Krivolapova extracurricular activities development program. The program of extracurricular activities "development of cognitive abilities"

Topic of the lesson

Quantityclasses

Total

Theory

Practice

What do we know about reading?

2

1

1

Reading as a way to get information

1

0,5

0,5

Identification of Traditional Reading Skills

1

1

Computer workshop

1

1

Integral Reading Algorithm

2

0,5

1,5

Differential Reading Algorithm

1

1

Learning Reading

2

0,5

1,5

Understanding the semantic content of the text

2

0,5

1,5

Techniques for working with text

1

1

Learning to ask and answer questions

2

0,5

1,5

Search-browsing reading

2

0,5

1,5

Note-taking while reading

2

0,5

1,5

Learning to prepare a message

1

1

Learning to have a dialogue

2

0,5

1,5

Computer workshop

5

0,5

4,5

Bibliographic search. Catalog

2

0,5

1,5

Directory. Working with reference literature

2

0,5

1,5

Computer workshop

2

0,5

1 ,5

Final lesson

1

1

Total:

34

7

27

CONTENT OF LESSONS BY TOPICS

5th class

Development of intellectual skills

Man and his intellect.

What is intelligence. The concept of intelligence, creativity. Gift and talent. Work. The value of the development of intelligence. Various types of intelligence.

Diagnostics of intellectual development.

Generalization and restriction of concepts.

Concept. Relationships between concepts: genus-species. Generalization of concepts. A more general and more particular concept. Drawing up a logical chain: general - less general - particular (forward and backward). The choice of a more general concept to the given one. Generalization of a pair and a group of concepts. Attention training. Limitation of concepts.

Identification of essential features of concepts.

What is a sign. Isolation of essential features.Practical tasks and educational games.

Generalization of concepts in the construction of definitions.

Generalization of concepts and formulation of definitions. Rules for compiling definitions: concept: generalizing words (generic concept) + essential feature (species difference).Practical tasks and educational games.

Relationships between concepts: juxtaposition, part – whole.

Functional relationships between concepts. Part - whole, sequences, rows, causes and effects. Establishment of causal relationships.Practical tasks.

Comparison of concepts. Establishing similarities and differences.

Comparison of concepts. Identification of similarities and differences.Practical tasks and educational games.

Comparison of concepts. Opposite relationships.

Comparison of concepts. Opposite relationship. Concepts of the same order, opposite in meaning (antonyms). Synonyms. Homonyms.Practical tasks and educational games.

Establishment of causal relationships.

Functional relationships between the concepts of cause and effect. Establishment of causal relationships.Practical tasks and educational games.

Logic tasks.

Establishing links between concepts.Practical tasks and educational games.

Classification of concepts.

Classification of concepts. Classification rules. Identification of similarities and differences in essential features. The main and secondary signs of phenomena. Recognition of objects by the specified features. The ability to classify a concept in two and three ways. Generalization of concepts. Selection of definitions for the selected concepts.Practical tasks and educational games.

Comparison of concepts. Analogy.

Analogy. Ability to draw analogies. Comparison of concepts and semantic phrases.Educational games.

Search for patterns.

Pattern. Law. Search for patterns. Representation of patterns in various forms. Explanation of concepts depending on the context.Logic tasks.Practical tasks and educational games.

Isolation of essential features of objects.

Essential and non-essential features.Practical tasks and educational games.

Explanation of concepts depending on the context.

Explanation of the meanings of words. Selection and explanation of the meanings of words depending on the context. Making proposals. Understanding the meaning of sentences.Practical tasks and educational games.

6TH GRADE

We learn to think creatively.

Diagnostic testing.

Classification of concepts. Generalization and restriction of concepts

Identification of essential features of concepts. Generalization of concepts and formulation of definitions. Rules for compiling definitions: concept: generalizing words (generic concept) + essential feature (species difference). Classification rules. Ability to classify concepts according to two and three criteria.Practical tasks and educational games.

Comparison of concepts.

Comparison of concepts. Relationships between concepts: part-whole, sequences, rows. Identification of similarities and differences.Practical tasks and educational games.

Isolation of essential features.

Essential and non-essential features. Identification of similarities and differences in essential features. The main and secondary signs of phenomena. Recognition of objects by the specified features. The ability to analyze, find patterns, draw up a chain of reasoning, formulate conclusions.Educational games.

Set phrases that determine the meaning of sentences.

Set phrases that determine the meaning of sentences. Acquaintance with stable grammatical combinations. Text addition. Clarification of the content of the text.

Practical tasks and educational games.

Meaningful phrases.

Meaningful phrases. Complementing well-known phrases by meaning. The role of semantic combinations in the text.Practical tasks and educational games.

Synonyms, antonyms.

Opposite relationship. Concepts of the same order, opposite in meaning (antonyms). Synonyms. Homonyms.

Creation.

What is creativity? Secrets and methods of creativity. Methods for solving creative problems. From the life of great people.Practical tasks and educational games.

Method of control questions.

Methods for solving creative problems.Control question method

Evaluation of phenomena and events from different points of view.

Evaluation of phenomena and events from different points of view. Formation of skills to ask questions, see positive and negative sides phenomena.Practical tasks and educational games.

Imagination.

What is imagination? Types of imagination. Recreating images. Fantastic image. Associations. Techniques for the development of imagination: puzzles on a plane, an unfinished story, a description of a picture, tasks with matches, etc.Educational games.

Computer workshop.

Creation of a computer drawing.

Plane construction.Tangram. Puzzles on the plane. Creation of figures according to the given drawings. Practical tasks and educational games.

Construction in space.

Diagnostics of spatial imagination. Construction in space. Creation of models of spatial figures.Practical tasks and educational games.

Statement and resolution of problems.

Statement and resolution of problems. Analysis of the problem situation. Methods for resolving problem situations: brainstorming, a method for resolving contradictions. Brainstorming: from the history of occurrence, main stages, rules of work.Practical tasks and educational games.

Resolution of problem situations.

Analysis of the problem situation. Methods for resolving problem situations: brainstorming, a method for resolving contradictions. Brainstorming: from the history of occurrence, main stages, rules of work.Practical tasks and educational games.

Method of resolving contradictions.

Analysis of the problem situation. The method of resolving contradictions: the essence of the method, application to solving problem situations.Practical tasks and educational games.

