UDC 371 BBK 74.200.58 G83
The Second Generation Standards series was founded in 2008
Grigoriev D. AT.
G83 Extracurricular activities schoolchildren. Methodological constructor: a guide for the teacher / D.V. Grigoriev, P.V. Stepanov. - M.: Education, 2010. - 223 p. - (Standards of the second generation). - ISBN 978-5-09-020549-8.
The manual is addressed to teachers, methodologists, specialists of the advanced training system, students of pedagogical universities.
UDC 371
BBK 74.200.58
ISBN 978-5-09-020549-8 © Prosveshchenie Publishing House, 2010
© Artwork. Prosveshchenie Publishing House, 2010 All rights reserved
SHSH Content
Section I. Methodical designer of extracurricular
schoolchildren's activities
Section II. Forms of organization of extracurricular
schoolchildren's activities 16
Cognitive activity 16
Problem-value communication 19
Leisure and entertainment activities (leisure communication) 25
Play activities 29
Social creativity (socially transformative volunteering) 51
Artistic creation 64
Labor (production) activity 80
Sports and recreation activities 87
Tourist and local history activities 107
schoolchildren's activities 115
An exemplary program for organizing extracurricular activities for older adolescents 117
An exemplary educational program of extracurricular activities for students in grade 8 132
schoolchildren's activities 139
The study of changes in the personality of a schoolchild - the subject of extracurricular activities 141
The study of the children's team as an environment for extracurricular activities "schoolchildren 161
The study of the professional position of the teacher - the organizer of extracurricular activities of schoolchildren. . 166
schoolchildren's activities 181
5.1. Approximate job description of a deputy
director of extracurricular activities 181
Approximate job description of the teacher-organizer 186
Sample job description class teacher 189
Approximate job description of a teacher of additional education 193
Approximate job description of an educator of an extended day group 197
regulating the extracurricular activities of the school 202
The concept of modernization of additional education for children Russian Federation for the period up to 2010 (draft) 202
Guidelines for the development of additional education for children in general education institutions (Appendix to the letter of the Ministry of Education of Russia dated June 11, 2002 No. 30-51-433 / 16) 209
On increasing the educational potential of the general educational process in a general education institution (Letter of the Ministry of Education of the Russian Federation dated April 2, 2002 No. 13-51-28 / 13) 216
Methodological recommendations on expanding the activities of children's and youth associations in educational institutions (Letter of the Ministry of Education of Russia dated February 11, 2000 No. 101 / 28-16) 219
With a high degree of probability, it can be argued that in the next decade the teacher will have to work in the following conditions:
stratification of the population (including children and youth) according to levels of security and levels of education;
various means working closely with the child's consciousness mass media(television, Internet, print, FM radio) and video-audio-computer industry;
the growth in society of styles and forms of life and recreation, leading away and alienating from reality;
expansion of a youth subculture that orients young people towards pleasure and consumption;
sparseness of the systems of ideas that determine the social-collective forms of life and forms of self-identification of the individual;
the growth of interethnic, interfaith, intergenerational and other kinds of intergroup tensions.
Education at school is not a special event. As emphasized in the Model Program for the upbringing and socialization of students (primary general education), “an approach in which upbringing is reduced to holding events and is actually separated from the content of the child’s activities at school, in the family, in a peer group, in society, from his social and information environment, strengthens the objectively existing tendency in modern culture to isolate the children's subculture from the world not only of adults, but also from the older generation of children and youth. This leads to an even greater disruption of the mechanisms of transmission of cultural and social experience, severing ties between generations, atomization of the individual, a decrease in its life potential, an increase in self-doubt, a drop in trust in other people, society, the state, the world, life itself.
Education at school should go only through the joint activity of adults and children, children with each other, in which the only possible appropriation (and not just recognition) of values by children. At the same time, education in principle cannot be localized or reduced to any one type. educational activities, but should cover and permeate all types: educational (within the boundaries
different educational disciplines) and extracurricular (artistic, communicative, sports, leisure, labor, etc.) activities.
This is how the question is posed in the new Federal State Educational Standard of General Education, where extracurricular activities of schoolchildren are given special attention, space and time are defined in the educational process.
Our book is about how to organize the educational extracurricular activities of schoolchildren, how to purposefully achieve educational results and effects in it, in what cultural forms and on what content it is better to do this, how to design various educational programs of extracurricular activities and put them into practice. The solution of these problems is incorporated by us in the original methodical constructor. I would like to hope that creative work teachers with a methodical constructor of extracurricular activities will help the school to find a second wind - life after school.
SECTION I
Methodical designer of extracurricular activities of schoolchildren
Extracurricular activities students combines all types of activities of schoolchildren (except learning activities and in the classroom), in which it is possible and expedient to solve the problems of their upbringing and socialization.
According to the Federal Basic Curriculum for General Educational Institutions of the Russian Federation, the organization of classes in the areas of extracurricular activities is an integral part of the educational process at school. The time allotted for extracurricular activities is used at the request of students and in forms other than the lesson system of education.
Types and directions of extracurricular activities. The following types of extracurricular activities are available for implementation at the school:
gaming activity;
cognitive activity;
problem-value communication;
leisure and entertainment activities (leisure communication);
artistic creativity;
volunteering);
labor (production) activity;
sports and recreation activities;
tourism and local history activities.
