Forms of conducting a class hour according to fgos. Open extracurricular event: forms and types

FORMS OF EDUCATIONAL WORK

The formeducational work, by definition E.V. Titova is an established procedure for organizing specific acts, situations, procedures for the interaction of participants in the educational process aimed at solving certain pedagogical problems (educational and organizational and practical); a set of organizational techniques and educational means that provide an external expression of the content of educational work.

The variety of new forms of educational work that exist in practice and are being created, nevertheless, makes it possible to single out several of their types, which differ from each other in certain ways. These basic types combine various types of forms, each of which has, apparently, an infinite number of methodological modifications and variations of specific forms.

All types of forms of work have their pedagogical significance, and each of them is valuable in the process of education. However, the practice of the work shows that in the personal practice of the educator, as a rule, one type of form prevails, while others are used extremely rarely or not at all.

General analysis of practice makes it possible distinguish three main types of forms educational work: events, activities, games. They differ in the following ways: by target orientation, by the position of the participants in the educational process, by objective educational opportunities.

M events - these are events, classes, situations in the team, organized by teachers or anyone for pupils with the aim of direct educational impact on them.

The characteristic features of this type of forms are, first of all, the contemplative-performing position of children and the organizational role of adults or older pupils. In other words, if something is organized for pupils, and they, in turn, perceive, participate, perform, react, etc., then this is an event.

Forms of work that can be objectively attributed to events: conversations, lectures, discussions, disputes, excursions, cultural trips, walks, training sessions (for example, on traffic rules, civil defense, etc.). Events as a form of educationalwork canchoose:

- when it is necessary to solve educational tasks: to inform children of any complex information, to acquaint them with the cultural and political life of society;

When it is necessary to turn to the content of educational work that requires high competence: to issues of the public life of the people, politics, economics, etc. In such cases, events with the invitation of specialists are appropriate;

- when organizational functions are too difficult for children, either objectively or due to lack of sufficient experience, for example, when conducting discussions, discussions, organizing mass manifestations of social activity (conversations, conferences, rallies, etc.). Such events are organized by the elders for the younger ones, when the task is to directly teach children something, for example, organizational skills, practical skills, cognitive skills. Classes, workshops, trainings help with this, when measures are needed to improve the health of children, their physical development, to fulfill the daily routine, maintain discipline and order (walk, exercise, conversation, story, meeting, training).

At the same time, events should be considered inappropriate when children are able to independently, of course, with the help of teachers and elders, organize the assimilation and exchange of valuable information and actions. In these cases, forms of work of a different type, which are called cases, are more preferable.

Affairs - this is a common work, important events carried out and organized by members of the team for the benefit and joy of someone, including themselves.

The characteristic features of this type of forms are: the active and creative position of children; their participation in organizational activities; socially significant orientation of the content; amateur character and indirect pedagogical guidance. In other words, deeds can be considered such events in the life of the team, when the pupils are actively involved, decide for themselves what, how and for whom (what) to do, organize their activities themselves.

Forms of work which can be attributed to cases: labor landings and operations, raids, fairs, festivals, amateur concerts and performances, propaganda teams, evenings, as well as other forms of collective creative activities.

In real practice, these forms can be implemented in different ways, depending on who is their organizer and what is the degree of creativity of the participants. In fact, by the nature of the implementation of form-cases, one can distinguish three subtypes:

Cases in which the organizational function is performed by some body or even by someone personally (chairman of the council, commander, responsible person or teacher). They may just look like organized, productive community work - planting trees, a concert for parents, making souvenirs for guests, etc.;

Creative activities, distinguished primarily by the organizational creativity of some part of the team (creative or initiative group, micro-collective, etc.), which conceives, plans and organizes their preparation and implementation. Such cases often involve the performing arts of all involved. For example, the creative team developed the idea of ​​a festival of cartoon films, gave the teams the roles of representatives of film studios from around the world and tasks: draw and "voice" a film on any topic, acted as hosts and jury of the film festival;

Collective creative affairs, in the organization of which and the creative search for the best solutions and methods of activity, all members of the team take part.

Collective creative affairs (KTD) were developed and named so by I.P. Ivanov. The basis of the methodology for their organization is collective organizational creative activity, which involves the participation of each member of the team in all stages of organizing activities from planning to analysis and representing a "joint search for the best solutions to a vital task" (Ivanov I.P. Encyclopedia of collective creative affairs. - M: , Pedagogy, 1989).

Collective creative activities have the greatest objective educational opportunities, because they are:

- provide an opportunity for each child to make his personal contribution to the common work, to show his personal qualities (creative, organizational, practical, intellectual, etc.);

- provide active implementation and enrichment of personal and collective experience;

- contribute to the strengthening of the team, its structure, contribute to the diversity and mobility of intra-collective ties and relationships;

They are emotionally attractive for children, allow them to rely on the content and methods of organizing activities that are significant for them in a variety of situations of the educational process.

The third type of forms of educational work is a game . Moreover, the game as a type of educational work must be distinguished from game methods of conducting affairs and events (even if these cases and events are called “games”), as well as from games as forms of spontaneous (unorganized) leisure activities (for example, puzzles, charades, board and outdoor games, etc.).

A game as a form of educational work - this is an imaginary or real activity, purposefully organized in a team of pupils for the purpose of recreation, entertainment, and education.

The characteristic features of this type of forms do not, as a rule, have a pronounced socially useful orientation (unlike gaming cases), but they can and should be useful for the development and education of their participants and are aimed precisely at this. In games, unlike events, there is an indirect pedagogical impact hidden by game goals. They offer significant educational opportunities. In gaming activities, various abilities and personal qualities of pupils can manifest themselves, intra-collective relations can be actively formed. Games are organized by the teacher (or teaching staff), often with the active participation of the pupils themselves.

The forms-games include: business games, role-playing games, games on the ground, sports games, cognitive, etc. If events are held by someone for someone with the aim of influencing, things are usually done for someone (including and for themselves) or for something, they have a productive activity, then the games do not imply the receipt of any product, they are valuable in themselves as a way to have an interesting and exciting time in joint recreation or study.

In practice, there is such a phenomenon as the "rebirth of forms" from one type to another during their implementation. The most favorable from the point of view of increasing the educational possibilities of forms is the transition from one type to another "along the ladder": Activities - Games - Cases. At the same time, the transition in the opposite direction should be considered unfavorable and undesirable.