Solving creative problems.

7TH GRADE

Methods for solving creative problems

Secrets and methods of creativity.

Creation. Secrets and methods of creativity. Diagnostics of creative abilities.Practical tasks and educational games.

Search for patterns.

Search for patterns. Representation of patterns in various forms.Practical tasks and educational games.

Logic chains.

Attention training. Establishment of functional relationships between concepts. Comparison. Analogy.Practical tasks and educational games.

Logic chains. Causal relationships.

Establishment of causal relationships. Logical reasoning. Inferences.Practical tasks and educational games.

How to solve inventive problems.

How inventions are born. Statement and resolution of problems. Brainstorm. Workshop of the inventor. Practical tasks and educational games.

We are observers. The development of observation.

Attention training. Ability to be an observer. Observation rules.Practical tasks and educational games.

The development of the imagination.

Imagination. Fantastic image. Associations. Techniques for developing imagination: puzzles on a plane, an unfinished story, a description of a picture, tasks with matches, etc. Intellectual warm-up. Rebuses. Drawing up a story on the issues of Imagination Training. Creative tasks.Educational games.

Learning to evaluate and apply alternative action strategies.

The ability to analyze, choose and justify your decision, action.Practical tasks and educational games.

Inventive creativity.

What is an invention. From the history of invention. Alfred Nobel.Practical tasks and educational games.

Method for solving inventive problems. The method of resolving contradictions.

Method for solving inventive problems: trial and error method. What is a contradiction. Property and anti-property. Functions and opposite functions of objects.Practical tasks and educational games.

Solving problems by the method of resolving contradictions.

Analysis of the problem situation. Methods for resolving problem situations: a method for resolving contradictions. The method of resolving contradictions: the essence of the method, application to solving problem situations. Techniques for resolving contradictions: color changes, preliminary execution, “pre-planted pillow”, “vice versa” technique.Practical tasks and educational games.

Creativity and fantasy.

What is fantasy. Fantasy in literary works. Inventive techniques in literary works.Practical tasks and educational games.

Methods for solving creative problems.

Tasks of Sherlock Holmes. deductive method. The method of control questions: from the history of occurrence, the algorithm for applying methods. Synectics method: direct, symbolic, fantastic analogies; algorithm for applying methods.Practical tasks and educational games.

Methods for solving creative problems: property conversion.

Property conversion method: The essence of the method. The use of this method in literary works. its application to solving inventive problems. Replacing functions: conditions for applying the method, resolving problem situations based on this method.Practical tasks and educational games.

Methods for solving creative problems: the method of focal objects.

Focal object method: the essence of the method.

Methods for solving creative problems: the ideal end result.

What is the ideal end result. Methods for solving creative problems.Practical tasks and educational games.

Methods for solving creative problems: morphological box.

Methods for solving creative problems: creative workshop. Principles for solving inventive problems.Practical tasks and educational games.

Solving creative problems.

8TH GRADE

Learning to work with information

What do we know about reading?

Reading as a way of obtaining information. Reading goals. Types of reading: bibliographic, viewing, introductory, studying, analytical-critical, creative. Practical tasks and educational games.

Reading as a way of obtaining information.

Diagnosis of reading skills. Fast reading. Speed ​​Reading Rules. Reading a shortened line.Practical tasks and educational games.

Identification of traditional reading skills.

Self-diagnosis: identifying traditional reading skills.Practical tasks and educational games.

Computer workshop.

Organization of information retrieval in computer text.Practical tasks.

Integral reading algorithm.

Disadvantages of Traditional Reading. Integral reading algorithm: name of the readable source, author, output data, main content, factual data (facts, events, names, figures, tables), novelty of the material, possibilities of use in practice.Practical tasks and educational games.

Differential reading algorithm.

Differential reading algorithm. Highlighting key words in paragraphs of text, making semantic sentences out of them, highlighting the main meaning of text segments.Practical tasks and educational games.

Learning reading.

Types of reading. Techniques for working with text in studying reading. Methods of comprehending the text in studying reading. Learning reading training.Hypertext representation of information. Reading with a bookmark, the method of thick and thin questions, reading with notes, marking table, "wise owls", reading with gaps, the method of semantic guessing.

Understanding the semantic content of the text.

What does it mean to understand the meaning. Understanding the meaning of a word, sentence, text. Stages of understanding. Conditions of understanding and causes of misunderstanding.Practical tasks and educational games.

Methods for working with text.

How to work with text:reading with notes, tables "ZUH".

Learn to ask and answer questions.

Techniques for working with text: the method of control questions, preliminary questions.Practical tasks and educational games.

Search and viewing reading.

Types of search and viewing reading: reading "diagonally"; reading "slalom"; reading "along two verticals", reading "islets"; reading ping pong.

Note-taking while reading.

Ways of processing the received information. Plan, extracts, quotations, theses (simple, complex, basic), annotation, review, review, abstract, outline diagram, structural-logical diagram, abstract. Components of the content of each type of work: annotations, abstracts (types of abstracts: planned, textual, free, thematic and their features), reviews, reviews, abstracts.Practical tasks and educational games. Computer workshop.

Learning how to write a message.

Ways of presenting information in various forms. Verbal, tabular, graphic, schematic, analytical, sign-symbolic. Converting information from one form to another. Graphic methods: types of graphs, methods and rules of use. Diagrams and their types. Reference signals and their role. Coding and decoding information.Practical tasks and educational games. Computer workshop.

We learn to have a dialogue.

Work with oral texts. Questions open and closed. Discussion. Discussion rules.Practical tasks and educational games.

Computer workshop.

Create documents using wizards and templates. Create a numbered and bulleted list. Presentation of information in the form of a table. Convert table to text and text to table. Practical tasks.

Bibliographic search. Catalog.

Bibliographic search. Catalogs. Types of catalogs: alphabetical, subject, systematic, catalogs of new arrivals. Directory rules.Practical tasks.

Computer workshop.

Operations with files and directories (search, rename, copy, move, save information.Practical tasks.

Directory. Work with reference literature.

Reference literature. Dictionaries, reference books, encyclopedias. Role and purpose. Rules for working with reference literature.Practical tasks. Computer workshop.

