Forms of extracurricular activities. Interschool methodological center of information technologies, Okhansk

Modern methodological techniques for activating extracurricular activities

A modern teacher, the head of a circle or a sports section, a teacher of additional education needs to be fluent in pedagogical practice with the main methodological techniques or methods of organizing extracurricular activities.

Interactive forms of extracurricular activities are forms of organizing a lesson or extracurricular activity that involve increased mental work, physical, communicative activity or quick decision making. Such forms include express quizzes, brainstorming, relay races, mini-competitions, etc.

Conversation- a method of teaching and education, involving a dialogue between the teacher and students, mainly on the issues of the teacher. The conversation activates the mental work of students, maintains attention and interest, develops speech: each question is a task that students solve. Types of conversations: preparatory, informing, heuristic, reproducing, generalizing, repeating. Conversations of various types can be combined, intersected, interspersed depending on the micro-goal at a certain stage of the lesson and extracurricular activities.

Heuristic conversation is used in the case when the teacher does not tell the truth, but teaches to find it. Based on the analysis of facts and phenomena known to students, as well as independent observations, students come to a conclusion on the topic of new (cognitive) material.

reproducing the conversation is used to consolidate the studied material, as well as to repeat and justify the actions performed.

Informative conversation used by the teacher in cases where new material cannot be obtained heuristically.

Summarizing conversation is usually carried out at the end of the lesson (extracurricular activities) and at the end of the study of a major topic, section, course.

Dialog- a type of oral speech (less often written), characterized by a change in the statements of two or more (in this case, the term "polylogue" is sometimes used) speakers. The replicas (utterances) of the speakers are interconnected in meaning and together form a single whole, therefore a dialogue is a type of coherent speech or text. The situation, gesture, facial expressions, intonation play an important role in the dialogue. The dialogue is characterized by some stylistic features: questions, exclamations, elliptical constructions, interjections and particles, appeals, etc.

Demonstration- a methodological technique, showing tables, diagrams, models, pictures, transparencies, videos, TV shows, images projected onto a screen using modern electronic and video equipment in a lesson (extracurricular event) to all students.

Differentiated Approach- a form of organization of work of students on the basis of their association, within the framework of the educational team, into small groups according to interests, according to the level of readiness, and in mixed groups - according to national composition, according to the degree of proficiency in Russian (foreign) language. Each group receives tasks of a different nature, unequal degree of difficulty. A differentiated approach allows within the framework of the teenage team to pull up those who are lagging behind, to give an opportunity for the development of each teenage group (each individual). The division into groups is not permanent. For different types of work, creative groups of different composition can be created.

Dosage of educational material. When organizing and conducting an extracurricular activity (event), the teacher needs to consider the saturation of each stage of the lesson or event. Such work contributes to the prevention of overload of trainees, fatigue, provides optimal conditions for the assimilation of educational (cognitive) material.

Proof- a methodical technique that develops thinking and speech and consists in substantiating a statement with the help of other thoughts, statements already proven or accepted without evidence (obvious or unprovable). Tasks with the sentence "prove" are widely used both in the classroom and during extracurricular activities.

Consolidation of knowledge, skills and abilities- the type of educational activity of students, organized and checked by the teacher, aimed at implementing the principle of strength of assimilation of educational (cognitive) material. Consolidation of knowledge is carried out by repeating new material in different versions and combinations, in a restructured form, with new examples, as well as by performing practical actions - exercises, practical tasks. Consolidation in the classroom is usually carried out after the explanation of new material.

Testing- a modern form of testing the assimilation of educational (theoretical) material, determining the psychological type of a teenager's personality, his inclinations and interests. Testing involves two methods of execution: a computer version and a paper version. Teachers compose brief tasks on the topics studied or a block of educational material, offer various options for solving them (answers), of which only one option is correct. The trainees are offered for a certain (limited) time to indicate the correct answer either on sheets of paper or on a computer.

A computer- a modern technical tool for teaching, developing and searching for information on the Internet, which is used in the following forms:

Development and use by students of computer programs, according to which they work independently on personal computers or in computer classes;

Use of ready-made computer programs, developing games, testing;

Control and self-control (knowledge and skills are tested);

Communication with friends from other regions and countries via the Internet, transmission of information via e-mail;

Modeling and design; generalization of the studied theoretical material, as well as summarizing and editing the written text;

Analysis and selection of educational texts, necessary information and their evaluation according to certain criteria;

Quantitative study of spoken speech or printed texts, etc.

Repetition of educational (cognitive) material- return during the training session (extracurricular activities) to what was previously studied in order to consolidate it, link it with new material, generalize and systematize what has been studied. Repetition ensures the strength of learning. Usually, repetition is carried out on new examples, in a different order, using new methods of activity (preparation by trainees of summarizing tables, diagrams, reports, etc.).