FORMS OF CURATOR AND CLASS HOURS

"Inform Digest"- weekly "five minutes" with a free choice of topics. Each student, having previously analyzed the socio-political events over the past week, acquaints the group with the most interesting and significant materials from the press, informational radio and television programs.

"We asked and answered" - the form of an overview information hour on pre-selected, most pressing issues. Preliminary information is collected from students about what events of modern life they are most interested in. The questions received are distributed among the students in the group, then the material is selected, and presentations are prepared.

"Information +" - this is an acquaintance of students with events in the country and abroad according to a certain scheme: the domestic and foreign policy of the country; trends in the development of Russia and the Commonwealth countries; events in foreign countries; news of science, culture, ecology, healthcare, sports. "+" indicates that in addition to presenting material on the topic, the speaker provides for the demonstration of visual material, comments on the message, and exchanges views with the group.

Thematic Information Hour - a deeper discussion of a topical issue, the purpose of which is to identify issues that are relevant from the point of view of young people; awakening of creative search in the selection of material worthy of the attention of peers ( see below “Forms of holding thematic information hours”).

each student according to the most interesting event. Particular attention should be paid at the stage of preparation. Determining the topic is one of the most important moments in preparing a thematic information hour. The most important requirement is the relevance of the informative material, i.e. its connection with the leading problems of youth, the state, the world community. It is advisable to discuss the topics of the planned information hour together with the students. It is necessary to use the most effective forms and methods of presenting information.

If necessary, the teacher develops questions that allow concretizing the topic, determines personal and collective tasks for students, and specifies the procedure for conducting the thematic information hour.

Both the teacher himself and one of the students (depending on the topic and form of conducting) can act as the leader, or better - the leader of the group, who can easily captivate peers and focus their attention on a specific problem. Success largely depends on the involvement of all students in the discussion of issues, the exchange of views on the topics under discussion, the presence of competent guests. It is also very important to teach students to independently highlight the main thing in the proposed material. It is advisable that the circle of participants in the thematic information hour is not limited to the framework of the study group. Meetings with interesting people, discussion of topical events in the world - an occasion to unite several groups and teachers at the "round table".

All this is a serious prerequisite for the active involvement of young people in the political, socio-economic and cultural life of the state.

Forms of holding thematic information hours

"Round Table Talk" a form of studying an actual social problem with the presence of a competent person on the problem and the active involvement of students in the discussion. The issue for coverage at the thematic information hour may be dictated by the latest events in the world or proposed by the students themselves. Information on the topic can be presented either by the guest himself (historian, lawyer, ecologist, deputy), or by the leader of the study group, who can easily arouse interest in the event and create an atmosphere of liberated exchange of views. During the conversation, it is also possible to view a video clip on the problem. After that, students complete the report from the field, ask questions, organize a collective analysis of the problem and an active exchange of views. In conclusion, conclusions on the topic are formulated.

"Political discussion" - a thematic information hour to explore problematic and controversial political issues. Participants are pre-divided into groups with different or opposing opinions. The discussion is characterized by a thorough theoretical preparation of the participants and a detailed analysis of the argumentation of the opposite concept. As a result of collective creative thinking, students form the ability to analyze political life, see the contradictions of reality and find ways to solve them.

"How it was" - a form of thematic information hour, analyzing one of the significant events following the example of the TV show of the same name. A large role is given to the host, who gives basic historical and political information, introduces guests and organizes a dialogue. Speeches should be short (3-5 minutes) and devoted to a specific fact that allows you to deepen and diversify the knowledge of the audience. The use of video materials, photo illustrations, etc. is recommended.

"Years and people" - thematic information hour dedicated to biographies, professional achievements of cultural, political, economic, sports figures in our country and abroad.

"Press Conference" - the form of an information hour with elements of a role-playing game. The participants of the press conference - "journalists" and "photojournalists" - interview the speaker, who acts as a politician, scientist, artist, etc. Press conferences contribute to broadening the horizons of the material being studied, a more conscious attitude to the problem, the ability to defend their point of view.

"Thematic blitz-survey" - represents students' own videos on a certain topic for further discussion: a "correspondent" in the presence of a "cameraman" with a video camera spends in a crowded place of his educational institution (in the hall, dining room, etc.). Questions are prepared in advance, and respondents can be both students and employees of an educational institution, casual visitors. The result is that one has to involuntarily delve into the problem, agree or argue with the opinion expressed. Such a beginning of the information hour, drawing the attention of students to the topic under discussion, is fertile ground for the subsequent comprehensive study of the problem posed, encourages the search and argumentation of one's own opinion.

"Press Tournament" - a form of an information hour that allows you to activate interest in periodicals, broaden your horizons on various problems of society, highlight the main thing from various types of information. To conduct a press tournament, students are divided into groups representing various press centers. They can be devoted to certain topics (headings), or they can represent specific publications. During preparation, each team studies their publications, considers questions for other teams (you can issue bulletins on their own topics - a selection of the most interesting materials so that representatives of other teams have the opportunity to answer their questions), and also prepares for the performance.

"Information magazine" - a form of an oral journal, the purpose of which is to summarize information for a certain period of time about the most important events in the political, socio-economic and other life of our country and beyond. The information magazine may have the following pages: "Political", "Economic", "Art News", "Sports" and others (the choice is determined by the students themselves or depending on the topics presented in the information collection).

"Seminar-information" - a form of an information hour, involving speeches on any issues of interest to all, during which there is necessarily an exchange of views, discussion, disputes. Competent persons may be invited to such a seminar.

"Brain Ring" - a form for holding a thematic information hour on a specific topic, the most relevant in a given period of time. For example, “The Rights of Youth in Russia”, “The Constitution of Russia. Fundamentals of the constitutional order” and others. The game is a competition in the speed of thinking, ingenuity. The very name "brain ring" (eng. brain - brain, mind) suggests that the players on the site (ring) gather to compete in knowledge, in the ability to find the correct answer faster than the opponent. Questions for the game should be short, understandable, not requiring a long discussion. "Tournament-quiz" - a competition between two or more teams, each of which collectively prepares questions for other teams on a specific topic. It combines the features of a tournament (teams take turns attacking and defending) and quizzes (looking for and asking questions, entertaining tasks).

the Russian Federation

The Republic of Khakassia

Municipal budgetary educational institution

of the municipality of Sayanogorsk, secondary school No. 5.

REGULATIONS

about class hours at school

1. General provisions

The regulation on holding class hours at school (hereinafter referred to as the Regulation) in the municipal budgetary educational institution of the municipality of Sayanogorsk secondary school No. 5 (hereinafter referred to as the OS) was developed in accordance with clause 6, article 28 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", the Charter of the educational institution, taking into account the opinions of students and their parents (legal representatives).