The types and directions of extracurricular activities of schoolchildren are closely interconnected. For example, a number of areas coincide with the types of activities (sports and recreation, cognitive activities, artistic creativity).
_
The military-patriotic direction and project activities can be implemented in any of the types of extracurricular activities. They represent meaningful priorities in the organization of extracurricular activities. Socially useful activity can be objectified in such types of extracurricular activities as social creativity and labor (industrial) activity.
Consequently, all areas of extracurricular activities should be considered as a meaningful guideline in the construction of appropriate educational programs, and the development and implementation of specific forms of extracurricular activities of schoolchildren should be based on the types of activities.
results and effects of extracurricular activities of students. When organizing extracurricular activities for schoolchildren, it is necessary to understand the difference between the results and effects of this activity.
Result- this is what was the direct result of the participation of the student in the activity. For example, a schoolchild, having passed a tourist route, not only moved in space from one geographical point to another, overcame the difficulties of the path (actual result), but also acquired some knowledge about himself and others, experienced and felt something as a value, gained experience of independent action ( educational outcome). Effect - it is a consequence of the result. For example, acquired knowledge, experienced feelings and relationships, committed actions developed a person as a person, contributed to the formation of his competence, identity.
So, educational result of extracurricular activities - direct spiritual and moral acquisition of the child due to his participation in a particular type of activity.
The educational effect of extracurricular activities- the influence (consequence) of one or another spiritual and moral acquisition on the process of development of the child's personality.
In the field of school education and socialization, there is a serious confusion of the concepts of "result" and "effect". It is common to assert that the result of the teacher's educational activity is the development of the student's personality, the formation of his social competence, etc. At the same time, it is overlooked (voluntarily or involuntarily) that the development of the child's personality depends on his own efforts in self-construction, on educational "contributions" it includes family, friends, the immediate environment, and other factors, that is, the development of the child's personality is an effect that became possible due to the fact that a number of subjects of education and socialization (including the child himself) achieved their results. Then what is the result of the educational activity of the teacher?
goga? The indistinct understanding by the teachers themselves of the results of their activities does not allow them to confidently present these results to society, gives rise to public doubt and distrust of pedagogical activity.
But perhaps a much more serious consequence of teachers' inability to distinguish results and effects is that they lose understanding of the purpose and meaning of pedagogical activity (especially in the field of education and socialization), the logic and value of professional growth and self-improvement. For example, today at school education the struggle for the so-called good student sharply escalated, also because such a student is guaranteed to show high results of education and upbringing. Not fully understanding the results and effects of their work, not being able to clearly present them to society and at the same time experiencing pressure from its side, teachers in such an unpedagogical way insure themselves against professional failures.
It becomes clear that a professional teacher sees the results of his work before the effects. No dedication to the process of activity does not cancel the need for him to achieve an educational result. In any educational effect, he distinguishes between his own contribution and the contribution of other subjects of education and socialization.
Classification of the results of extracurricular activities of students. The educational results of extracurricular activities of schoolchildren are distributed over three levels. iFirst level of results- the acquisition by the student of social knowledge (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 (mainly in additional education) as significant carriers of positive social knowledge and everyday experience is of particular importance.
For example, in a conversation about a healthy lifestyle, a child not only perceives information from a teacher, but also involuntarily compares it with the image of the teacher himself. Information will be more trustworthy if the teacher himself cultivates a healthy lifestyle.
The second level of results - getting the student experience of experiencing and positive attitude to the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture), value attitude to social reality as a whole.
To achieve this level of results, the interaction of schoolchildren with each other at the level of
not a class, school, i.e. in a protected, friendly pro- social environment. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of acquired social knowledge, begins to appreciate (or rejects) it.
The third level of results - the student gaining experience of independent social action. Only in independent public action, action in an open society, outside the friendly environment of the school, for other, often unfamiliar people who are not necessarily positive towards him, does a young person really become (and not just learn how to become) a social figure. , a citizen, a free man. It is in the experience of independent social action that courage is acquired, that readiness for action, without which the existence of a citizen and civil society is unthinkable.
Obviously, in order to achieve this level of results, the interaction of a student with social subjects outside the school, in an open social environment, is of particular importance.
Achieving three levels of extracurricular activities increases the likelihood of effects education and socialization of children. Pupils can be formed communicative, ethical, social, civic competence and socio-cultural identity in its country, ethnic, gender and other aspects.
For example, it is unjustified to assume that civics lessons, human rights studies, etc. are sufficient for the formation of civic competence and identity of a student. Even the best civics lesson can only give a student knowledge and understanding of public life, examples of civic behavior , but not all). But if a student gains experience in civil relations and behavior in a friendly environment (for example, in self-government in the classroom) and even more so in an open social environment (in a social project, in a civil action), then the likelihood of his civic competence and identity becoming significantly increases.