Individual training (consultation)- a form of organizing training sessions with individual students outside the educational team. Most often used with students who are prescribed homeschooling. Individual training usually consists in clarifying difficult theoretical issues, in joint performance of tasks, taking into account the methodological instructions of the teacher, in independent work under the guidance of a teacher. As a rule, individual consultations are given by the teacher when preparing reports, performing long-term creative work (using the project methodology).

The development of students' speech- the process of mastering speech: the means of the language (phonetics, vocabulary, grammar, culture of speech, styles) and the mechanisms of speech - its perception and expression of one's thoughts. The development of speech occurs in people of different ages. The term "speech development" is also used in a narrow methodological sense: a special educational activity of the teacher and students aimed at mastering speech, as well as the corresponding section of the course in the methodology of the Russian or foreign language. It includes the organization of speech situations, the speech environment, vocabulary work, syntactic exercises, work on the text (coherent speech), intonations, on the correction and improvement of speech.

All work on the development of speech is based on the course of grammar, vocabulary, phonetics, word formation, stylistics, as well as on the theory of speech and text, which is not included in the program for students, but is used as the basis for the development of students' speech.

Role-playing game- a methodical method of teaching and activating extracurricular activities of schoolchildren. The essence of the role-playing game is to create such situations in which each participant receives a fictitious name, a social role - a tourist, a guide, a journalist, a nurse, a teacher, etc. The leader directs the conversation. The role-playing game creates a motivation close to natural, arouses interest, and increases the emotional level of the students' educational work.

self control is a necessary step in learning. It is implemented in the following ways: checking the correctness of the written text; use of dictionaries and reference books; reconciliation of your answer according to a pre-planned plan; self-observation of pronunciation, tempo, expressiveness of speech and correct reading of the text, etc.

Independent work- cognitive, educational activities performed on the instructions of the teacher, under his guidance and control, but without his direct participation. It can take place when studying new educational material, consolidating knowledge, preparing an essay or report, creative work, collecting a collection or herbarium, designing a project.

Project method is currently the most popular teaching method among experimental teachers. The most effective application of the design method is possible with the use of a computer. There are three main stages, or phases, in the design process. At the first stage, a fruitful idea is put forward (a substantive core, the meaning of further actions). On the second (middle) stage, a multifaceted panorama of the desired emerges from an undifferentiated idea (construction of a technology for further actions or methods of a future planned model). The final design phase is the preparation of design and technological documentation.

The project method involves a fundamentally different approach: "Think, imagine, think about how and by what means this could be done."

Priority forms of extracurricular activities in educational institutions

Most often, priority for children and adolescents in educational institutions are gaming, theatrical, debatable, situational-creative, psychological, competitive forms of educational and extracurricular work, allowing students to become aware of themselves.

The most popular forms of extracurricular activities are:

1. Subject weeks in academic subjects of social and humanitarian, mathematical and natural science cycles.

2. Educational and cognitive activity: school-wide subject Olympiads and public reviews of knowledge, honoring winners and winners of school-wide, city (district) and regional (district, regional, republican) subject Olympiads and competitions; championships of "experts in the virtual world" (experts in information and communication technologies), festivals of creative and research projects; school-wide reviews-competitions "The best student" (by class parallels), "The best graduate of the school (lyceum, gymnasium)", "The best student's portfolio".

3. Heroic-patriotic and military sports events: the work of school museums, theme evenings and holidays; organizing and conducting excursions and thematic excursion trips, military sports games "Zarnitsa" and "Eaglet", "Safe Wheel" competitions, detachments of YID (young traffic inspectors) and YUDP ​​(young friends of firefighters).

4. Mass holidays (collective creative affairs): themed holidays, festivals of creativity and fantasy; contests: “Hello, we are looking for talents”, “Come on, guys”, “Miss School”, KVN, professions, homemade products; intellectual tournaments of connoisseurs; contests of staged or marching songs, theatrical performances, readers and author's creativity, drawings and posters.

5.Specialized (thematic) or career guidance) promotions: fairs of knowledge and future professions; holidays and festivals of folk art, national customs and traditions; festivals of science and creativity, hobby groups and clubs; week of children's book or bibliophiles.

6. Socially useful and socially significant events: labor landings and subbotniks; Timur activities, raids by Aibolit and purity; search and local history work; operations "Gift to Distant Friends", "Gift to a Veteran"; charity actions: "Help disabled children", "Our gift to the orphanage", "Help older people".

7. Sports and tourism activities: organization and holding of tourist rallies, "Robinsonades" and competitions, one- and multi-day hiking, combined, mountain, bike-moto trips and expeditions; evenings of tourists, "Small Olympic Games", tournaments (championships) in volleyball, basketball, athletics and weightlifting, gymnastics and wrestling, chess and checkers (backgammon, billiards); sports relay races (with students, parents); competitions “Mom, dad, I am a sports family”, “The most sporty class”.