The regulation defines the goals, objectives, forms, organizational and functional structure, content and tools for assessing the internal and external effectiveness of class hours in MBOU secondary school No. 5.

The regulation is considered at a meeting of the governing council, approved by order of the director of the educational institution. The provision is binding on all participants in educational relations. One copy of the Regulations is kept in the office of the head of the educational institution. The text of the Regulations is posted on the Internet on the official website of the educational institution.

A class hour is a form of educational work in the classroom, which contributes to the formation of a system of attitudes towards the world around students.

The class hour is a form of educational interaction that is flexible in its composition and structure; this is a form of communication between the class teacher and his pupils, a priority role in the organization played by the teacher.

The class hour is included in the school schedule and is held every week on a certain day.

Class hour is held in each class weekly.

Two class hours per month are themed, held in the first and fourth weeks of the month; information class hour "What did I see? What did I hear?" are held once in the second week of the month; class hours aimed at the implementation of school programs are held once a month in the third week.

The form of the class hour is chosen by the class team under the guidance of the class teacher.

The class teacher in the preparation and conduct of the class hour is its main coordinator and is responsible for realizing the educational potential of the class hour.

Goals and objectives of the class hour

Formation of knowledge on issues of political, economic and social life, about oneself, about loved ones, about real, “live” life outside the school window.

Formation of a civil position, moral and aesthetic qualities of a person.

To teach to understand your comrades, to awaken the desire to help them solve problems, communicate, cooperate, interact with them.

Creation of conditions for the formation and manifestation of the subjectivity and individuality of the student, his creative abilities.

Formation of the emotionally sensitive sphere and value relations of the child's personality.

Assimilation by children of knowledge, skills and abilities of cognitive and practical-creative activity.

Formation of a classroom team as a favorable environment for the development and life of schoolchildren.

Forms of class hours

When choosing the form of holding a particular class hour, the class teacher should consider:

age and intellectual characteristics of schoolchildren;

their interests and needs;

compliance of the form with the subject and purpose of the class hour;

own experience of educational work;

school conditions.

Classroom functions

The class hour performs three main educational functions: educational, orienting and guiding. Most often, the class hour performs all functions at the same time. Most often, the class hour performs all functions at the same time.

Educational - expands the range of those knowledge of students that are not reflected in the curriculum.

Orienting - forms certain relationships to the objects of the surrounding reality; development of a certain hierarchy of material and spiritual values.

Guide - the transition of a conversation about life into the real practice of students, directing their activities.

Forming - the implementation of the above functions; forming the habit of thinking about and evaluating your life and yourself; development of skills to conduct a group dialogue, arguing one's opinion.

The school methodological association of class teachers of grades 1-11 determines the traditional class hours for the school year in accordance with the analysis of the educational work of the past school year with the goals and objectives for the upcoming academic year and taking into account traditional school-wide events, it is held as a single class hour by the first lesson in all classes at the same time .

Classroom topics are varied. It is determined in advance and reflected in the plans for the educational work of class teachers. The topic of one class hour is determined by the class team at the class meeting (the class teacher together with students and their parents) at the end of each school year for the next school year.

Class hours can be dedicated to:

moral and ethical problems (they form a certain attitude of schoolchildren to the Motherland, work, team, nature, parents, oneself, etc.);

problems of science and cognition (the purpose of such class hours is to develop in schoolchildren the right attitude to study, science, literature as a source of spiritual development of the individual);

aesthetic problems (here students get acquainted with the basic principles of aesthetics; they talk about beauty in nature, human clothing, in everyday life, work, behavior; develop their creative potential);

issues of state and law (these class hours develop the interest of schoolchildren in political events taking place in the world; they form a sense of responsibility and pride in the Motherland, its successes in the international arena; they teach to see the essence of state policy; class hours on political topics should be held in direct proportion to saturation of the year with various political events);

issues of physiology and hygiene, a healthy lifestyle, which should be perceived by students as elements of human culture and beauty;

psychological problems (the goal is to stimulate the process of self-knowledge, self-education and the organization of elementary psychological education);

environmental problems (the goal is to inculcate a responsible attitude to nature);

school-wide problems (significant events, anniversaries, holidays, traditions, etc.).

Class content requirements:

Stability, for each hour the day and time are defined. It is not recommended to have a class hour on Saturday, it is better in the first half of the week.

Classroom hours should be built in such a way that in their content they go from simple to complex, from information to assessments, from assessments to judgments.

The class teacher should have a plan for conducting the class hour: the subject of the class hour, the date, the educational goal, the sequence of conduct, visibility, the teacher’s final word, the conclusions of the class hour, whether it was possible to realize the educational goals.

During the class hour, the class teacher should not impose his opinion and his judgments, but his ability to make corrections and provide assistance in finding the right solution.

It is necessary to take into account the psychological characteristics of students in the construction of the content of the class hour. The content of the class hour should include the dynamics of activities, questions, and information.

The class hour, regardless of its varieties, must carry a positive emotional charge, it must develop the feelings of students, positive emotions.

Organization of the classroom

When planning open class hours, they should be evenly distributed throughout the academic year. Each teacher can spend 4 “open” class hours during the academic year. It is not advisable to plan for the first and last week of the quarter (before and after the holidays).

A month before the open class hour, the teacher or the head of the methodological association informs the deputy director for VR about the open class hour.

The organization of a class hour begins with the psychological preparation of students for a serious conversation. An important part of the overall organizational work is the preparation of the premises for this event. The classroom should be clean, ventilated, decorated if necessary with flowers, aphorisms, etc. The topic of the class hour can be written on the board/poster, and the questions to be discussed should also be communicated.

At the classroom hour, students are seated as they want.

The duration of a class hour is 45 minutes, but for younger students it can be reduced to 20-30 minutes, for older students it can be more than one astronomical hour (if the problem interested all students and the discussion was not completed). However, in any case, it is necessary to take into account the requirements for the daily routine of the student.

Before conducting a class hour, the class teacher must solve a number of tasks:

determine the theme of the class hour;

choose the form/methods/technologies of its implementation;

location;

make a class plan;

involve as many participants as possible in the preparation and holding process;

distribute tasks between creative groups and individual students.

Introducing students to class hours, involving them in a conversation about life, the class teacher teaches them to analyze life phenomena.