When organizing extracurricular activities junior schoolchildren it must be taken into account that, having entered the 1st grade, children are especially susceptible to new social knowledge, they strive to understand the new school reality for them. The teacher must support this trend, ensure that the forms of extracurricular activities used by the child achieve first level results. In 2nd and 3rd grades,
as a rule, the process of development of the children's team is gaining momentum, the interpersonal interaction of younger students with each other is sharply activated, which creates a favorable situation for achieving schoolchildren in extracurricular activities second level results. Consistent ascent from the results of the first to the results of the second level over the course of three years of schooling creates in the younger student by the 4th grade real opportunity exit into the space of social action (i.e. achievement third level results). Such an exit for a primary school student must necessarily be designed as an exit to a friendly environment. Conflict and uncertainty inherent in the modern social situation should be limited to a certain extent.
Interrelation of results and forms of extracurricular activities. Each level of the results of extracurricular activities corresponds to its own educational form (more precisely, the type of educational form, i.e., a number of meaningfully and structurally similar forms).
The first level of results can be achieved with relatively simple forms, the second level - with more complex ones, the third level - with the most complex forms of extracurricular activities.
For example, in such a form of problem-value communication as ethical conversation, it is quite possible to reach the level of knowledge and understanding of the discussed life plot (problem) by schoolchildren. But since in an ethical conversation the main channel of communication is "teacher - children", and direct communication of children with each other is limited, in this form it is quite difficult to reach the value attitude of schoolchildren to the problem under consideration (namely, in communication with a peer, the same as himself , the child establishes and tests his values).
To launch value self-determination, other forms are needed - debate, thematic debate. By participating in the debate, students get the opportunity to look at the problem from different angles, discuss positive and negative points, compare their attitude to the problem with the attitude of other participants. However, debates, being in many respects a playful form of communication, do not put the child in front of the need to personally answer for his words, to move from words to deeds (i.e. this form is not aimed at the exit of the student into independent social action, although this can happen with a specific student due to his personal characteristics).
This need is dictated by another form - problem-value discussion with the participation of external experts, where participants speak only on their own behalf, 
and any play on their part is fraught with exposure and criticism from external experts who are not interested in artificially supporting children's opinions. A problem-value discussion brings the participants to the edge when the words “I believe ...” are followed by the words “and I am ready to do it.”
So, it is practically impossible to achieve the result of the second and even more so the third level with forms corresponding to the first level of results. At the same time, in results-oriented forms top level, the results of the previous level are also achievable. However, it is important to understand: forcing results and forms does not improve the quality and efficiency of activities. A teacher who does not know the forms of activity to achieve the results of the first level cannot effectively reach the results and forms of the second and even more so the third level. He can only do it imitatively.
Understanding the relationship between the results and forms of extracurricular activities should allow teachers to:
Develop educational programs outside of school
activities with a clear and intelligible presentation
about the result;
select such forms of extracurricular activities that guarantee the achievement of a result of a certain level;
build the logic of transition from the results of one level to the results of another;
to diagnose the effectiveness and efficiency of extracurricular activities;
evaluate the quality of extracurricular activities programs (according to what result they claim, whether the selected forms correspond to the expected results, etc.). This underlies the construction of an incentive system for remunerating teachers for organizing extracurricular activities for schoolchildren.
SECTION 2
Forms of organization of extracurricular activities of schoolchildren
2.1. cognitive activity
Extracurricular cognitive activity of schoolchildren can be organized in the form of electives, circles of a cognitive orientation, a scientific society of students, intellectual clubs (like the club "What? Where? When?"), library evenings, didactic theaters, educational excursions, olympiads, quizzes, etc. P.
At first glance, it may seem that all these forms in themselves make it possible to achieve first level results (acquisition of social knowledge by schoolchildren, understanding of social reality and everyday life). However, this is not entirely true. This level of results can be achieved only if the object of cognitive activity of children becomes the actual social world, i.e., knowledge of the life of people and society: its structure and principles of existence, norms of ethics and morality, basic social values, monuments of world and domestic culture, features of interethnic and interfaith relations.
Moreover, not only and not so much fundamental knowledge will be important, but those that a person needs for a full-fledged living of everyday life, successful socialization in society: how to behave with a person in a wheelchair, what can and cannot be done in the temple, how to search and find necessary information what rights does a person in a hospital have, how is it safe for nature to dispose of household waste how to properly pay utility bills, etc. Lack of elementary
knowledge can make the life of a person and his immediate environment very difficult.
Within the framework of extracurricular cognitive activity of schoolchildren, it is also possible to achieve second level results (the formation of a positive attitude of children to the basic values of society). To do this, the value component must be introduced into the content of cognitive activity.
In this regard, teachers are recommended to initiate and organize the work of schoolchildren with educational information, inviting them to discuss it, express their opinion, and develop their position in relation to it. This may be information about health and bad habits, moral and immoral acts of people, heroism and cowardice, war and ecology, classical and popular culture and other economic, political or social problems of our society. The search for and presentation of this information to schoolchildren should not complicate the teacher, since it can be found in a variety of subject areas of knowledge.
When discussing such information, intra-group discussions are effective. They allow students to correlate their own attitude to the issue under discussion with the opinions of other children and contribute to the correction of this attitude - after all, the opinion of peers that is significant for adolescents often becomes a source of change in their view of the world. In addition, thanks to discussions, students gain experience of behavior in a situation of diversity of views, learn to respect other points of view, to correlate them with their own.
As an example, let's name several potentially controversial topics from different fields of knowledge:
For elementary school
Pollution of nature: can life in the city be as pleasant as in the country? (Natural science, reading.)