The most common forms of leisure communication:"lights", round tables, discos, evenings, gatherings, trips out of town, visits to museums, meetings with interesting people; the work of hobby groups and clubs, sports sections; "brainstorming", discussions and interactive.

New game forms are becoming popular: by the type of game of the New Civilization program, intensive communication (targeted trainings that teach and develop intellectual and psychological games), communicative-linguistic (training-communication, creative game evenings), communicative (discussions, brain attacks, business, role-playing games).

The manual highlights only some areas of extracurricular work with students and far from exhausted the richness of the content of classes that can be observed in practice. The rapid pace of development of informatics and computer technologies makes the content of extracurricular work in informatics mobile, requiring the teacher to be flexible in his definition of cases. Purposeful individual work of students is necessary so that each of them can fully reveal and develop their abilities, express their individuality. This activity requires educators to know the individual characteristics of students, to study their interests and aspirations, their position in a peer group, as well as the ability to build an upbringing process with the entire group of schoolchildren and individually with each of them. In individual extracurricular work, along with the planned component, there is a spontaneous, so-called pedagogical situation, which is an indicator of the level of pedagogical professionalism. This can be, for example, answering students' questions after class, helping students choose a home computer configuration or upgrade, and so on.

1.4 Forms of extracurricular work in computer science

The first group - frontal forms. The activity of students is organized according to the principle "next to": they do not interact with each other, each performs the same activity independently. The teacher influences each child at the same time. Feedback is provided to a limited number of students. Most of the general classes are organized according to this principle.

The second group of forms of organization of extracurricular activities is characterized by the principle of "together". To achieve a common goal, each participant performs his role and contributes to the overall result. The overall success depends on the actions of each. In the process of such organization, students are forced to interact closely with each other. Activities of this kind are called collective, and extracurricular work - collective extracurricular work. The teacher does not influence each individual, but their relationship, which contributes to better feedback between him and the students. According to the "together" principle, activities can be organized in pairs, in small groups, in the classroom.

The first group is distinguished by the ease of organization for the teacher, but it does little to form the skills of collective interaction. The second group is indispensable for developing the skills to cooperate, to help each other, to take responsibility. However, due to the age characteristics of younger students (they do not see an equal person in another, they do not know how to negotiate, communicate), the organization of collective forms requires a lot of time and certain organizational skills from the teacher. This is the difficulty for the teacher. Each direction has its advantages and limitations, they are interconnected and complement each other.

A feature of some forms of extracurricular work at school is that popular forms that came from television are often used: KVN, "What? Where? When?", "Guess the melody", "Field of Miracles", "Spark", etc.

When choosing a form of extracurricular work, one should evaluate its educational and educational value from the standpoint of goals, objectives, functions.

Forms of mass extracurricular work allow the teacher indirectly influence each student through the team. They contribute to the development of skills to understand another, to interact in a team, to cooperate with peers and adults.

According to Kalechits T.N., in addition to individual, circle (group), unifying and mass forms of extracurricular work are distinguished.

Circle (group) extracurricular work helps to identify and the development of the interests and creative abilities of students in certain areas of science, technology, art, sports, deepening their knowledge of the program material, provides new information, forms skills and abilities.

The circle is one of the main forms of extracurricular activities in computer science. The content of his work is determined mainly by the interests and preparation of students, although there are programs for some. Computer science circles can have a different focus in accordance with the various capabilities of a computer: computer graphics, programming, computer modeling, etc. The clubs offer different types of classes. These can be reports, work on projects, excursions, making visual aids and equipment for classrooms, laboratory classes, meetings with interesting people, virtual travel, etc. .

Accounting for the work of the circle is kept in the diary. The report can be held in the form of an evening, a conference, an exhibition, a review. In some schools, the results of activities are summed up at school holidays, which are a review of the work done during the year, for example, during the school-wide informatics week.

The unifying forms of work include clubs, school museums, societies, temporary collectives, etc.

In the recent past, clubs were widespread - political, pioneer, Komsomol, international friendship, high school students, a day off, interesting meetings, etc., operating on the basis of self-government, which had names, emblems, charters and regulations.

The work of clubs can be revived on the basis of new information technologies. So, at present, many schools maintain links with foreign schools. On this basis, clubs of international friendship can be revived, having sections of translators, history, geography, culture of the country in which the school is located, etc. In the work of clubs, the possibilities of the Internet can be widely used to collect information and carry out common projects, e-mail for correspondence, etc.

Students of a number of schools are happy to create virtual (electronic, presented on the Internet) museums, exhibitions and galleries. This type of work can act both as an independent form of activity and as an auxiliary for real-life school museums, exhibitions and galleries, etc.