Any team is kept by traditions, and the class hour should be traditional. This means that it must be created together, by the whole team: the teacher and the children, then at the classroom hour joint creativity, mutual exchange of opinions, creative work on building a team of their class will become possible.

Classroom structure

Structurally, the class hour consists of three parts: introductory, main and final.

The purpose of the introductory part: to activate the attention of students, to ensure a sufficiently serious and respectful attitude to the topic of conversation, to determine the place and significance of the issue under discussion in human life, production, the development of science and society.

The goals of the main part are determined by the educational tasks of the class hour. During the final part, it is important:

to stimulate the need of schoolchildren for self-education:

support the desire to change the lives of others for the better;

to direct the energy of pupils to the accomplishment of practical deeds for the benefit of other people.

Evaluation of classroom quality.

The quality of the class hour is evaluated according to the criteria of external and internal efficiency.

The tools for assessing the internal effectiveness of a class hour are the analysis of the class hour (Appendix No. 1), reviews, essays of students that they write at the end of the class hour.

External effectiveness is assessed by the Deputy Director for educational work.

Application No. 1

to the Regulations on holding

classroom hours at school

ANALYSIS OF THE CLASS HOUR

Classroom teacher
(full name, qualification)

1. General information about the class hour

Date ____________________ class _____________________
Topic of the class hour __________________________________________________________________________________
Form of conduct __________________________________________________________________________________
Implemented technology (elements of technology):
- collective creative education, education based on a systematic approach, individualized (personal) education, education in the learning process (underline as necessary)
- other technology _________________________________________________________________

Optimality of the volume of the proposed cognitive material

__________________________________________________________________________________

Relevance and educational orientation of the class hour _________________________________ _________________________________________________ __________________________________________________________________________________

The degree of novelty, problematic and attractiveness of cognitive information for pupils __________________________________________________________________________________

The place of the classroom in the educational system

__________________________________________________________________________________

Characteristics of the purpose of the class hour and its correspondence to the content of the class hour ______________ _________________-----------------------__________________________________________________________________________________

Characteristics of the equipment used:
- visual aids ________________________________________________________________
- TCO _______________________________________________________________________________
- Handout _____________________________________________________________

Compliance of the design of the classroom classroom with the topic __________________________________________________________________________________

The level of activity of students in the course of the preparatory work _________________________________________________________________________________

Organization of educational activities:

Availability and quality of the organizational moment:
. preparing students for the beginning of the classroom, emotional mood __________________________________________________________________________________
. organizational beginning of the class hour (methods and activities) __________________________________________________________________________________
. external readiness ________________________________________________________________
. psychological readiness of students ____________________________________________
. class design _________________________________________________________________

The use of various forms of activity in the organization of the event (collective, group, individual, pair, etc.) __________________________________________________________________________________

Justification for the choice of the form of holding a class hour (musical and poetic composition, game, excursion, competition, debate, conversation, etc.) __________________________________________________________________________________

2. Student activities:

Activity level:
- high, medium, low, normal, dynamic;
- reproductive activity, productive activity, creative activity (underline as appropriate).

Interest in the topic __________________________________________________________________________________

Independence of judgments __________________________________________________________________________________

Speech of students, literacy __________________________________________________________________________________

Culture of behavior, discipline __________________________________________________________________________________

3. The effectiveness of the class hour:

Creation of an atmosphere of creativity, depth of understanding of the problem, etc. __________________
The emotionality of the class hour
Managing the process of attention throughout the event ____________________________

Forms and methods of organizing the activities of students:
- forms: individual, group (pair), frontal, collective; method of problem-based learning, partially exploratory, research explanatory and illustrative; verbal, visual, practical.
- other _________________________________________________________________________

Moral and psychological atmosphere of the classroom:
- ease of communication, mutual respect, exactingness, humor, an unbiased attitude, objectivity of assessment, a balanced reaction, pickiness, nervousness, irritation;
- other _________________________________________________________________________

The analysis was (a) _____________________________________________
(FULL NAME.)

"____" __________________ 20____

STATE SPECIAL (CORRECTIONAL)

AUTONOMOUS EDUCATIONAL INSTITUTION SPECIAL (CORRECTIONAL) GENERAL EDUCATIONAL

BOARDING SCHOOL №10, BELOGORSK

Types and forms of class hours

Report for the methodological association of educators and class teachers "Rodnik"

E.Yu. Govyzha, teacher

Belogorsk, 2014

The class hour is one of the main forms of education at school, in which students, under the guidance of a teacher, are included in specially organized activities that contribute to the formation of a system of relations to the outside world.

The classroom has the following functions:

1) educational - makes it possible to expand the range of knowledge of students that are not reflected in the curricula. This knowledge may contain information about events taking place in the country and abroad. The object of discussion can be any phenomenon or event.

2) orienting - contributes to the formation of attitudes towards the outside world, the development of a hierarchy of material and spiritual values. Helps to evaluate the phenomena occurring in life.These two functions are closely related, since students cannot be taught to evaluate phenomena with which they are unfamiliar.

3) guide - designed to translate the discussion of a phenomenon into the framework of the real experience of students.

4) formative - forms the skills of students to think about and evaluate their actions and themselves, the skills of conducting a dialogue and building a statement, defending their opinions.

Classroom types:

Moral class hour

Goals:

1. Enlightenment of students in order to develop their own moral views, judgments, assessments

2. Study, understanding and analysis of the moral experience of generations

3. Critical reflection and analysis of one's own moral actions, actions of peers and classmates

4. Development of moral personal qualities (kindness, desire to help people, the ability to admit one's mistakes, defend one's point of view and respect someone else's point of view)

Intellectual-cognitive class hour

Goals:

1. Develop students' cognitive interest

2. To develop the ability to realize their individual capabilities, the desire for self-improvement

Thematic class hour

Goals:

Develop students' horizons

Contribute to the spiritual development of students, the formation of their interests and spiritual needs

Information class hour

Goals:

Formation of students' involvement in the events and phenomena of the socio-political life of their country, their city, district

Application of knowledge gained in the lessons of history and civics

Forming your attitude to what is happening

Development of research skills

The class teacher chooses the content and form of the class hour based on:

Age and psychological characteristics of schoolchildren

The goals and objectives that he sets

Moral ideas, interests, needs of students

Forms of class hours:

Conversation (aesthetic, moral)

Dispute

Meeting interesting people

Quizzes in various fields of knowledge

Discussions

KVNy

Interactive games

Travel Games

Trainings

When preparing and conducting an educational event, it is necessary to focus on the following system of actions:

Define a topic, formulate a goal

Make a plan (script)

Select appropriate material, visual aids, musical arrangement, etc. on the topic

Give the task to the students for preliminary preparation (if it is provided by the plan)

Determine the degree of expediency of participation in the class hour of other teachers or parents

New forms of class hours:

Class hour - alphabetical (The teacher calls the letter and asks what the topic of the class hour for this letter is of interest to the children)

Class hour - the game "Revelation" (can be used as a game at the classroom hour of the spiritual and moral direction)

Let everyone who wants to tell about his friend from the “only good news” class - what is remarkable about this person, what he did, whom he helped, what are his interests, his incredible deeds, habits, addictions. It is only necessary to comply with one condition. During the story, you can not give the name and surname of this person. It’s good if the guys guess who they are talking about, and it’s also good that in the process of telling the story, the students voluntarily or involuntarily voice their values, views on people, and interests.