Educational and methodical teaching aids

Literature

• ON THE. Krivolapov. Extracurricular activities. Collection of tasks for the development of cognitive abilities of students. 5-8 grades. – M.: Enlightenment, 2012.

  Guzeev V.V. Cognitive independence of students and development educational technology. - M .: Research Institute of School Technologies, 2004.

  Tikhomirova L.F. The development of the intellectual abilities of the student:A popular guide for parents and educators. - Yaroslavl: "Academy of Development", 1996.

Technical training aids

multimedia computer

MFP

multimedia projector

Telecommunication facilities

Hinged screen

Contemporary primary education puts the development of the personality of the child as the main goal.

In the concept of the second generation GEF, as an end result educational activities Russian school captures a portrait of a graduate elementary school, in which the most important place is for the creative qualities of the child: “Inquisitive, interested, actively learning about the world; able to learn, able to organize their own activities ... "

The course "RPS" (development of cognitive abilities) is aimed at developing in students the above qualities of a primary school graduate.

The main objective of the course: development of the intellectual and creative potential of the child's personality through a system of correctional and developmental activities.

In accordance with the goal, specific tasks are defined:

• 1. Development of cognitive abilities junior schoolchildren.
• 2. Development of creative abilities of younger students.
• 3. Expanding the horizons of students.
• 4. Development of the emotional-volitional sphere of students.
• 5.Formation of students' desire for personal growth.

The RPS course is a set of specially designed classes that combine correctional and developmental exercises with a variety of educational material. This combination provides both the development of the cognitive needs of students and their mental qualities: all types of memory, attention, observation, speed of reaction, imagination, speech, spatial perception and sensorimotor coordination, communication skills, such thinking abilities as analysis. Synthesis. Exclusion of superfluous, generalization, classification, establishment of logical connections, ability to design.

The RPS course is aimed at children from 6 to 7 years old, designed for 33 lessons, 1 time per week.

The content of the course integrates tasks from different fields of knowledge: the Russian language, literature, mathematics, the world around. Thematic classes filed in game form, contribute to the correction and development of the mental qualities of students, the formation of general intellectual skills, the expansion of horizons, the development of cognitive abilities and, ultimately, the achievement of good academic results.

Providing a favorable atmosphere;

Gradeless learning system;

Enriching the child's environment with a variety of new objects for him in order to develop his curiosity;

Encouraging the expression of original ideas;

Widespread use of questions of an open, multi-valued type;

Use of personal example by teachers;

Giving children the opportunity to actively ask questions.

Calendar-thematic planning of the course "RPS", grade 1

By the end of the course, students should be able to:

Find and establish patterns in the arrangement of objects, complete the logical series in accordance with a given principle;

Find the principle of grouping objects, give a generalized name to these groups;

Name several options for excluding an extra item among homogeneous groups;

Find similarities and differences between objects (by color, shape, size);

Independently solve various kinds of puzzles (puzzles, cryptograms, etc.);

Pick up rhymes for words;

With the help of a teacher, navigate in space, using the concepts of "up obliquely to the left." "down obliquely to the right", "down obliquely from right to left";

Use theatrical techniques: play simple situations, "reincarnate" into an inanimate object, using gestures, facial expressions, plasticity and other acting abilities;

Express in words the feelings experienced by the hero of the work.

Literature.

• 1. Mishchenkova L.V. – 36 classes for future excellent students: classes on the development of cognitive abilities (6-7 years) / Toolkit, 1 class. - M .: Publishing house ROST. – 198 p.

EXPLANATORY NOTE

The working program of extracurricular activities "Development of cognitive abilities" for grade 3 was developed on the basis of the author's program "Development of cognitive abilities", the author O. Kholodova, 2009, the educational and methodological complex of the course "Development of cognitive abilities":

GOALS AND OBJECTIVES

Target: development of cognitive abilities of students based on the system

developmental activities.

Tasks:

1) the development of thinking in the process of forming the basic methods of mental

activities: analysis, synthesis, comparison, generalization, classification, skill

highlight the main thing, prove and disprove, draw simple conclusions;

2) the development of mental cognitive processes: various types of memory,

attention, visual perception, imagination;

3) the development of language culture and the formation of speech skills: clearly and clearly state

their thoughts, give definitions to concepts, draw conclusions, reasoned

prove your point of view;

4) the formation of creative thinking skills and the development of the ability to solve

non-standard tasks; 5) development of cognitive activity and independent mental activity

students;

6) formation and development communication skills: ability to communicate and

interact in a team, work in pairs, groups, respect the opinions of others,

objectively evaluate their work and the activities of classmates;

7) the formation of skills for applying the acquired knowledge and skills in the process

studying school disciplines and in practical activities.

General characteristics.

The program is based on the principle of diversity of creative and search tasks. At the same time, the following two aspects of diversity are the main ones: in terms of content and complexity of tasks. Most of the time in the classroom is occupied by the independent solution of search problems by children. Thanks to this, good conditions appear for the formation in children of independence in actions, the ability to manage themselves in difficult situations. At each lesson, it is necessary to conduct a collective discussion of the solution to the problem.

a certain kind. Thanks to this, children develop such an important quality

activities and behavior, such as awareness of one's own actions, self-control, the ability to give an account of the steps taken when solving problems.

The program uses tasks of varying difficulty, and weak children can feel

self-confidence, as for them you can pick up tasks that they can

solve successfully. Classes are structured in such a way that one type of activity is replaced

others. This allows you to make the work of children dynamic, rich and less tiring due to frequent switching from one type of activity to another.

This program creates conditions for the development of cognitive interests in children,

forms the child's desire for reflection and search, makes him feel

confidence in their abilities, in the capabilities of their intellect. During classes, children develop developed forms of self-awareness and self-control, their fear of erroneous steps disappears, anxiety and unreasonable anxiety decrease. Students achieve significant success in their development, they learn a lot and apply these skills in academic work which leads to success in school activities. And this means that there is an interest in learning.

This program attempts to create a system learning tasks and tasks

aimed at the development of cognitive processes in younger students in order to

strengthening their mathematical development, which includes the ability to observe, compare, generalize, find patterns, building the simplest assumptions; check them, draw conclusions, illustrate them with examples.

Course content

The course is based on the principle of diversity of creative and search tasks. At

In this regard, the following two aspects of diversity are the main ones: in content and in

complexity of tasks.