Forms of mass work are among the most common in the school. They are very diverse and, in comparison with other forms of extracurricular and out-of-school work, have the advantage that they are designed to simultaneously reach many students, they are characterized by such specific features as colorfulness, solemnity, brightness, and a great emotional impact on students.

In extracurricular activities, such forms of mass work as competitions, contests, olympiads, and reviews should be widely used. They stimulate activity, develop initiative, strengthen the team. Mass work contains great opportunities for activating students, although its degree may be different. So, a competition, an olympiad, a competition, a game require the direct activity of everyone. When conducting conversations, evenings, only a part of the students act as organizers and performers. And in events such as visiting a computer center, watching a movie, meeting interesting people, a lecture, all participants are spectators or listeners.

Recently, such forms of in-depth training, adjacent to extracurricular work, as youth schools of computer science, correspondence schools of physics and mathematics (ZFMS), schools and classes with a bias in computer science , summer computer camps, etc.

The following can act as means in an extracurricular activity: class design; musical design, game attributes, video materials, books, software.

Some forms of extracurricular activities.

Informatics Evening- this is a kind of summing up the results of the work of a class or circle for the year. Together with the teacher, students think through the program of the evening, types of activities and entertainment in detail, select material for the evening: joke tasks, quick wits, historical information, rebuses, sophisms, charades, crossword puzzles, questions for quizzes; prepare the necessary models, posters, slogans, decorate the class. The event has an important educational value: firstly, students fight together for the honor of their class; secondly, this competition develops in schoolchildren endurance, calmness and perseverance in achieving victory.

Computer science quiz is a kind of game. The quiz is best done either in the classroom, or in the form of a competition between separate classes (outside of school hours). The tasks for the quiz should be with easily visible content, not cumbersome, not requiring notes, for the most part accessible for solving in the mind. Typical tasks, usually solved in the classroom, are not interesting for a quiz. In addition to tasks, the quiz can also include various kinds of computer science questions. The quiz also includes joke tasks. Quizzes can be entirely devoted to any one topic, but it is best to offer combined quizzes.

Meeting interesting people is an important means of shaping the younger generation. Such meetings can be classroom or school-wide, have an independent character or be part of other forms of extracurricular work. Meetings can be organized with representatives of "computer" professions; with representatives of other professions using computers; with school graduates who have chosen the appropriate professions, etc. .

The key point in the organization of extracurricular work by a teacher at school is the choice of the form of conducting. A correctly chosen form allows you to achieve the set educational goals and determines the methods and techniques of working with students.

The forms of extracurricular work are the conditions in which its content is realized. The form of extracurricular work is determined based on its features:

1. Extra-curricular work is a combination of various activities of children, the organization of which, in conjunction with the educational impact carried out in the course of education, forms the personal qualities of the child

2. Delay in time. Extracurricular work is, first of all, a set of large and small cases, the results of which are delayed in time, not always observed by the teacher.

3. Lack of strict regulations. The teacher has more freedom to choose the content of forms, means, methods than when conducting a lesson.

4. Lack of control over the results of extracurricular activities. If an obligatory element of the lesson is control over the process of mastering the educational material by students, then there is no such control in extracurricular work.

5. Extra-curricular work is carried out during breaks, after school, on holidays, weekends, vacations, that is, after school hours.

6. Extra-curricular activities have a wide range of opportunities to engage the social experience of parents and other adults.

The variety of forms of extracurricular work creates difficulties in their classification, so there is no single classification. Classifications according to the object of influence are proposed - individual, group, mass forms. According to the areas of activity - cognitive, health-improving and sports, leisure, labor, creative. According to the tasks of education - aesthetic, physical, intellectual, environmental, economic.

A feature of some forms of extracurricular work at school is that popular in the children's sphere come from literature - Timurov's, boss's work, or from television - KVN, What? Where? When ?, guess the melody, field of miracles. However, the ill-conceived transfer of television games and competitions in the form of extracurricular activities can also reduce the quality of educational work. For example, the game "Love at first sight" is built on sexual interest in a partner and can contribute to the premature development of sexuality in children. A similar danger lurks in beauty contests, where appearance acts as a prestigious package, so such contests can cause an inferiority complex in some children and adversely affect the formation of a positive "I" concept. When choosing a form of extracurricular work, one should also evaluate the educational value from the standpoint of its goals, objectives and functions.

Figure 1. Thomas extracurricular activities

According to I.F. Kharlamov, the following forms of extracurricular educational work should be distinguished: subject circles, scientific societies, olympiads, competitions, conferences, exhibitions, public holidays, excursions and others. But the forms of extracurricular work are more clearly and fully presented in the scheme proposed by E.E. Evladova in Figure 1. Forms of extracurricular activities

This diagram shows basic education, extracurricular activities and additional education, as well as areas of their intersection. The correspondence of the form of extracurricular work to one or another area, of course, is conditional, and the club can turn into a kind of lesson, not to mention an elective, and vice versa, the lesson can be perceived as a real concert. The intersection of all three spheres is the area of ​​the holiday, the space where the interests of all children and teachers converge, where the knowledge and skills gained in the classroom can be realized, and in creative associations, and in the process of collective creative work.

