action organized by adults
		Formation of a value attitude towards social reality.	KTD (collective creative work)
		Students gaining experience of independent social action	Social project
7. Labor (production activities).		Schoolchildren's acquisition of social knowledge	LEGO construction, technical creativity clubs, home crafts clubs
		Formation of a value attitude towards social reality.	Labor landing, “City of Masters”, role-playing games “Mail”, “Factory”.
		Students gaining experience of independent social action	Community work day, children's production team.
8. Sports and recreational activities	School sports tournaments.	Schoolchildren's acquisition of social knowledge	Sports classes, conversations about healthy lifestyle, participation in wellness procedures.
		Formation of a value attitude towards social reality.	School sports tournaments.
		Students gaining experience of independent social action	Socially significant sports and health promotions - projects.
9. Tourism and local history activities.	Educational excursion. Hiking trip. Local history expedition.	Schoolchildren's acquisition of social knowledge	Educational excursion.
		Formation of a value attitude towards social reality.	Hiking trip.
		Students gaining experience of independent social action	Local history expedition. Tourist and local history expedition.