Class hour "Mailbox"

In a box with a slot, students put questions printed or written in any way so that if the author of the note wishes, he can remain incognito. The class teacher answers those of them that he can answer, but if the questions require special preparation, and the answers to them are very important for the students, then a second class hour may be held the next day.

One-to-One Chat Hour

An hour of heart-to-heart talk or an hour of secret preparation for some event that everyone should not know about.

Class hour "Question to question"

The class is divided into 2-3 teams, 3 people are selected to the jury. Each team asks the other team a question on a pre-announced topic, the beauty of the question and originality, accuracy, imagery, humorousness of the answer are evaluated by the jury on a 5-point scale.

Topic: "Do I owe my parents?"

Possible questions:

If parents constantly lose their temper, scream, blame - what is happening to them and can this be forgiven?

What will you buy your parents from the first paycheck?

How would you raise your children if you had them?

The most wonderful qualities of your parents.

Hour of mystery

In an atmosphere of complete secrecy, so that no mouse or fly will know, the class prepares for some kind of event. It can be a concert for the anniversary of your favorite teacher or for some school holiday; preparation of a performance, an amateur gift, a newspaper or a competition.

Tolerant class hours

"You're still great..."

Participants are paired up. The first one turns to the partner with the phrase: “They don’t like me because ...”, The second, having listened, should react, starting with the words: “Anyway, you’re great, because ...” Then the participants switch roles.

"Stand in someone else's shoes"

1.Participants are invited to think and answer the question:
- What would your life be like if you were: a mouse caught in a mousetrap and not knowing how to get out; a teenager whom peers do not accept in the game; a man stranded on a desert island?

2. Participants are invited to choose one of these characters to try to play a role, feel in his place and describe their feelings, state.

3.Participants are invited to introduce themselves: a midget among people; a man among the Lilliputians; newborn baby; a deep old man; blind; deaf.

4. Participants need to portray one of the characters and describe their feelings, state.

5. Participants should talk about the feelings they had while watching the scenes enacted.

Bibliography

Boguslavskaya I.G. Everything for the Deputy Director for educational work / a course of lectures - Kazan, 2007.

Classroom teacher. Main activities. - M .: Verbum - M, 2001

Master class for school deputy principals for educational work: Organization and planning of work; From the experience of the school in Voronezh / Auth. T.M. Kumitskaya, O.E. Zhirenko M.: 5 for knowledge, 2007.

Savina L.M., Siverina O.A. Non-traditional forms of educational work at school - Volgograd: Publishing house "Panorama", 2006.

Forms of educational work of the class teacher. / Ed. L.V. Kuznetsova; comp. G.S. Semenov.- M.: School press, 2006.

For the implementation of education in children's educational institutions, it is necessary to solve the following tasks: definition of content, forms and methods of education, taking into account age, individual psychological characteristics of students. Therefore, it is important to realize that today we need to talk not about event activities, but about educational activities, about human communication, about the formation of relationships, about the development of personality traits.

Raising the next generation is a multifaceted process. The physical and moral health of children are considered as priority areas in education; intellectual development; formation of a culture of personality and spiritual values; civic and patriotic education; aesthetic and labor education; formation of life plans for schoolchildren, preparation for family life, etc.

To implement pedagogical tasks, various forms of extracurricular educational work are used:

- traditional: oral journal, class hour, ethical conversation, living room;

– discussion: debate, defense of the project, evening of unsolved and unsolved mysteries;

- national ritual: folk holidays, gatherings, folk fun;

- television: "Theme", "Lucky case", "KVN";

- collectively creative affairs: relay race "Daisy", ringing;

- non-standard: sports flea market, dance ring, poetic cross;

- improvisations: "At the mirror", "Smeshinka", "Theatre-improm".

The professionalism of the educator, the organizer consists in mastering the largest number of forms of work and the ability to use them to solve a specific pedagogical problem with the maximum educational effect. “Piece-wise”, according to A.S. Makarenko, individual education is the highest aerobatics in the work of an educator, teacher, class teacher.

To educate means to organize the activities of children. A person develops, forms his skills, behaviors, values, feelings in the process of modern activities with people and in the course of communication with them. Therefore, in order to achieve educational goals, the class teacher must be able to organize a variety of children's activities (teachers call it developing, educating), and for children it is their natural life.

The organization of extracurricular activities of children, including leisure activities, in any school has always been and remains a very important area of ​​activity for teachers. Activities with children in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and education. They are also important for the teacher himself, as they help to get closer to the children, get to know them better and establish good relations, reveal unexpected and attractive sides of the teacher’s personality for students, and finally, they allow you to experience happy moments of unity, joint experiences, human intimacy, which often makes teachers and students are lifelong friends. This gives the teacher a sense of the need for his work, its social significance, relevance. as they say now.

However, for this to happen, you need to know how to organize such work.

Methodists highlight types of extracurricular activities, which are possible at school, namely: cognitive activity, value-oriented, social, aesthetic, leisure activities. It is clear that all of them are closely connected with the educational process, with the content of education and upbringing at school and serve to achieve certain educational and educational goals. So, cognitive activity is aimed at the development of cognitive interests, the accumulation of knowledge, the formation of mental abilities, etc.

Value-orientation activity, in essence, is a process of forming attitudes to the world, forming beliefs, views, assimilation of moral and other norms of people's lives - all that is called values. The class teacher has ample opportunities to stimulate the development of relationships and views on life by schoolchildren in various forms of extracurricular activities: conversations on social and moral issues, class meetings, discussions, disputes. Of course, the assimilation of social values ​​by schoolchildren occurs in all other forms and types of activity.