Unfortunately, this scheme does not give an idea of ​​the different scales and different tasks of extracurricular work. For these purposes, we propose to consider a comparative description of the forms of extracurricular activities presented in Table 1. Considering these forms of extracurricular activities, we can conclude that they all have a positive effect on the development of the student.

However, the most preferred form of extracurricular activities are subject circles.

A circle is a voluntary association of students who show an increased interest in a particular field of knowledge and strive to engage in practical activities. Classes in circles are characterized by the presence of a program, regularity, duration of terms and a certain profile of work.

Mugs are included in the system of school-wide circle work. According to the pedagogical dictionary, circle work is one of the forms of additional education for children, which consists in organizing circles, sections, clubs of various kinds. Circle work has become a sphere for students to master personally significant, value-oriented, individual experience of voluntarily chosen activities of interest. It helps schoolchildren in professional self-determination, contributes to the realization of their strengths, knowledge gained in the basic component.

Circle work provides an opportunity to solve problems that are significant for schoolchildren:

Choice of views, positions, values;

Development of cognitive forces and abilities, assessment of one's cognitive capabilities, features of cognitive activity, identification of cognitive interests;

Choice of professional activity, vocational education;

Choice of development environment, communication environment

Table 1. Comparative characteristics of the forms of extracurricular activities

The freedom of choice by children of the educational area, type, type and form of activity, educational program, the results of its development is the main pedagogical characteristic of the circle work system, which ensures the creation of conditions favorable for self-determination and self-realization of the individual. Any activity requires a person to possess specific qualities that determine his suitability for it and ensure a certain level of success in its implementation. Also, the advantages of circle work include providing opportunities for closer communication and communication between children of different ages, meeting in a favorable emotional environment, created on the basis of common interests and spiritual needs. In addition, circles are characterized by organizational clarity and regularity, established traditions that create favorable conditions and a psychological orientation for creative work in the field of a voluntarily chosen and interesting occupation for the student.

In school practice, the following types of circles on technology and labor training have developed:

1. Preparatory technical circles are created mainly for younger students. Here they deepen the elementary knowledge and skills acquired in the classroom in engineering and technology, work with paper, cardboard, tin, straw and other natural materials, perform simple models of machines and mechanisms, educational visual aids, toys. As experience shows, classes in such circles serve as a good preparation for the subsequent involvement of children in technical and arts and crafts.

2. Subject (scientific and technical) circles unite middle and high school students. On the basis of school workshops, circles are usually created in carpentry, plumbing and turning, electrical and radio engineering, design, sewing and clothing design, etc. The knowledge and skills that schoolchildren acquire here go beyond the scope of school programs, conditions are created for independent creativity and professional training.

3. Sports and technical circles - aircraft modeling, rocket and space modeling, auto and ship modellers, karting, railway modeling, etc. Students who are interested in sports modeling and technical sports are engaged in them. They study special equipment, make bench and special models of aircraft, cars, ships, locomotives and other means of transport, get acquainted with the history and prospects for the development of technology, and participate in competitions.

4. In production and technical circles, students study the design and operation of any widespread machines, apparatus or other technical objects, acquire skills in managing them, care and maintenance. After completing the program, the student receives a certificate that facilitates the acquisition of a specific profession: driver, combine driver, projectionist, etc.

5. Circles of arts and crafts or decorative arts cover students of all age groups who are engaged in artistic processing of various materials. Here favorable conditions are created for the formation of aesthetic taste, the development of creative individuality, as well as getting acquainted with folk art and mastering the skills of artistic crafts.

In the arsenal of a modern teacher there are various forms of organizing extracurricular activities. But the subject circle remains the most complete in terms of content and educational goals. For a child, this is a sphere of personally significant, value-oriented, individual experience of voluntarily chosen activity.

Based on the interests of students and the requirements for studying the subject of technology, it is advisable for middle-level students to organize a circle of arts and crafts. Which is the object of our study.

Many students do not have enough knowledge that they receive in the classroom, they want to learn more about their favorite subject; understand where and how to apply the acquired knowledge in practical activities.

Satisfaction of students' requests for extended knowledge of economics is carried out through extracurricular activities, which not only expand students' knowledge, but also develop independent work skills. Through the solution of economic problems, the preparation and reading of reports, messages, essays, the study of economic literature, the production of didactic material on economics, students learn the basics of economic knowledge, develop their economic culture.

· Continuity in content, forms, methods and teaching aids.

Commonality of didactic principles of teaching.

· Interaction of learning, development and upbringing processes.