Is it difficult to live in our society for a person in a wheelchair? (Reading.)
My appearance: a personal matter or respect for others? (Reading, natural science.)
Computer games are an exciting activity: why is mom unhappy? (Reading, mathematics.)
Are violent scenes in movies and TV dangerous for children and society? (Reading, history.)
Do small peoples need to strive to preserve their language and culture? (Mother tongue, reading, foreign language.)
For primary school
Using animals for experiments: scientific necessity or human cruelty? (Biology.)
Can science be immoral? (Physics.)
Is economic growth in the world an absolute boon for people? (Economy.)
Do small peoples need to strive to preserve their language and culture? (Geography.)
Do you agree with the words of I. Karamazov “If there is no God, then everything is allowed”? (Literature.)
Reforms of Peter I - a step towards a civilized society or violence against the country? (Story.)
Is aggression in films and television dangerous for society? (Art.) Etc.
A positive attitude towards knowledge as a social value is developed in a schoolchild if knowledge becomes an object of emotional experience. The most successful forms here may be, for example, the school intellectual club “What? Where? When?" (here knowledge and the ability to use it become the highest value for the participants in this game, unique in its impact on mental education), didactic theater (in which knowledge from various fields is played out on stage, and therefore becomes emotionally experienced and personally colored) , the scientific society of students (within the framework of the NOU, research activities of schoolchildren are carried out, the search and construction of new knowledge - knowledge of one's own, sought, suffered).
Achievement third level results (acquisition by the student of the experience of independent social action) is possible under the condition of organizing the interaction of school-
nika with social actors in an open public environment. This can most effectively occur during socially oriented actions. For example, meetings of a circle of lovers of literature, organized for children from orphanages or residents of nursing homes, can become a factor in acquiring the experience of social action for schoolchildren.
As part of the work of a book lovers club or family reading evenings, socially oriented campaigns to collect books for the library can be held rural school located in the depths.
In circles on subjects, schoolchildren can make visual aids or Handout for training sessions at school and donate them to teachers and students. The activities of subject electives can become socially oriented if its members take individual patronage over underachieving primary school students.
The activities of members of the scientific society of students are recommended in in this connection, to focus on the study of the microsociety surrounding them, its topical problems and ways to solve them.
How to improve the quality of drinking water at school?
Disappearing species of our region: rescue strategies.
Ways to resolve conflicts and overcome aggression in school and family.
The chemical composition of popular children's drinks and health problems.
Ways of energy saving at school and forms of energy-saving behavior of students and teachers.
Attitude towards the elderly of the inhabitants of our microdistrict.
2.2. Problem-value communication
Problem-value communication, unlike leisure communication, affects not only the emotional world of the child, but also his perception of life, its values, meaning. Sample-
Lemno-value communication of schoolchildren can be organized in the form of ethical conversations, debates, thematic disputes, problem-value discussions.
For achievement first level results - the acquisition by schoolchildren of social knowledge, understanding of social reality and everyday life - the optimal form of ethical conversation.
An ethical conversation is not a teacher's lecture on moral issues. This is a detailed personal statement of the initiator of the conversation addressed to the listeners, imbued with genuine emotions and experiences and necessarily aimed at obtaining feedback from the listeners (in the form of questions, answers, remarks). The subject of communication here is the moral conflicts presented in real life situations and artistic texts.
A well-organized conversation is always a flexible combination of programming and improvisation. The teacher should have a clear idea and the ability to keep the main thread of the conversation and at the same time different scenarios for the development of communication. For example, when discussing the topic “Does the end justify the means?” with students, giving historical and literary examples of different answers to this difficult question, the teacher should lead the students to “try on” this problem for themselves. In particular, at a certain point in the conversation, he can introduce a conflict addressed to one of the participants in the conversation: “This is the situation: you have an idea that is very dear to you and which you dream of implementing. But there are people who do not share this idea and oppose its implementation. If they keep persisting, you won't succeed. How will you deal with these people?"
After listening to the answer of the student (possibly several children), the teacher can offer him (them) several scenarios of behavior, for example: a) force these people to obey your will, without wasting time on empty, unnecessary conversations; b) try to convince them, and if it doesn’t work out, do it your own way; c) try to find a weak point in each of the opponents and act; d) listen to the objections of opponents, come to a common opinion with them, and if it doesn’t work out, then postpone the implementation of your idea.
And then the teacher should be ready for different scenarios of continuing communication with active participants in the conversation in the presence of other listeners. So, if one of the students chooses option “a” or “c”, it is necessary to try to bring the student to the consequences of the decision. When choosing the answer “b”, it is necessary to show the student that his decision is just a delay in action. At the same time
For me, the teacher must understand that such a choice is a sign of a certain struggle between the desires to implement the idea and avoid negative consequences for others, and it is worth “hooking” on this and helping the student to delve into his thoughts. If the student chose option “d”, then you can ask him to give a detailed justification for the choice in order to understand how this choice is meaningful and sincere.