The development of perception. The development of auditory, tactile sensations. Formation and

development of spatial representations. Development of the ability to navigate in the space of the sheet. Development of phonemic hearing. Development of perception of time, speech, form, color, movement. Formation of skills of correct and accurate perception of objects and phenomena.

training exercises and didactic games on the development of perception and

observation.

Memory development. memory diagnostics. The development of visual, auditory, figurative, semantic memory. Training exercises to develop the accuracy and speed of memorization, increase the amount of memory, the quality of material reproduction.

The development of attention. Diagnosis of voluntary attention. Training exercises to develop the ability to switch, distribute attention, increase volume

stability, concentration.

Development of thinking. Formation of the ability to find and highlight signs of different

objects, phenomena, recognize an object by its features, give a description of objects, phenomena in accordance with their features. Formation of the ability to highlight the main and essential, the ability to compare objects, highlight similarities and differences, and identify patterns. Formation of basic mental operations: analysis, synthesis, comparison, classification, generalization, the ability to highlight the main and essential on the basis of developmental tasks and exercises, by solving logical problems and conducting didactic games.

The development of speech. The development of stable speech, the ability to describe what was discovered with

using the sense organs. Enrichment and activation of students' vocabulary. Skill Development

compose riddles, short stories, descriptions, compose fairy tales. Formation of the ability to give simple definitions of concepts.

Description of the place of the course in extracurricular activities

The program is implemented within the framework of the social direction of extracurricular activities and on the basis of the program of spiritual and moral development and educationand also aimed at the implementation of educational tasks.

Lesson planning is compiled for 34 working weeks at the rate of 1 hour per week (34 hours in total) for 45 minutes.

Value orientations

The content of spiritual and moral development and education are the values ​​stored in cultural, ethnic, family and other socio-cultural traditions and transmitted from generation to generation.

The traditional sources of morality are:

patriotism - love for the Motherland, one's land, one's people, service to the Fatherland;

social solidarity - personal and national freedom; respect and trust in people, institutions of the state and civil society; justice, equality, mercy, honor, dignity;

citizenship - duty to the Fatherland, the rule of law, civil society, law and order, multicultural world, freedom of conscience and religion, concern for the welfare of society;

family - love and fidelity, care, help and support, equality, health, prosperity, respect for parents, (care for older and younger, care for procreation;

personality - self-development and improvement, the meaning of life, inner harmony, self-acceptance and self-respect, dignity, love for life and humanity, wisdom, the ability to make personal and moral choices;

labor and creativity - respect for work, creativity and creation, purposefulness and perseverance, diligence;

the science - the value of knowledge, the desire for knowledge and truth, scientific picture peace;

traditional religions - ideas about faith, spirituality, the religious life of a person, the value of the religious worldview, tolerance, formed on the basis of interfaith dialogue;

art and literature - beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development;

nature - evolution, motherland, reserved nature, planet Earth, ecological consciousness;

humanity - world peace, diversity and respect for cultures and peoples, human progress, international cooperation.

Personal, meta-subject and subject results

In the process of mastering the elective materials, the student gains knowledge about the nature of relationships with other people, which becomes a prerequisite for cultivating a benevolent and caring attitude towards people, emotional responsiveness, empathy, sympathy, tolerance, and the formation of the moral consciousness of a younger student.

Getting acquainted with the moral content of proverbs about kindness, work, teaching, younger students begin to realize basic humanistic values, the nature of relations between people, the need for careful attitude to people and objects of their labor. Discussion of fairy tales, their staging; discussion of works fiction- all this is aimed at educating the students' initial ethical ideas (the concepts of good and evil, the meaning of "words of politeness", the rules of polite behavior and their motivation), the development of their emotional perception.

The system of questions and tasks, which is diagnostic in nature, allows you to solve the problems of self-assessment and self-examination, repeat, clarify and form initial moral ideas, introduce moral concepts (for example, “What is good deed?”, “What moral choice did the hero make?”, “What can be advised in this situation? How to change it?”, “Does it happen in real life?”).

To master the meta-subject results (comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships), the course materials contain exercises that promote the activation of students' intellectual activity. They propose to establish the conformity of actions with moral rules; compare, compare the characters, their behavior; classify the material on various grounds (identify groups of proverbs on the topic - about kindness, diligence, attitude to learning); compare illustrations with text to determine the emotional state of the characters.

In order to form communicative UUD (conducting a dialogue, recognizing the possibility of the existence of different points of view and the right of everyone to have their own; expressing one's opinion and arguing one's point of view; respectful perception of other points of view), tasks that form them are presented in the materials for classes. So, collective discussions are organized with students, questions of an “open” type are offered, for example: “Why? .. How? ..”, which help children express their point of view, listen to the opinion of classmates, i.e. work collectively or in groups, pairs, as well as tasks for choosing an answer, an alternative solution, etc.

The use of fiction and work in the library helps students learn to use various ways to search for information in the library, the Internet. The subject of tasks allows students to learn how to work in the library space in order to solve information and communication problems. By the 4th grade, students can navigate the school library quite well, find necessary information on moral topics through various catalogues.

EXPECTED RESULTS OF THE PROGRAM IMPLEMENTATION

General educational skills, skills and methods of activity

Cognitive aspect

Formation and development of various types of memory, attention, imagination.

Formation and development of general educational skills and abilities.

Formation of a general ability to seek and find new solutions, unusual

ways to achieve the desired result, new approaches to the consideration

the proposed situation.

Developmental aspect

The development of speech.

The development of thinking in the course of mastering such methods of mental activity as

the ability to analyze, compare, synthesize, generalize, highlight the main thing,

prove and disprove.

Development of the sensory sphere.

Development of the motor sphere.

Educational aspect

Education of the system of moral interpersonal relationships(to form "I-

concept").

Basic principles of material distribution:

1) systematic - tasks are arranged in a certain order;

2) the principle of "spiral" - every 7 lessons, tasks are repeated;

3) the principle "from simple to complex" - tasks gradually become more complicated;

4) increase in the volume of material;

5) increasing the pace of task completion;

6) change of different types of activity.

Thus, the main goal of training is achieved - expanding the zone

proximal development of the child and its consistent translation into

direct asset, that is, in the zone of actual development.