Public activity involves the participation of schoolchildren in school management bodies, various student and youth associations at school and outside it, participation in labor, political and other campaigns. This occurs in such forms as self-service work, school cleaning, school meetings, meetings, elections and work of student governments, evenings, holidays, etc.

Aesthetic activity develops artistic taste, interests, culture, abilities of children. It is difficult to overestimate the importance of aesthetic classes for students, which can be organized especially effectively outside of school in special institutions of additional education, clubs. School teachers, however, also have the opportunity to carry out this work in the following forms: performances, competitions, school theaters, concerts, festivals, excursions to museums, visits to theaters and much more.

Leisure activity means meaningful, developing rest, free communication, in which the initiative should belong to the students, but the teacher should not be an outside observer, remembering his functions as an educator. Sports and recreational activities can also be taken here. Free communication, students' leisure can take place in a variety of forms: games, holidays, evenings of rest, collective birthdays, competitions, joint walks, hikes, etc.

The teacher must know and be able to do a lot for the methodologically correct organization of all these forms of work. First of all, in the pedagogy of educational work at school, the very concept of “form of work” is not very clear and it is difficult to distinguish it from method. However, it is important for the educator to know how he organizes the activities of students, what opportunities he has, so to speak, a methodological arsenal.

Form of extracurricular educational work with children can be defined as a specific way of organizing their relatively free activities at school, their independence under the pedagogically expedient guidance of adults. In educational practice there is a wide variety of forms of work, they are difficult to classify. Let us try, however, to streamline the forms of educational work by singling out the predominant, main component of educational work. We can say that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: the word, experience, activity, game, psychological exercises (training).

Hence, there are five types of forms of educational work with schoolchildren:

- verbal - logical
- figurative - artistic
– labor
- gaming
– psychological

Verbal-logical forms.

The main means of influence is the word (persuasion with a word), which evokes response emotions in children. This type of form includes conversations on various topics, class debates, meetings, conferences, lectures, etc. The main thing here is the exchange of information, messages from students, teachers and other adults, and discussion of problems. This type of educational influence takes place in the practice of schools around the world, although the methodology, technique or even technology of its implementation may be different.

Figurative art forms.

They unite in themselves such cases of children, where the main means of influence is a joint, mainly aesthetic experience. The main thing here is to evoke strong, deep and ennobling collective emotions, similar to those that people experience in the theater, at holidays, and in other similar situations.

Great educators, psychologists, artists, politicians and public figures were well aware of the enormous uplifting and unifying power of shared feelings, they also knew their destructive potential. The educator must be able to provide joint experiences for children, thanks to which they will become better.

Such forms as a concert, performance, holiday, etc. have great potential.

In this regard, we note that collective, mass experiences seem to occupy a large place in modern life, especially for young people: rock concerts, discos, “hanging out” informals. But, alas, not to mention the content and nature of these performances, the noise and external effects there often fill the inner void, leave no room for a deep inner experience. In modern life, obviously, there is a lot of noise in general and there is no silence that would help a person discover himself. When organizing the life of schoolchildren, it is necessary to provide for moments of silence in it, filled with contemplation, penetration into phenomena, the discovery of something new in the world around us, people, and oneself.

Labor forms of extracurricular work.

Joint work has a positive effect on children, more broadly - various activities, any work. These are different types of work at the school, from daily cleaning to repairing the school, laying out and arranging a garden, a park, organizing a farm, a school cooperative, a printing house, an information center. This is also various assistance to those in need, work in self-government bodies, social movements and organizations. Joint work can inspire no less than a theater, an aesthetic spectacle or a holiday.

Game (leisure) forms of work.

These are games, joint recreation, meaningful entertainment. Games can be sports, educational, competitive, competitive. All of them, like the above-mentioned types of forms of educational work, often combine various means of influence: word, image, feelings, work.

Particular attention should be paid to PSYCHOLOGICAL FORMS of work with students. In forms of this type, the main means of influence are elements of psychological training, methods of practical psychology, individual and group psychotherapy. These are lectures, conversations, discussions, psychological exercises, consultations. They require some special knowledge and skills of the educator.

For the success of the case when using various forms of work with children, the teacher must represent their hidden possibilities and, on the basis of this, organize them in the most optimal way. It should be remembered that, as we have already noted, that any form of work involves the impact of the word, and sensory experiences, and the game (competition), and labor (work). On this basis, we can distinguish the following mandatory elements of all forms of work with students: information, experience, actions. Information- this is something new and important that students learn about by participating in a particular business . experiences- this is their emotional perception of information and everything that happens, assessment, attitude. Actions- this is their joint (with each other and adults) activity that enriches and develops. Children, participating in various activities, learn new things, experience successes and failures, happy moments of creativity. Thus, they acquire the social experience they need and the orientation of the personality approved by society.

The forms of extracurricular activities and their content are very diverse and difficult to account for. Here are the most common, most often encountered in the practice of schools. At the same time, we will remember that many of them are held both on a school-wide scale and within a class or two parallel classes. In a modern school, class teachers and teachers organize the following activities together with children: holidays, evenings, fairs, “lights”, discos, usually tied to a calendar date or associated with the tradition of the school (Soviet solemn dates are supplanted by Christmas time, Maslenitsa, American Halloween, European Valentine's Day, etc.); traditional class and school duty, periodic cleaning of the school; competitions, days and weeks of knowledge in academic subjects; excursions to museums, to enterprises, to the sights of the native city, sightseeing trips to the city, country, access to the theater, less often cinema; walks, hikes in the forest, to cultural and historical monuments, multi-day hikes and trips (mainly in summer); sports competitions, health days; workshop on the rules of conduct and safety on the street, in the yard, at the entrance; issue and competitions of wall newspapers, holiday posters, postcards and much more.

Of particular note is the phenomenon Classroom hour, vainly ousted from the practice of the school. The classroom hour, in our opinion, has at least two meanings, the first of which is simply the time the class teacher works with the class, set in the lesson schedule (alas, now it’s gone!). At this time, the class teacher can do with the class what he considers necessary with the students: conversations on a variety of issues, educational games, discussions, reading books, etc. Unfortunately, it happens that teachers gather students only to solve organizational issues and “reprimanding” for bad behavior and academic performance. Therefore, there is a second meaning of the concept of “class hour” - a meeting of class students to discuss class matters. Here it is necessary to give the floor to student self-government, which will solve organizational and other topical issues of class life. It seems that a class hour in the first and second meanings does not have to be held every week, but twice a month is enough.