Extracurricular work in economics provides great opportunities for solving teaching and educational problems.

Consider some forms of extracurricular work in economics.

Circle. A circle is an organization of persons united for joint activities.

To instill students' interest in economics, on
circle, historical references containing economic information are considered, excursions are made
on the material being studied.

The circle lesson consists of several stages:

1. Thematic lesson. Students make a report on a given topic for 20-25 minutes. The level of messages should be literate, concise, which contributes not only to the growth of knowledge, but also to the formation of communication skills.

2. Ten minutes. Messages from a teacher or student about eminent economists, their brief biography, an interesting economic question, reports about books, articles, promotion of a magazine, etc.

3. Problem solving. Problems of economic content are being solved.

4. Tasks-jokes, games and entertainment on an economic theme.

Tours.

Excursion (from lat. excursia) - an organized, accompanied by explanations, demonstration of something, carried out according to a specific plan for educational or fact-finding purposes.

The curricula should provide for the topics of excursions and their content.

Types of excursions.

Depending on the goals of the tour, there are:

to industrial enterprises (manufacturing);

· Exhibitions;

historical and memorable places (historical and literary);

natural sciences;

local history;

stock exchanges;

Depending on the topic, excursions can be

the following:

1. Economics in an industrial enterprise.

2. Economics on the railroad.

3. Economics in construction.

4. Economy in the bank, etc.

Tour functions:

1. Visualization of training.

2. Scientific and connection with life.

3. Technical training (communication with production).

4. Career guidance for students.

Depending on the material being studied, excursions are:

after studying the topic (reinforcing students' knowledge);

Before studying the topic (excursion-introduction, such excursions focus on issues that need to be studied, indicate the prospects and significance of knowledge, determine specific learning goals);

During the study of the topic (during the excursion, students use the knowledge gained earlier, they are faced with promising tasks for studying the topic, subject).

Tour form: individual; group; frontal.

Didactic bases for conducting study tours:

1. Preparation for the tour:

A) the choice of the object of the excursion, the preliminary acquaintance of the teacher with the object of the excursion;

B) determination of the purpose and objectives of the excursion;

C) drawing up an excursion plan;

D) familiarization of students with the excursion plan, posing specific questions to students, distribution of tasks, familiarization with the sequence of tasks, determining the form, deadlines for reporting on the excursion.

E) deciding on the management of the upcoming excursion (who accompanies the students and who is responsible for implementing the excursion plans).

2. Exit (departure) of students to the objects being studied. The duration of the excursion (depending on the purpose and object of study) is 40-45 minutes. or 2.0 - 2.5 hours (excluding the road and due to the time allotted for the study of the subject).

3. Mastering the material on the topic (excursion time).

4. Processing materials on the topic, summing up its results, discussion. The collected material during the excursion is used as a handout for lessons, exhibitions, writing essays and creative works.

Extracurricular reading.

Reading - to present orally or in writing to listeners information, the content of something.

When reading economic literature, it is necessary to comply with the requirements for this type of activity. How to read a book on economics? Reminder for the student to read the book:

1. Brief summary of the book.

2. Retelling what was read.

3. Publication of a note in the newspaper about the book read.

4. Reading passages from the book.

5. Conference on read books.

6. Competition. Questions and answers.

7. List of books for extracurricular reading.

The methods of working with the book were discussed in detail in chapter 7.2, the system of working with the book - in chapter 8.1.

Economic wall newspaper.

The main sections of the newspaper: the economic life of the school, outstanding economists, economic issues of our time, facts from the economy and its history, an economic dictionary, a calendar of economic dates, entertaining economic assignments, economic poems, economic humor, etc.

Economic journal.

The journal publishes texts of reports and messages, individual tasks, articles of historical and economic content, photographs, montages of drawings and photographs, etc.

Economic Evenings.

Stages of preparing the evening: decoration of the hall; the content of the evening (script); host of the evening, etc.

Economic Olympiads.

The Olympiad is a competition that aims to identify the most worthy of its participants, to establish their superiority.

The Olympiads are held in two rounds: 1st round - all students of the class; 2nd round - only the winners of the 1st round. During the Olympiads, the winners of the class, parallel, school, district, city, region, republic, etc. are determined.

Olympiad tasks should not go beyond the scope of the school curriculum, but should contain elements that require ingenuity, independence, and thinking.

economic tournaments.

Economic tournaments are a competition between 2-5 teams of the same class or 2 teams from different classes. The composition of the team is determined through Olympiad tasks in economics.

The technology of an economic tournament can be as follows: 1st team numbers solve problems in one class, 2nd team numbers work with tests in another class, 3rd, 4th, 5th team numbers perform their tasks in specially designated classes . For each completed task, the student receives a certain number of points. Then the amount of points scored by the team is announced to all participants in the tournament. The team that scores the most points is considered the winner.