Requirements for personal, meta-subject and subject results.

As a result of studying the program, students will have the opportunity to form:

Personal results:

META-SUBJECT RESULTS:

Regulatory UUD:

Determine and formulate the purpose of the activity with the help of a teacher.

workbook.

Learn to distinguish the right, completed task from the wrong one.

activities of comrades.

Cognitive UUD:

Navigate in your system of knowledge: to distinguish the new from the already known

the help of a teacher.

Process the information received: draw conclusions as a result joint work the whole class.

schemes).

Communicative UUD:

SUBJECT RESULTS:

The following can be used to assess the effectiveness of RPS sessions:

indicators:

on one's own;

an indirect indicator of the effectiveness of these classes may be an increase

Personal, meta-subject and subject results of mastering the program

The personal results of studying the course are the formation of the following skills:

Identify and express, under the guidance of a teacher, the simplest common to all

people rules of conduct in cooperation (ethical norms).

In the situations of communication and cooperation proposed by the teacher, based on general

for all simple rules of conduct, to make choices, with the support of others

group members and the teacher, how to proceed.

The meta-subject results of studying the course are the formation of the following

universal learning activities (UUD).

Regulatory UUD: Determine and formulate the purpose of the activity with the help of a teacher.

Speak the sequence of actions.

Learn to express your assumption (version) on the basis of working with an illustration

workbook.

Learn to work according to the plan proposed by the teacher.

Learn to distinguish the right task from the wrong one.

Learn together with the teacher and other students to give an emotional assessment

activities of comrades.

Cognitive UUD:

Navigate your system of knowledge: distinguish the new from the already known

the help of a teacher.

Make a preliminary selection of information sources: navigate in

textbook (on the spread, in the table of contents, in the dictionary).

Get new knowledge: find answers to questions using a textbook, your

life experience and information received from the teacher.

Process the information received: draw conclusions as a result of joint

the work of the whole class.

Process the received information: compare and group such

mathematical objects like numbers, numerical expressions, equalities, inequalities,

flat geometric figures.

Convert information from one form to another: make mathematical

stories and tasks based on the simplest mathematical models (subject,

drawings, schematic drawings, diagrams); find and formulate a solution to a problem

using the simplest models (subject, drawings, schematic drawings,

schemes).

Communicative UUD:

Communicate your position to others: formulate your thoughts in oral and written

speech (at the level of one sentence or a short text).

Listen and understand the speech of others.

Jointly agree on the rules of communication and behavior at school and follow them.

Learn to play different roles in the group (leader, performer, critic).

The subject results are the formation of the following skills.

describe the features of objects and recognize objects by their features;

highlight the essential features of objects;

compare objects, phenomena;

generalize, draw simple conclusions;

classify phenomena, objects;

determine the sequence of events;

to judge opposite phenomena;

give definitions to certain concepts;

determine the relationship between objects of the type "genus" - "species";

identify functional relationships between concepts;

identify patterns and draw analogies.

Monitoring and evaluation of planned results

The study of the program is based on value orientations, the achievement of which

determined by educational outcomes. Educational results of extracurricular activities

activities are evaluated at three levels.

The first level of results is the acquisition of social knowledge by the student (about

social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), the primary understanding of social reality and

Everyday life. To achieve this level of results, the interaction of the student with his teachers as significant carriers of positive

social knowledge and everyday experience.

The second level of results is the student's getting the experience of experiencing and positive

attitudes towards the basic values ​​of society (person, family, Fatherland, nature, peace, knowledge, labor, culture), value attitudes towards social reality as a whole.

To achieve this level of results, the interaction

schoolchildren among themselves at the level of the class, school, that is, in a protected, friendly

about social environment. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of the acquired social knowledge,

begins to appreciate (or rejects) them.

The third level of results - the student gaining experience of independent

public action. Only in independent social action, action in

open society, outside the friendly environment of the school, for others, often

strangers who are not necessarily positive towards him, young

a person actually becomes (and not just learns how to become) a social

doer, citizen, free man. It is in the experience of independent

social action acquires that courage, that readiness for action, without which the existence of a citizen and civil society is unthinkable.

Final control in forms

Testing;

Practical work;

Creative works of students;

Control tasks.

Self-assessment and self-control - the student's definition of the boundaries of his "knowledge -

ignorance”, their potential, as well as awareness of those problems

to be resolved in the course of the activity.

Content control and evaluation of students' results

provides for the identification of individual dynamics of the quality of assimilation

object and does not allow comparison with other children. results

checks are recorded in the teacher's record sheet. As part of the cumulative

systems, Portfolio creation.

To evaluate the effectiveness of classes, you can use the following indicators:

the degree of assistance that the teacher provides to students in completing assignments:

the less the help of the teacher, the higher the independence of the students and, consequently,

higher developing effect of classes;

behavior of students in the classroom: liveliness, activity, interest

schoolchildren provide positive results of classes;

execution results test items and assignments from the erudite competition, with

the performance of which reveals whether the students cope with these tasks

on one's own; an indirect indicator of the effectiveness of these classes may be an increase

performance in various school disciplines, as well as teachers' observations of

the work of students in other lessons (increase in activity, working capacity,

mindfulness, improvement of mental activity).

Also, an indicator of the effectiveness of classes at the CPS course is the data that the teacher entered into tables during the year of classes at the beginning and end of the year, tracing the dynamics of the development of children's cognitive abilities.

EDUCATIONAL AND METHODOLOGICAL SUPPORT OF THE PROGRAM

Workbooks include specially selected non-standard tasks,

aimed at the development of cognitive processes in younger students. In progress

implementation of each of them is the development of almost all cognitive processes, but each

once the emphasis is on one of them. All tasks can be conditionally divided into

several groups:

tasks for the development of attention.

tasks for the development of memory.

task to improve the imagination.

assignments for

Tasks for the development of attention

The tasks of this group include various mazes and a number of games aimed at developing: arbitrary attention of children, the amount of attention, its stability,

switching and distribution. The implementation of such tasks contributes to the formation

vital skills: to purposefully concentrate, to search for the right path, looking back, and sometimes going back, to find the shortest path, solving two-three-way tasks.