Note that often the boundary between different types of class hours is rather arbitrary: at a class meeting dedicated to discussing the problems of the class, a teacher, parents, or some guests can speak or report. But let's say that conversations should not turn into personal verbal reprimands and edifications.

"Quiz".

Educational tasks: helps to increase the cognitive activity of schoolchildren.

This is a game of answering questions, usually united by some topic.

Quiz Requirements:

- common topic;
- questions should be specific;
- choose a certain number of questions;
- take into account the age and amount of knowledge of children, their interests;
– to think over the form of holding – “What? Where? When?”, “Field of Miracles”, “Bray-Ring”, “Lucky Chance”;
- question - answer (oral or written);
- it is possible to conduct a quiz without prior preparation or questions are given to children in advance;

The quiz can be with different tasks:

- explain if you can;
- which statement is true, etc.

To give questions to expand the horizons of children, to which they must find the answer on their own from sources. Specify literature.

"Live newspaper".

Educational tasks: development of creative and communication skills.

The model is old, it was invented by counselors in the 20s. The “live” newspaper was revived in the 50s. Strictly speaking, this is a performance in the form of a newspaper, the script of which was written, invented and staged by counselors and children in compliance with the genres of journalism: editorial, feuilleton, reportage, essay, interview, questionnaire, cartoon, literary parody, funny mixture, information, announcements, advertising and etc. The participants of the newspaper, and there should be at least 7-10 people, first discuss the program of the issue, come up with its composition. A newspaper can cover international events, talk about news in the country, in its native land, city, village, and, of course, about its detachment, class. The main thing is to choose the idea that the newspaper will defend, and the phenomena against which it will oppose.

A newspaper may have permanent ruble pieces: "The Globe of the Earth", "Native Land", "Ask - We Answer", "Congratulations", "It's Interesting", "Obvious - Incredible", etc. "Live Newspaper" can use the traditions of radio and television, the genres of the living word - a fairy tale, a fable, a riddle, an epic, a ditty, couplets.

Newspaper participants can make costumes for themselves (hats from a newspaper; attributes; posters; cut out letters that make up the name of a newspaper; letters are usually pinned to shirts; costumes necessary for each role, and others); It's good if the newspaper has musical accompaniment. The newspaper can be political, satirical, critical, environmental, funny, mischievous - different.

"Quiet Reading Time"

Educational tasks: instills a love for the book, for the artistic word and broadens one's horizons.

The hour of quiet reading arises as a counterbalance to the boundless enthusiasm of schoolchildren for television and video films, which displace communication with a book from the life of a schoolchild, freeing the developing psyche of a young person from the efforts of imagination, thinking and memory.

On the day when the “hour of silent reading” takes place, children and teachers bring extracurricular books with them to school, which they “now read”, they are provided with a common time for all members of the school team, when in silence and convenience each person can calmly read the book they brought.

This moment is pre-prepared: an announcement is posted, leaflets appear in 1-2 days - memos, teachers remind the children about the planned business. As a result, it is very rare for individual students to forget to take a book with them to school. But this rare case is also provided for: teachers and a librarian select a number of books that they will offer the child.

The educational potential of the "hour of silent reading" is not exhausted until the end, if at the end of it the list of books read by children and teachers is not made public. This list is posted at the end of the school day. “What do we read today” and “What did the teachers read”. An emotional atmosphere is created, intellectual leaders stand out, and the field of bibliographic knowledge expands. The idea of ​​“an hour of silent reading” is sometimes transferred by children to the family, introducing parents to reading books that they have long forgotten.

“Project Defense”(the project is a dream).

Educational tasks: development of imagination, creativity, communication skills.

“Project Defense” It is a form of group activity for children. In it, the student manifests himself as an individual, capable of not only assessing reality, but also projecting in it some necessary changes in the name of improving life. Much in these projects comes from a dream, from fantasy, but the basis of a fantastic flight of thought remains a real awareness of the course of today's everyday life.

Here are examples of the thematic content of such projects: “Our school in 50 years”, “A classroom built by me”, “Art in our school”, “My grandchildren's schoolyard”.

Initially, to protect the project - dreams, you can create free groups with a set of hard playing roles: a dreamer - a speaker, a critic of an ally's opponent, a propagandist. The discussion of the project is thus programmed, while the content remains free and unpredictable. Later, when the defense of projects as a form of creative play is mastered, group ones can also be abandoned, moving on to discussing individual options for creative pictures of the future. The announcement of the upcoming competition can be bright, colorful, cheerful and kind, so that every student wants to create a dream project. Class teachers should support this flared desire, cheer, give the first advice on how to start the project.

It is better to evaluate projects according to different criteria, so that several authors take the first places in the competition: “for the most daring project”, “for the most elegant project”, “for the most beautiful project”, etc.

From work experience.

Fairy-tale quiz for 2nd grade students.

Goals:

• develop memory, thinking
• introduce the structure of the story

Visibility: pictures with fairy tale characters, drawings.

Formed skills and abilities: to learn to guess fairy tales by the names of the characters, by their actions.

1. Introductory speech of the teacher:

- There are a lot of stories. Guys, do you like fairy tales?

How are fairy tales different from other works of fiction?

Who writes fairy tales?

Guys, now you will be divided into 2 teams of 6 people each and compete. The rest will be fans. Questions will help you. Whoever answers the question will be on the team.

Questions: The named heroes have double names. A beginning is given, you complete.

So, teams are created.

2. Name fairy tales from the pictures.

umbrella - "Ole - Lukoil"
pea - "The Princess and the Pea"
sled – “Snow Queen”
nettle - "Wild swans".

3. "Guess the fabulous names and objects."

1. Five tried to eat him, but the sixth succeeded. (Kolobok)
2. Ivanushka's sister. (Alyonushka)
3. A reptile with three or more heads. (Zmey Gorynych)
4. A fairy tale hero whose death is in an egg. (Koschey)
5. Traditional male name in fairy tales. (Ivan)

1. In what did the bear carry the girl along with pies? (box)
2. At its tip is the death of one of the heroes. (Needle)
3. The dishes from which the crane fed the fox? (Jug)
4. The name of the hero who slept on the stove (Emelya)
5. Residence of Baba Yaga. (hut)

4. Who will name more fairy tales

- about kids

- about birds

5. Depict the heroes of a fairy tale (sketch, pantomime)

- Babu - Yaga

- Snake - Gorynych

6. The postman Pechkin accidentally dropped the telegrams, and they fell into our hands, but we cannot understand who they are from, can you help us?