Tournaments are best held on a day off or on a day specially designated for the tournament, as this event solemnly opens and closes, the results are summed up in front of the whole school, which makes the tournament significant, weighty and stimulating to learn new knowledge in economics. At the end of the tournament, the winning team is honored.

Competition. Competition is a competition that makes it possible to identify the most worthy of its participants.

Usually, before the competition, economic tasks, tasks are posted, the deadlines for submitting tasks are indicated. The student has the right to complete these tasks where he wants, with whom he wants, but it is important that the tasks are correctly completed and submitted within the specified time. The winner will be the one who scores the most points.

Such competitions can play a significant role in instilling in students an interest in economic knowledge, in introducing them to independent reading of literature.

Optional.

A subject chosen at will for additional specialization is called optional. The topics of optional classes are based on the material of the main program in the subject of economics. The one who masters the program in the subject well and assimilates the standard of knowledge in economics will be successful in the elective course. In the process of extracurricular activities, students expand, deepen, improve the knowledge gained in the lesson.

The elective course requires a differentiated approach to students, so the work is carried out in differentiated groups according to the level of knowledge.

Group 1 - a strong need for economic knowledge.

Group 2 - students know physics and mathematics well, but in the future they will need knowledge in economics.

Group 3 - students do not need economic knowledge, but since they study economics today, knowledge may be useful in the future.

4th group - interest in the economy is not formed, enthusiasm for economic knowledge is weak.

Extracurricular work expands the knowledge of students, develops their independence and creative activity, forms competence in the field of economics, so it is of great importance.

Theoretical questions

1. List the main forms of education and forms of organization of education.

2. Name the classic and non-traditional types of lessons.

3. Formulate the answer to the question: "What influences the choice of the type of lesson?"

4. In the combined lesson, name the didactic tasks, the content, the conditions for achieving positive results, the performance indicators for the didactic task of the stage (the stage of the student's choice).

Practical tasks

Ayvazyan A.P.,

English teacher

Forms and methods of extracurricular work on the subject.

Education is a special kind of birth. Socio-political, economic, social transformations taking place in our country recently require a change in approaches to the educational process in the modern school.

Value orientations have changed, and in accordance with the principles of humanization and democratization of society, a free, developed and educated person who is able to live and create, make decisions in a constantly changing world is recognized as the greatest value. In the concept of modernization of Russian education for the period up to 2010, education is defined as a priority area for the activities of educational institutions. In pedagogy, there are several definitions of the category of education. The system of educational work is understood as a system of interrelated educational activities (cases, actions) leading to the goal. The educational system serves to optimize the processes of personal development. Therefore, the main criterion for its effectiveness will be the result - the development and self-expression of the personality of the pupil. The question of the role of extracurricular work in the educational process, its influence on the motivation for learning a foreign language seems to be very relevant due to the need to find more modern forms and methods of work in order to improve the level of students' training in a foreign language, and the requirement to strengthen the educational impact on students in the teaching process. foreign language and other school subjects.

The system of extracurricular work in a foreign language includes a set of interrelated and interacting forms, methods and types of extracurricular activities, united by common goals. The content of extracurricular work in a foreign language lies in the organic unity of its main areas:

• pragmatic (formation of students' communicative skills and abilities);
• epistemological (telling students about the country of the language being studied, about events in the world);
• axiological (development of value orientations and motives of activity in students).

The interaction of these areas ensures the harmonious development of the individual in the system of extracurricular work in a foreign language.

The functioning of the system of extracurricular work in a foreign language is based on a number of principles that determine the content, forms, methods of pedagogical influence on a person. The most significant principles of extracurricular work in a foreign language are the following:

1. The principle of connection with life.
2. The principle of communicative activity.
3. The principle of taking into account the level of language proficiency of students and continuity with foreign language lessons.
4. The principle of taking into account the age characteristics of students.
5. The principle of combining collective, group and individual forms of work.
6. The principle of interdisciplinary connections in the preparation and conduct of extracurricular work in a foreign language.

All of the above principles interact with each other. The implementation of one principle in the practice of pedagogical activity is impossible without observing others. The effectiveness and efficiency of extracurricular activities are directly dependent on the above principles and the following conditions:

1) voluntariness of participation;

2) a combination of amateur performance and initiative of children with the guiding role of the teacher;

3) clear organization and careful preparation of all planned activities;

4) aesthetic expressiveness, entertaining and novelty of the content, forms and methods of work;

5) the presence of targets and prospects for activities;

6) widespread use of methods of pedagogical stimulation of students' activity.

In extracurricular activities in a foreign language there are 3 main forms of work: mass, group and individual. These forms are determined on the basis of such criteria as the number of students, the regularity of the work carried out, the stability of the composition of students.