Tasks that develop memory

Workbooks include exercises to improve auditory and visual

memory. By participating in games, students learn to use their memory and apply

special techniques to facilitate memorization. As a result, students understand and

firmly retain in memory various terms and definitions. However, in children

the volume of visual and auditory memorization increases, semantic memory, perception and observation develop, the foundation is laid for the rational use of forces and time.

Tasks for the development and improvement of imagination

The development of the imagination is built mainly on the material of a geometric nature:

drawing simple compositions from geometric bodies or lines, not

depicting nothing specific, before any image;

figure selection desired shape to restore the whole;

drawing unicursal figures (figures that must be drawn without tearing

pencil from paper and without drawing the same line twice);

selection of a pair of identical figures of complex configuration;

selection of given figures from the general drawing in order to identify the masked

drawing;

dividing a figure into several given figures and constructing a given figure from

several parts that are selected from a set of data;

folding and rearranging matches in order to compose given figures

Also included is work with isographs (words are written in letters, the location of which

resembles an image of the subject in question) and numographs (the subject

depicted with numbers).

Tasks that develop thinking

The priority direction of education in elementary school is the development of thinking. To this end, the workbooks contain tasks that allow children to

material and on their life experience to build correct judgments and conduct evidence without prior theoretical development of the laws and rules themselves

logic. In the process of performing such exercises, children learn to compare different

objects, perform simple types of analysis and synthesis, establish relationships between concepts, learn to combine and plan. It also offers tasks aimed at developing the ability to fulfill algorithmic prescriptions.

Bibliography

for the teacher:

O. Kholodova To young wise men and clever women (computer science, logic, mathematics).

Methodological guide for teachers. - M.: GROWTH - book, 2011.

for students:

O. Kholodova To young wise men and clever women (computer science, logic, mathematics). working

notebook in 2 parts. - M.: GROWTH - book, 2011.

Internet resources:

http:www.viku.rdf.ru.

http:www.rusedu.ru

http://www.edus

Thematic planning

Topic section

Clock

Introduction

Memory development

Development of the imagination

Development of perception

Development of attention

Development of thinking

Total

lesson planning

Number

date of

Topic

Identification of the level of development, attention, perception, imagination,

memory and thinking at the beginning of the school year.

The development of concentration. Solving logical problems.

The development of concentration.

ability to reason.

Visual memory training.

Logical tasks for the development of analytical skills.

reason.

Development of spatial imagination. Work with matches.

Development of logical thinking. Logic tasks for development

ability to reason.

analytical abilities.

Attention training. Logic tasks for the development of ability

reason.

Auditory memory training. Logical tasks for the development of analytical skills

Search for patterns. Logical tasks for the development of analytical

abilities.

Development of logical thinking.

Solving logical and creative search problems.

The development of concentration. Logic tasks for development

ability to reason.

Attention training. Logical tasks for the development of analytical

abilities.

Auditory memory training. Logic tasks for development

ability to reason.

analytical abilities.

Search for patterns. Logic tasks for the development of ability

reason.

Development of spatial imagination. Work with matches

Development of logical thinking

Attention concentration training. Logic tasks for development

analytical abilities.

Attention training Logical tasks for the development of analytical

abilities.

Auditory memory training. Logic tasks for development

ability to reason.

Visual memory training. Logic tasks for development

analytical abilities.

Search for patterns.

Development of spatial imagination. Work with matches

Development of logical thinking.

The development of concentration. Logic tasks for development

ability to reason and analyze.

Attention training. Logic tasks for the development of logical

abilities.

Auditory memory training. Logic tasks for skill development

reason and analyze

Visual memory training. Logic tasks for development

analytical abilities.

Search for patterns. Logic tasks for skill development

reason and analyze.

Municipal budgetary educational institution

secondary school no..

CONSIDERED: APPROVED:

Methodical Council Director MBOUSOSH No..

___________ "______" _____ 2014 "______" __________ 2014

ADDITIONAL GENERAL EDUCATIONAL PROGRAM

___________________________________________________________________

Age of students 7 years

Number of hours per year 33h

The teacher who implements the program

Klyushkina Alexandra Sergeevna

Review

per program additional education children" Development of cognitive abilities» teacher Klyushkina Alexandra Sergeevna, teacher municipal budgetary educational institution of secondary school No. ... of the city of Surgut. Association "Development of cognitive abilities" is a form of additional education through which this program is implemented. The course "Development of cognitive abilities" is one of the basic courses based on a systematic approach. The course is intended for teaching in grades 1-4 of elementary school. The spiritual and moral approach in education contributes to the expansion of the reader's space, the implementation of differentiated learning and the development of the individual capabilities of each child, the education of the student-reader. Optional classes will help solve the problems of emotional creative, literary, intellectual development of the child, as well as the problems of moral and ethical education, since reading for a child is both work, and creativity, and new discoveries, and pleasure, and self-education. A distinctive feature of the program is the development of cognitive abilities through non-educational tasks, so serious work takes the form of a game activity. After all, it is the game that helps younger students to easily and quickly learn educational material, having a beneficial effect on the development and personal motivational sphere. But at the same time, systematic implementation These tasks prepare students for participation in intellectual marathons and competitions. Continuity creates the necessary conditions for the internal integrity and completeness of the Cognitive Development course within the elementary school. This is the relevance of the program.

The author puts forward the goal: development and correction of cognitive processes of younger students in order to improve perception, processing and assimilation program material, increasing the level of learning ability of children by means of comprehensively developed tasks of the educational and methodological set “Developing tasks. Tests, games, exercises.

The novelty of this program lies in the fact that it builds a single line of classes for the purposeful development of the cognitive sphere of the child, starting from grade 1 and ending with grade 4.

To achieve the goal, the program sets the following tasks:

Tutorials:

Developing:

The development of the speed of reaction.

Educational:

The program specifies the expected result, as well as the legal, scientific and methodological support of the programs. The program is designed for 4 years of implementation, the age of children: 7-10 years; 1 hour per week 33 hours per year . There is program content.

The program contains the following sections:

1. Passport of an additional general education program.

2. Explanatory note.

3.Thematic planning.

4. List of used literature.

This program is responsible modern requirements for the development educational programs; structure is maintained. The program is acceptable for work in the system of additional education MBOU secondary school No. .. corresponds to its specifics. The program can be recommended for use in school practice.