As part of an ethical conversation, the main channel of communication is the Teacher-Children. This form does not imply active communication between schoolchildren (the maximum allowable is the exchange of children with short remarks). And without defending your opinion in the face of another, especially a peer (he is equal to me, therefore, in case of failure, it is difficult to attribute everything to superiority in age, experience, knowledge), it is not easy to understand whether the child is ready to seriously answer for his words. In other words, he appreciates what he claims or not.
You can understand this, for example, by participating in debates. This educational form is able, if used correctly, to achieve second level results - the formation of positive attitudes of the student to the basic values of our society and to social reality in general.
The educational technology "Debates" is very popular today and is repeatedly described in the pedagogical literature. Therefore, we will focus only on the main thing. There are two sides in the debate: the affirmative (team that defends the topic of communication) and the negative (team that refutes the topic). The topic of communication is formulated as a statement. The purpose of the parties is to convince the judges (experts) that your arguments are better than those of your opponent.
Debates are arranged according to the role principle: the participant can defend before the judges the point of view that he does not share in reality. It is here that the powerful educational potential of this form lies: by selecting evidence in favor of a point of view that is not initially close to the student, by listening to and analyzing the arguments of the opponent, he can come to such a serious doubt in his own attitudes that he will face the need for value self-determination. At the same time, there is a catch in the playful nature of communication: the participants in the debate are not faced with the task of moving to practical action, and a certain frivolity of what is happening is felt by almost everyone.
The task of transition to practical action initially faces the participants problem-value discussion. The discussion is structured in such a way that a person faces a choice: to act or not? It is this educational form that is designed to contribute to the achievement third level results - obtaining by schoolchildren the experience of independent social action.
The purpose of the problem-value discussion is to launch the adolescent's social self-determination and prepare him for independent social action. The subject of such a discussion are fragments and situations of social reality. It is obvious that self-determination will be the more successful, the more specific, close and interesting these fragments and situations are for students.
At first glance, for a young person, there is no closer and more intuitive social context than the context of urban (rural, township) life. And at the same time, there are no special places and spaces where the student could deepen his understanding of the life of his small homeland. It turns out that this social context, being the closest, is perceived by students very superficially. That is why the key topic of problem-value discussions can be the topic “Youth participation in the life of the city (village, settlement)”.
When preparing for a problem-value discussion, it is necessary to conduct local sociological research that identifies social topics that are most interesting to schoolchildren. For example, in one of the schools in Moscow, the following list of topics was formed:
Implementation of the interests and needs of young people in the field of leisure, culture and sports in Moscow.
Adequacy of the arrangement of the urban environment (architectural appearance, street landscapes, recreational areas) to the needs and aspirations of the younger generation.
Productive employment and youth employment in Moscow.
Relationships between youth groups in Moscow.
Transport problems of the city: the role and place of the younger generation in their solution.
The role and place of youth in the information space of the city.
Availability of quality education for the youth of the capital.
The position of young Muscovites in the preservation of the cultural heritage of the capital.
Ecology of Moscow and the position of the youth.
Problem-value discussion is a group form of work. The teacher in this form builds the work of the group as a sequence of a number of steps.
First step - organization of the student's meeting with the social situation as a problem.
If the social situation is not built as a problematic one, then it can become not so much an object of understanding as an object of cognition of the student and will be perceived by him as a learning task. Then there will be no inclusion of understanding as a universal way of mastering the world by a person, in which, along with theoretical knowledge, direct experience, various forms of practice and forms of aesthetic comprehension play an essential role.
A universal means of constructing a situation that meets the requirements of semantic content, problematic ™, values, is the text (in our case, the text describing the social situation). However, as practice shows, the very fact of meeting schoolchildren with a text does not always and not for all of them develop into a situation of understanding the meaning of the text. Someone was able to read the text, extract the main meaning and connotations; someone saw the text from one point of view, extracted the main meaning and did not find additional ones; Some didn't understand the meaning of the text at all.
In such contradictory conditions, a new step is required from the teacher in the direction of strengthening the student's understanding of the text. The means for this step is problematization as a special work of the teacher to identify contradictions in the content of messages, methods of work and the goals demonstrated by the student. What is the content of pedagogical problematization? There are several methods that can be combined.
Firstly, after an understanding reading of the text by students, one of them can be invited to express their understanding or misunderstanding, thereby putting the rest in a situation of choice - to agree or disagree with what was said. Next, you can ask the students to express their attitude to the position expressed. Secondly, it is possible to expand questions to the already manifested understanding (misunderstanding). Thirdly, it is possible to demonstrate, to act out a lack of understanding of the opinion expressed by the student, prompting him to clarify, to better substantiate the position. Fourth, one can agree with the expressed point of view, and then draw absurd conclusions from it (here it is necessary to avoid statements that can offend the student). Fifth, in the absence of any statements, you can provoke them by expressing on your own behalf a rather radical understanding of the situation (here one cannot cross the ethical line).
The problematization implemented by the teacher should lead schoolchildren to realize the weaknesses of their point of view, to attract new means of understanding. At the same time, the situation
problematization must be maintained until a meaningful conflict between positions arises, in which a significant number of participants will be drawn. At this moment, the teacher must transfer his activity from the problematization plan to the plan organization of communication.
Communication here is special - positional. In contrast to the classical discussion, where the subject focuses mainly on expressing his opinion and convincing others of its truth, in positional communication the subject seeks the place of his position among others: he determines the positions with which he can cooperate and must conflict, and those which must not be interacted with under any circumstances. And all this is weighed on the scales of the upcoming social action.