1. Happy Birthday.
2. I found boots - fast walkers, I'll be home soon.
3. I will, I will wash my face in the mornings and evenings.

1. Baba and grandfather, save me, a fox is chasing me.
2. The fox occupied my house and kicked me out. Help!
3. A wolf came and ate 6 kids. Save!

Outcome: Guys, did you like fairy tales? I am very glad that you know so many fairy tales so well! I hope that you will continue to read a lot of fairy tales of different peoples and different writers: Andersen, Ch. Perro, the Brothers Grimm, etc. See you again.

Literature:

1. Voronov V.“Variety of forms of educational work”, Zh. “To the class teacher”, 2001 - No. 1, pp. 21-24.
2. Table "Types and forms of educational activities."
3. R.N. Buneev and E.V. Buneeva“A small door to a big world”, literary reading, grade 2.
4. Russian folk tales and author's tales of different nations.

Types and forms of educational work.

An open extracurricular event is a form of demonstration of advanced pedagogical developments, a way to put them into practice and improve the skills of teachers. The most important condition for conducting open lessons is publicity, through which the above goals are achieved.

The peculiarities of extracurricular activities are their unusualness, so to speak, the unconventional choice of types and forms of conduct, which helps to awaken children's interest in the learning process, motivate them to independently learn a particular subject.

Classification of extracurricular activities

The main types of extra-curricular activities can be considered educational, leisure and sports and recreation.

Educational and educational extracurricular activities are aimed at enhancing the cognitive activity of schoolchildren, deepening their knowledge, expanding their horizons, and forming the civic position of students.

Leisure activities make it possible to specify the interests of students aimed at acquiring certain skills and abilities, diversify school life with entertaining moments.

Sports and recreational activities ensure the physical development of schoolchildren, contribute to the improvement and maintenance of their health.

In our proposed classification of types of extracurricular activities, the emphasis is on the purpose of the event. It is this aspect that determines the choice of the form of holding.

Forms of extracurricular activities

Each type of extracurricular activities has its own ways of implementation. Of course, the list is not static and limited: the objects in it can vary, intersect, unite.

Educational and educational extracurricular activities can have the following forms of performance: conversation, discussion, meeting with interesting people, quiz, theater, training, conference, olympiad, review, competition, excursion.

Leisure extracurricular activities have more applied goals - teaching skills, abilities, which is implemented in the following didactic models: workshop (cutting and sewing, culinary, fine arts, photography, modeling), plein air, master class, theater studio. In addition, leisure activities are held for entertainment purposes, which contributes to the unification of children's recreational leisure activities - a competition, a game, theatrical performances.

Sports and recreation open extra-curricular activities are held in the form of sports games, trips.

The age characteristics of students in choosing the content and forms of extracurricular activities are of decisive importance. Let's explore this aspect of the problem.

elementary School

Of particular importance is the holding of open extra-curricular activities in elementary school. Primary school children are most sensitive to learning new things, they require a visual demonstration of the knowledge offered, in addition, younger students have a very high level.

Based on this, when planning extra-curricular activities for students in grades 1-4, preference should be given to conducting classes with elements of physical activity, games, competitive tasks, and excursions. An open extracurricular activity of grade 2 should take into account the little practical experience of children in this age category, form basic knowledge, skills and abilities.

Old school

Children of senior school age are capable of a longer static perception of the material, of reproducing more text, they are stress-resistant, which plays a decisive role in choosing the form of extracurricular activities. In such cases, it is worth giving preference to theatrical performances, KVN, brain ring, hiking trips, career-guided excursions.

Teaching and educational extracurricular activities

Given that the primary task of the school is education, let us dwell in more detail on the consideration of educational open events.

Open extracurricular activities of an educational nature contribute to an in-depth study of the material in certain subjects, systematization of the acquired knowledge using non-traditional forms of information presentation.

Extracurricular activity in mathematics

The main purpose of extracurricular activities in mathematics is the practical application of the knowledge acquired in the classroom. Such events are most effective in the form of games, trips, competitions, excursions, theatrical performances, subject weeks. There are different types of extracurricular activities.

The cognitive functions of the game are very wide. The main advantage of the game over other forms of extracurricular activities is its accessibility. Solving mathematical charades, puzzles, crossword puzzles is a very exciting process that allows you to systematize the knowledge gained, develops logical thinking, ingenuity.

Traveling to the country of mathematics gives children the opportunity to come close to mathematical terms, realizing their reality and necessity in life.

Competition

Competitive forms of conducting open extracurricular activities in mathematics solve not only purely substantive problems, but also form a team, demonstrating real relationships in the classroom.

Conducting excursions aimed at studying mathematics allows children to project book knowledge onto the world around them.

Theatrical productions, the script of which is based on such a subject as mathematics, clearly demonstrate the pattern of cause-and-effect relationships, form concepts about geometric shapes, sizes, etc.

Subject weeks in mathematics are a set of open extra-curricular activities held in the following forms: an open lesson - an extra-curricular event, a game, a competition, a quiz.

An extracurricular activity in mathematics activates students, contributes to the formation of logical thinking. It is most effective to conduct classes that form interdisciplinary connections: an open extracurricular event in mathematics in the form of a theatrical performance, which will increase the level of humanitarian and mathematical knowledge; excursion to nature, to consolidate the skills acquired in the lessons of natural history and mathematics.

The practical significance of extracurricular activities on technology

Such a formulation of the question is especially relevant for the new subject "Technology", the main purpose of introducing which into the curriculum was the practical application of the knowledge gained at school.

Considering that the school curriculum allocates a critically small number of study hours to the study of the subject "Technology", extra-curricular activities play an important role in mastering this discipline.

The target orientation of this subject on the convergence of theory and practice allows us to talk about the features of extracurricular activities in technology.

The development of students' work skills is an essential component in the school. Labor brings up such personality traits as independence, responsibility for decisions made, which contributes to the formation of a full-fledged citizen.

An open extracurricular event on technology will demonstrate independent practical skills of students acquired in the classroom, motivate their work activities. In addition, technology lessons make it possible to identify children's propensity for a certain type of activity, which, in turn, will help them decide on the choice of profession in the future.

An extra-curricular event on technology is held in various forms: a workshop, a master class, a quiz, a game, a competition.

Summarize

Any open lesson (extracurricular activity) allows you to consolidate the knowledge of schoolchildren in a particular subject. In addition, this form of training is of great interest to the children. The teacher should plan the extracurricular activity in advance. In the preparation process, you can use the help of students.