Mass forms are distinguished, depending on the frequency, mass episodic (evenings, matinees, conferences dedicated to holidays, foreign language olympiads, competitions, KVN). Mass permanent forms of work include the Foreign Language Week.

Group forms of work are most often represented by two main types: circle and club. The circle form of work has a different focus (on further improvement of the level of practical language proficiency, regional study circles). Individual forms of work are of great importance in identifying the individual abilities and inclinations of students. They involve the preparation of essays, learning poems, songs, making albums, publishing wall newspapers.

All forms of extracurricular work are closely interconnected and interdependent.

The system of extracurricular work of teachers in a foreign language includes the following activities:

1. School round of Olympiads in subjects.
2. Preparation and participation of school students in extracurricular Olympiads.
3. Organization and holding of the “Week of Love” (Foreign Language Week).
4. Participation of students in city, regional events (La Francophonie Week, competitions of the French Embassy in Russia, etc.).
5. Fifth-graders' holiday "What we have learned in a year".
6. Excursions, cultural trips to cinemas, to exhibitions related to the countries of the languages ​​being studied.
7. Research activities of students (SLE).
8. Using the Internet in teaching foreign languages.

Let us briefly dwell on the description of each position of extracurricular activities in more detail. An important means of stimulating an increase in the interests of students in learning a foreign language are olympiads.

Olympiads increase students' interest in a foreign language, create a positive attitude towards learning a foreign language among high school students, activate their initiative and independence, provide them with wide scope for creative activity, development of foreign language abilities. Olympiads help to identify gifted children among school students. At the same time, all this is intended to contribute to the achievement of the ultimate goal of education in secondary school - to increase the level of knowledge, skills and abilities of its graduates, to create such a language base that could provide them with the skills of practical use of lexical and grammatical program material. The winners of the Olympiads are awarded with diplomas and memorable souvenirs.

Our school holds an annual Foreign Language Week” dedicated to Valentine's Day Students of our school accept participation in city, regional actions ( Week of Francophonie, competitions of the French Embassy in Russia, etc.). The participation of children in such competitions develops the interest of children in the country of the language being studied, in a foreign language, and broadens their horizons.

It has become a tradition in our school at the end of the school year to hold a holiday for fifth graders “What we learned in a year”, where the guys show their knowledge in foreign languages, participate in the development of the holiday script, prepare scenery, performances. Such holidays are one of the important types of extracurricular activities. They deepen and expand students' knowledge, increase interest in learning the language, consolidate the skills of speaking, enrich the vocabulary, develop correct pronunciation, expressive reading. They benefit not only the students participating in the program, but also those who are listeners and spectators at the holiday.

School students attend exhibitions, theaters, cinemas associated with the country of the language being studied. This stimulates students' interest in a foreign language. The connection of the lesson and extracurricular work is a serious factor in the activity of communication in a foreign language, the formation of independence and activity of students, as personality traits.

The school has sections of the scientific society of students in the following subjects: history, geography, geology, foreign language.

High school students use when preparing homework Internet. The Internet helps to bring learning foreign languages ​​to a new level. The Internet is communication, information and publishing; communication is carried out using e-mail, information is contained in the huge layers of the World Wide Web (WorldWideWeb), the publication of your material can be done by creating your own page on the Internet. The development of a system of extracurricular activities in a foreign language is an urgent problem, as it enhances not only the motivational side of language learning, but also has a practical (communicative) and educational orientation. Extra-curricular activities not only qualitatively affect the progress of students, but also contribute to the improvement, further development of the foreign language speech skills and abilities acquired by them in the lessons and the integrated solution of educational and educational tasks. In addition to great practical importance for better mastery of a foreign language, extracurricular activities are of great educational importance, contribute to the development of independence, creative activity of students, the development of moral character traits, and contribute to the overall cultural development of students.

Extra-curricular activities contribute to the development of creative abilities and aesthetic taste of students, educate their imagination, mobilize their attention and memory, develop their sense of responsibility, teach them to be independent and organized, to be accurate in performing assigned tasks.

In order to involve as many students as possible in extracurricular work, it is necessary to apply its different forms: individual, circle, mass, skillfully combining them.

Teachers from other schools may use similar forms of extracurricular activities in their work.

Literature

1. The concept of modernization of Russian education for the period up to 2010 // Vestnik obrazovaniya Rossii. - 2002.-No. 6-p.11-40.
2. Upbringing? Education... Education! - /[ ed. V.A. Karakovsky]. - M.: New school, 2000.
3. Bespalko, V.P. Components of pedagogical technology./ V.P. Bespalko. - M.: Pedagogy, 1998.
4. Shuman S. Place of education in the integral process of personality development./S. Shuman// Education in modern school. - 2002 - No. 4 - pp. 27-33.
5. Bim I.L. Personally-oriented approach is the main strategy for updating the school./I.L. Bim // Foreign languages ​​at school. -2002-№2-p.11.