The teacher is also included in positional communication. At the same time, there is a real danger that his position will be dominant in the system of children's positions (for example, because of high authority). To avoid this, the teacher must form his own personal and professional position as an organizer of positional communication. In a personal projection, this is a position adult, in a professional projection - this is a position reflective manager.
Ego-state Adult, together with two other ego-states - Parent and Child - forms, according to E. Berne, the personality matrix of a person. Unlike the Parent and the Child, who look to the past, to experience, to memories, the Adult makes decisions based on the situation that exists now, in this moment, here and now.
The position of the reflexive manager is alternative to the position of the manipulator. Its essence is the organization of reflection among schoolchildren and the "maintenance" of the situation of self-determination and independent thinking about their problems. Manipulation will be "picking up", reflective "shaping" and "using" the activity of others for their own purposes.
The main goal of schoolchildren's positional communication is to "break" them into a different context of understanding the meaning: not only I - the Text, as at the first stage of work, but also I - Others - the Text. In the process of communication with each other and the teacher, they, in fact, for the first time clearly discover that their own understanding is not only not the only one, but also insufficient, that it can be enriched by other understandings and, in turn, enrich others. Awareness of this can serve as the basis for the desire of schoolchildren to consider different positions for a full understanding of the meaning of the social situation and the transition to independent social action. It is up to the teacher to help
deepening this awareness, which requires organization of reflection by students on the results of the discussion.
The organizing role of the teacher here includes providing students with a choice of one form or another of fixing a reflexive position (answers to questions, continuing unfinished sentences, interviews, etc.) and its expression (oral, written, artistic-figurative, symbolic), as well as maintaining dynamics of reflexive processes. It is great if the teacher manages to involve in the discussion (and especially in reflection) external experts - representatives of the society that the students are discussing. Their presence and opinions are the most powerful factor in increasing the social significance of what is happening.
The stage of reflection completes the process of interaction between the teacher and students in the problem-value discussion. However, in its ideal representation, this interaction does not stop, it continues in the minds of the participants. According to Yu. V. Gromyko, “leaving the community, the individual takes with him an attempt to independently reproduce the community.” Leaving the real process of interaction with the teacher and peers, the student takes with him an attempt to reproduce it independently in other circumstances of his own life.
2.3. Leisure and entertainment activities (leisure communication)
Achieve in the leisure and entertainment activities of schoolchildren educational results of the first level (the acquisition of social knowledge by schoolchildren, the primary understanding of social reality and everyday life) is possible within the framework of such a well-known form as cult trip theater, museum, concert hall, gallery.
However, the cultural campaign of the cultural campaign is different. For example, a visit to the theater by a school class usually follows the following pattern:
the theater ticket distributor comes to school;
the class teacher, at his own discretion, chooses a performance and informs the students about it;
schoolchildren voluntarily-compulsorily hand over money for tickets to a teacher or a responsible classmate;
the class goes to the performance (most often such a trip is just an opportunity for the guys to “hang out” outside the walls of the house and school; only by chance can it become a personally significant cultural event for someone);
spontaneous nature.
Turning a cultural trip to the theater from a formal action into an educational event, the teacher will have to organize it in a fundamentally different way, in particular:
In the amateur art of schoolchildren, concerts most often involve performances in front of an audience of parents, guests, and peers. B.V. Kupriyanov distinguishes two ways of organizing a concert: "tour" (outdoor concert) and "showcase" (home concert).
Not only children's choreographic studios, drama circles, but also the most ordinary class, when schoolchildren have something to show the audience and have a desire to go somewhere, go out with a concert, can tour. The concert becomes a "showcase" when children's team guests are invited. In this case, the concert or performance is shown in the classroom or in the school assembly hall.
Much depends on the level of preparation and the corresponding preparation of the concert program. In the practice of the work of many good class teams, there are annual reporting concerts, when all the guys demonstrate their success in artistic work over the past year. The concept of "reporting concert" also includes a concert performance of just one group. In this case, the creative team shows a detailed program in one or two departments, prepared on its own. Concerts dedicated to any topic, holiday, significant date, as well as the life or work of a person, are called thematic.
Schoolchildren are very fond of festive "lights" in the classroom. In another way, this event can be called evening of communication in an impromptu cafe.
B.V. Kupriyanov notes that the prototype of the evening of communication in an impromptu cafe is brotherhood and youth gatherings in the Russian village tradition. This form primarily solves the problem of providing rest and pleasant pastime for schoolchildren. The educational tasks of the evening of communication in an impromptu cafe are to optimize interpersonal relationships in a children's association, the formation of the experience of joint socially acceptable spending of free time.
The festive "light" involves such attributes of a cafe as tables (no more than eight), subdued lighting, refreshments, etc. Here, meals are organized, artistic performances are shown (of various levels of improvisation, both specially prepared and played out on the spot without prior rehearsals), singing and/or dancing together.
Depending on the given context, an evening of communication may look like an antique symposium, a meeting of an English club, village gatherings, Peter's assembly - an aristocratic salon, an official reception, an epic feast, a merchant's tea party, a bachelorette party (bachelor party), a theatrical skit, etc.