Deputy Director for OIA _________

EXPLANATORY NOTE

The work program for the development of cognitive abilities is based on the following normative documents:

Decree of the City Administration dated May 16, 2013 No. 3171 “On the plan of priority measures until 2014 to implement the most important provisions of the National Action Strategy for Children for 2012-2017 in the city of Surgut”;

resolution of the Administration of the city of Surgut dated February 24, 2012 No. 1113 “On approval of departmental target programs of the Department of Education for 2012-2014” (as amended on July 5, 2012 No. 5058);

Decree of the Administration of the city of Surgut dated November 30, 2012 No. 9202 “On approval of departmental target programs of the Department of Education for 2013-2015” (as amended on September 4, 2013 No. 6360, dated February 6, 2014 No. 868);

Decree of the City Administration dated December 13, 2013 No. 8993 “On approval municipal program"Development of education in the city of Surgut for 2014-2016" (as amended on April 30, 2014 No. 2896, dated June 20, 2014 No. 1721);

Decree of the City Administration dated December 21, 2012 No. 9837 “On approval of the quality standard for the municipal service “Additional education in institutions of additional education for children”, provided by municipal institutions of additional education for children subordinate to the Department of Education of the City Administration (as amended on March 24, 2014 No. 1941, dated June 24, 2014 No. 4178);

Regulations for information exchange on accounting for the employment of students educational institutions in the municipal system of additional education for children;

Decree of the City Administration dated November 21, 2013 No. 8483 “On the calendar plan of events for students and teachers of educational organizations subordinate to the Department of Education for 2014”;

Decree of the City Administration dated 22.17.2014 No. 5089 “On the calendar plan of events for students, pupils and teachers of educational organizations subordinate to the Department of Education for 2015”;

order of the Department of Education of the City Administration "On the organization and implementation of educational activities for additional general education programs in the 2014-2015 academic year in educational organizations subordinated to the Department of Education” (draft).

PASSPORT OF THE ADDITIONAL GENERAL EDUCATIONAL PROGRAM

MBOU SOSH#…

The name of the program

Development of cognitive abilities

Program focus

Spiritual and moral

FULL NAME. a teacher implementing an additional general education program

Klyushkina Alexandra Sergeevna

Year of development

2012

Where, when and by whom the additional general education program

Methodological Council ___________

Information and availability of reviews

Head of the Methodological Council of the school

Target

Purpose of the program - this is the development and correction of cognitive processes of younger students in order to improve the perception, processing and assimilation of program material, increasing the level of learning of children by means of comprehensively developed tasks of the educational and methodological set “Developing tasks. Tests, games, exercises.

Novelty of this program lies in the fact that it builds a single line of classes for the purposeful development of the cognitive sphere of the child, starting from grade 1 and ending with grade 4.

Tasks

Tutorials:

Formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);

Deepening and expanding the knowledge of students based on the interests and specifics of their abilities.

Developing:

Formation and development of logical thinking;

Development of attention (stability, concentration, expansion of volume, switching, etc.);

Memory development (formation of memorization skills, stability, development of semantic memory);

Development of spatial perception and sensorimotor coordination;

Development of the psychological prerequisites for mastery learning activities(the ability to copy a sample, the ability to listen and hear the teacher, i.e. the ability to obey the teacher’s verbal instructions; the ability to take into account a given system of requirements in one’s work);

Development of speech and vocabulary of students;

The development of the speed of reaction.

Educational:

Formation of positive motivation for learning.

Formation adequate self-esteem, an objective attitude of the child to himself and his qualities;

Formation of the ability to work in a group

The course of developing classes is aimed at solving problems and intellectual-personal-activity development of younger students.

Expected results of the program development

As a result of this program, students should be able to:

Reasoning logically using the methods of analysis, comparison, generalization, classification, systematization;

Increase the speed and flexibility of thinking

Highlight the essential features and patterns of objects;

Compare objects, concepts;

Generalize and classify concepts, objects, phenomena;

Determine relationships between concepts or connections between phenomena and concepts;

Concentrate, switch your attention;

Develop your memory;

Improve the level of spatial intelligence, hand-eye coordination;

Be able to copy, distinguish colors, be able to analyze and retain a visual image;

Complete tasks independently;

Exercise self-control, evaluate yourself, look for and correct your mistakes;- solve logical problems for the development of analytical and reasoning abilities;- find several ways to solve problems;

Work in a group.

Program implementation period

Program implementationdesigned for four years, the cognitive processes of the child develop throughout his education in elementary school.

All tasks can be conditionally divided into several areas:

Tasks for the development of attention;

Tasks for the development of memory;

Tasks for the development of spatial perception, hand-eye coordination, the ability to copy a pattern;

Tasks for the development of thinking;

Tasks for the development of speech, vocabulary enrichment.

Number of hours per week / year

Number of hours per week - 1 hour

Number of hours per year - 33 hours

Age of students

7 years

Forms of classes

The methodology provides for conducting classes in various forms: group, pair, individual. You can work on this set on electives, in extended-day groups, individual exercises can be used by the teacher as additional material for the lessons of the Russian language and mathematics, when preparing students for olympiads and quizzes. This manual can be recommended to parents who pay attention to the intellectual and logical development of children.

Classes are held during the academic year once a week for 30-35 minutes (in grade 1).

Methodological support

Educational - methodical complex course:

For young smart people and smart girls: Tasks for the development of cognitive abilities (6-7 years). Methodical manual 1st class / OA Kholodova. - M.: Rostkniga, 2008

For young smart people and smart girls: Tasks for the development of cognitive abilities (6-7 years old): Workbooks in 2 parts / OA Kholodova. - M .: Publishing house ROST, 2011.

Summing up forms

Evaluation of the success of the correctional and developmental work carried out is determined by:

- the degree of assistance that the teacher provides to students in completing tasks: the less teacher's help, the higher the independence of students and, consequently, the higher the developmental effect of classes;

– the behavior of students in the classroom: liveliness, activity, interest of schoolchildren provide positive results of classes;

– the results of completing tasks at various competitions: “Kangaroo”, “Russian Bear Cub”, intellectual marathons, etc., during which it is revealed whether students cope with these tasks on their own and how effectively;

– an indirect indicator of the effectiveness of these classes can be an increase in academic performance in various school disciplines, as well as teachers' observations of the work of students in other lessons (increased activity, efficiency, attentiveness, improved mental activity);

Reviews of teachers, GPA educators, parents.

Conditions for the implementation of the program (equipment, inventory, special premises, ICT, etc.)

For conducting classes on RPS, it is supposed to use the educational and methodological set “Young smart people and smart girls: Tasks for the development of cognitive abilities” by O.A. Cold, consisting of:

two workbooks for students on a printed basis;

For young smart people and smart girls: Assignments for the development of cognitive abilities: Workbooks for grade 1 No. 1, 2 / O.A. Kholodov. – M.: Rostkniga, 2011

programs and methodological guidance for the teacher;

For young smart people and smart girls: Assignments for the development of cognitive abilities / Methodological guide, grade 1. + The program of the course "RPS". – M.: Rostkniga, 2011

Explanatory note

on the implementation of the educational and thematic plan

for 2014/2015 academic year

The educational and thematic plan (hereinafter - USP) is drawn up in accordance with the program "Development of cognitive abilities”, developedO.A. Cold andrecommended for implementationDepartment of Education

and youth policy of Khanty-Mansiysk autonomous region- Ugra from 1.06. 2012 No. 4696/12 "On the organization of extracurricular activities."

Orientation additional general education programs–

Type of educational activity- spiritual and moral.

Target (for a given year of study) –this is the development and correction of cognitive processes of younger schoolchildren in order to improve the perception, processing and assimilation of program material, increasing the level of learning ability of children by means of comprehensively developed tasks of the educational and methodological set “Developing tasks. Tests, games, exercises.

Tasks(for a given year of study):

Tutorials:

Formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);

Deepening and expanding the knowledge of students based on the interests and specifics of their abilities.

Developing:

Formation and development of logical thinking;

Development of attention (stability, concentration, expansion of volume, switching, etc.);

Memory development (formation of memorization skills, stability, development of semantic memory);

Development of spatial perception and sensorimotor coordination;

The development of psychological prerequisites for mastering educational activities (the ability to copy a sample, the ability to listen and hear the teacher, i.e. the ability to obey the teacher’s verbal instructions; the ability to take into account a given system of requirements in one’s work);

Development of speech and vocabulary of students;

The development of the speed of reaction.

Educational:

Formation of positive motivation for learning.

Formation of adequate self-esteem, an objective attitude of the child to himself and his qualities;

Formation of the ability to work in a group

The course of developing classes is aimed at solving problems and intellectual-personal-activity development of younger students.

Information note on the specifics of the implementation of the USP in the 2014/2015 academic year:

Total duration of the original program (number of years)

4y.

Year of study (first, second, etc.)

1g

Age of students

7l.

Number of students in a group in the current academic year

25h.

Number of hours per week

1 hour

Total hours per year

33h.

Expected results for the current academic year:

1. Regulatory universal learning activities:

Determine and formulate the purpose of the activity with the help of a teacher;

Speak the sequence of actions;

Learn to express your assumption (version) based on work with an illustration of a workbook;

Work according to the proposed plan;

Learn to distinguish a correctly completed task from an incorrect one;

To learn together with the teacher and other students to give an emotional assessment of the activities of comrades.

2. Cognitive :

Navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher;

Get new knowledge: find answers to questions using the available subject educational knowledge, your own life experience and information received from the teacher;

Process the information received: draw conclusions as a result of the joint work of the whole class;

Process the information received: compare and group mathematical objects such as numbers, numerical expressions, equalities, inequalities, flat geometric shapes;

Convert information from one form to another: compose mathematical stories and tasks based on the simplest mathematical models (subject, drawings, schematic drawings, diagrams);

Find and formulate a solution to the problem using the simplest models (subject, drawings, schematic drawings, diagrams).

3. Communicative universal learning activities :

To be able to convey one's position to others: to formulate one's thoughts orally and writing(at the level of one sentence or a small text);

Listen and understand the speech of others;

Jointly agree on the rules of communication and behavior at school and follow them;

Learn to play different roles in the group (leader, performer, critic).

Subject universal learning activities:

Describe the signs of objects and recognize objects by their signs;

Highlight the essential features of objects;

Compare objects, phenomena;

Summarize, draw simple conclusions;

Classify phenomena, objects;

Determine the sequence of events;

Judge opposite phenomena;

Give definitions to certain concepts;

Determine the relationship between objects of the type "genus" - "species";

Identify functional relationships between concepts;

Identify patterns and draw analogies.

Educational and thematic plan

for 2014/2015 academic year

Number of hours

Theoretical part

Practical part

Total hours

Attention training

Auditory memory training

Visual memory training

Perfecting the Imagination

Development of logical thinking

TOTAL: 33 hours

Calendar-thematic planning

for a group (1 g.o.)

No. p / p

Section name

The name of the topic of the lesson

Number of hours

Date of classes (plan)

Date of class (actual)

Identification of the level of development of children

Introductory lesson.

Identification of the level of development of children

Development of concentration

Development of concentration

Attention training

Auditory memory training

Visual memory training

Learning to look for patterns

Perfecting the Imagination

Attention training

Development of logical thinking

Development of concentration

Attention training

Auditory memory training

Visual memory training

Auditory memory training

Learning to look for patterns

Perfecting the Imagination

Development of logical thinking

Development of concentration

Visual memory training

Attention training

Auditory memory training

Visual memory training

Learning to look for patterns

Learning to look for patterns

Perfecting the Imagination

Development of logical thinking

Development of concentration

Attention training

Auditory memory training

Perfecting the Imagination

Visual memory training

Learning to look for patterns

Perfecting the Imagination

Development of logical thinking

Development of logical thinking

Development of concentration

Attention training

Search for patterns

Identification of the level of development of cognitive processes

Considering the main trends in the formation of the philosophy of civil society in Europe, we can single out the following authors, for whom the concept of civil society was determined by several different components. So, G. Hegel singled out in civil society, first of all, its moral qualities, considered its main function to be the basis of the moral image of the government and the state as a whole. For K. Marx, civil society was the basis for supporting the bourgeoisie. In the definition of A. Gramsky Antonio Gramsci, civil society is the “ethical content of the state”, the arena for the protection of societies against the market and the state. 1 By opposing the state and society to each other, he to some extent brought up mutual distrust, especially among society and political parties towards each other.