Organizationally, the course of the party is in the hands of the manager, who involves the participants in a joint Action, determining the nature of the interaction, the movement of the Center of Attention (from one table to another). Last thing
Circumstance dictates that the tables are placed in such a way that one can see the action at another table from behind any of them. In addition, it is advisable to leave a platform for demonstrating complex numbers prepared in advance or for dancing. It is also important to solve such issues as the correct placement of the participants in the evening, a delicious treat.
Entertainment at the socializing evening may include competitive tasks, which are usually short-lived and involve all participants (as spectators or performers). There should be no more than ten competitive tasks during the program. The most organic entertainment options at the evening of communication are also a game of forfeits and a lottery. The use of phantoms initially involves some playful tests, when personal items are confiscated from the losers. In order for the game of forfeits to attract the maximum number of those present, it is necessary to make the tests varied and try to collect forfeits from everyone. Correspond to the spirit of the evening of communication in an impromptu cafe parodies, cartoons and practical jokes.
When conducting this form, it is possible to use elements of a role-playing game: the distribution of individual and team roles. The team is made up of participants sitting at the same table. There may be competition in the party, but the competitive start should be unobtrusive. The joint communication of the participants of the evening has a specially organized part, it can be a story about some funny events, adventures. Since it is quite difficult for many schoolchildren to improvise an interesting story, the organizers use homework, word games: “Interpreter’s Notebook”, “Alphabet Ending”, “Let’s Argue with the Greats”, writing unusual stories, etc. This option is used for holding an evening of communication when joint communication is built as a reaction to the monologues of the host or some specially prepared guest.
In order for the leisure and entertainment activities of schoolchildren to begin to ensure the achievement educational results of the third level (children gaining experience of independent social action), it must be transferred to the public space. In other words, start building the leisure of other people who do not fall into the category of relatives. For example, you can organize a school in the microdistrict fair.
Fair (folk festival) - a joint entertainment deployed on a certain site, involving the involvement of participants in various attractions. An example is the development of a New Year's holiday
ka, performed under the direction of the joint venture. Afanasiev: " New Year on Deribasovskaya”, “Winter Fair”, “Twelve Months”, “New Year at the International Airport”. The game idea (material) underlying the types of festivities can be a street, a city district where entertainment takes place, as well as a place intended for this specific pastime.
B.V. Kupriyanov singled out the procedures, acts and situations inherent in the fair-festival.
Firstly, this is the free movement of participants throughout the space where the sites - attractions are located. Involvement in attractions is usually provided in the following way: for participation in attractions, tokens are issued, which can be exchanged for something tasty or healthy. There is an opportunity to develop a whole economic game. There are cases when at the very beginning and end of the fair, tokens were exchanged for real money. A slightly different mechanism for involving participants in attractions is provided for in methodological development"New Year on Deribasovskaya". Here, participants spend their tokens, receiving word cards for them. The one who can collect a whole phrase or several phrases from the received words becomes the winner and receives a special prize. Secondly, it is necessary to determine the specifics of the attraction as a competition that does not require special skills, a long time to complete the task. Thirdly, the fair usually begins with a general meeting, where the rules of the game are explained, prizes can be named that await the participant who has collected the most tokens. Fourthly, the final of the fair can be held in the form of an auction-sale, where participants can get rid of the remaining tokens by purchasing memorable prizes and souvenirs.
The algorithm of the fair includes:
general collection, which may be accompanied by a ruler, a carnival procession;
free movement of participants in space;
free choice of attraction and participation in it;
final collection, with or without auction.
GENERAL INTELLECTUAL DIRECTION
Name: "Entertaining mathematics"
Class: 1-4
Supervisor: teacher class Eriklintseva I.B.
Program implementation period- 4 years
Kartaly city
2015-2016 academic year
Explanatory note.
The working program of the course "Entertaining Mathematics" is based on:
Federal state educational standard of primary general education of the second generation;
The author's program "Entertaining Mathematics" by E.E. Kochurova, 2011;
Collection of programs for extracurricular activities: grades 1-4 / ed. N. F. Vinogradova. – M.: Ventana Graf, 2011
Grigoriev D.V., Stepanov P.V. Extracurricular activities of schoolchildren. methodical constructor. A guide for the teacher. - M .: Education, 2010;
general characteristics course.
Implementation of the task of educating an inquisitive, actively and interestedly knowing the world of a younger student, learning to solve math problems creative and exploratory nature will be more successful if lesson activities are supplemented with extracurricular work. It could be a union additional education children "Entertaining mathematics", expanding the mathematical horizons and erudition of students, contributing to the formation of cognitive universal educational activities.
The proposed course is designed to develop the mathematical abilities of students, to form elements of logical and algorithmic literacy, communication skills of younger students using collective forms of organizing classes and using modern means learning. Creating situations of active search in the classroom, providing an opportunity to make one’s own “discovery”, acquaintance with original ways of reasoning, mastering elementary skills research activities allow students to realize their potential, gain confidence in their abilities.
The content of the "Entertaining Mathematics" course is aimed at fostering interest in the subject, the development of observation, geometric vigilance, the ability to analyze, guess, reason, prove, solve learning task creatively. The content can be used to show students the possibilities of applying the knowledge and skills that they master in mathematics lessons.
The program provides for the inclusion of tasks and assignments, the difficulty of which is determined not so much by the mathematical content, but by the novelty and unusualness of the mathematical situation. This contributes to the desire to abandon the model, to show independence, the formation of skills to work in a search environment, the development of quick wit, curiosity.
In the process of completing tasks, children learn to see similarities and differences, notice changes, identify the causes and nature of these changes, and formulate conclusions on this basis. Moving from question to answer together with the teacher is an opportunity to teach the student to reason, doubt, think, try and find a way out - the answer.
The course "Entertaining Mathematics" takes into account age features younger schoolchildren and therefore provides for the organization of the mobile activities of students, which does not interfere with mental work. For this purpose, mobile mathematical games are included. A successive change of "centers" of activity by one student during one lesson is envisaged. Moving around the classroom while doing mathematical tasks on sheets of paper located on the walls of the classroom, etc. During classes, it is important to maintain direct communication between children (the ability to approach each other, talk, exchange thoughts). When organizing classes, it is advisable to use the principle of the games “Brook”, “Transfers”, the principle of free movement around the class, work in pairs of permanent and shift staff, work in groups. Some math games and tasks can take the form of contests, competitions between teams.
The content of the course meets the requirement for the organization of extracurricular activities: it corresponds to the course "Mathematics", does not require additional mathematical knowledge from students. The topics of tasks and assignments reflect the real cognitive interests of children, contain useful and curious information, interesting mathematical facts that can give scope to the imagination.
Value orientations
course content are:
formation of the ability to reason as a component of logical literacy;
development of heuristic methods of reasoning;
formation of intellectual skills related to the choice of a solution strategy, situation analysis, data comparison;
development of cognitive activity and independence of students;
formation of abilities to observe, compare, generalize, find the simplest patterns, use a guess, build and test the simplest hypotheses;
formation of spatial representations and spatial imagination;
involving students in the exchange of information in the course of free communication in the classroom.
The place of the course in the curriculum.
The course of studying the program is designed for students in grades 1-4. The program is designed for 4 years. Classes are held once a week.
In grades 2-4, only 35 hours per year. In 1st grade, only 33 hours a year.
Program goal:
formation logical thinking by mastering the basics of the content of mathematical activity.
Tasks:
To promote the education of interest in the subject through entertaining exercises;
To broaden the horizons of students in various areas of elementary mathematics;
Develop communication skills junior schoolchildren with the use of collective forms of organization of classes and the use of modern teaching aids;
Contribute to the formation of cognitive universal educational activities, teach the methodology for performing logical tasks;
To form elements of logical and algorithmic literacy;
To teach to analyze the presented object of a low degree of complexity, mentally dividing it into its main components, to be able to draw accessible conclusions and generalizations, to substantiate one's own thoughts;
Build research skills.
EXPECTED RESULTS OF THE PROGRAM IMPLEMENTATION
As a result of passing the program of extracurricular activities, it is expected to achieve the following results
1 level
Acquisition of social knowledge by a student, understanding of social reality in everyday life;
2 level
Formation of a positive attitude of the student to the basic values of our society and social reality in general;
3 level
The acquisition by the student of the experience of independent social action.
| Personal UUD The student will learn: _ educational and cognitive interest in new learning material and ways to solve a new particular problem; The ability to adequately evaluate the results of their work on the basis of the criterion of the success of educational activities; Understanding the reasons for success in educational activities; The ability to determine the boundaries of one's ignorance, to overcome difficulties with the help of classmates, teachers; The idea of basic moral standards. _ sustainable educational and cognitive interest in new general ways of solving problems; _ adequate understanding of the reasons for the success / failure of educational activities; _ conscious understanding of the feelings of other people and empathy for them. |
| Regulatory UUD The student will learn: _ accept and save the learning task; Plan the stages of solving the problem, determine the sequence of training actions in accordance with the task; To carry out step-by-step and final control on the result under the guidance of a teacher; Analyze mistakes and determine ways to overcome them; Distinguish methods and results of action; Adequately perceive the assessment of peers and teachers. _ show initiative and independence; _ independently adequately assess the correctness and performance of the action and make the necessary adjustments in the course of solving the educational problem. |
| Cognitive UUD Analyze information, choose a rational way to solve the problem; Find similarities, differences, patterns, grounds for ordering objects; Classify objects according to specified criteria and formulate the names of the resulting groups; Develop computational skills To carry out synthesis as a compilation of a whole from parts; Highlight primary and secondary information in the text of the task; formulate a problem; Build reasoning about the object, its shape, properties; Establish causal relationships between the studied concepts and phenomena. analogies; _ choose a rational way based on the analysis of various options for solving the problem; _ build logical reasoning, including the establishment of cause-and-effect relationships; _ to distinguish between reasonable and unreasonable judgments; _ transform a practical task into a cognitive one; _ find ways to solve problems on their own creative and exploratory nature. |
| Communicative UUD The student will learn: _ take part in joint work collective; Conduct a dialogue, working in pairs, groups; Allow the existence of different points of view, respect the opinions of others; Coordinate their actions with the actions of partners; Express your opinion correctly, justify your position; Ask questions to organize your own and joint activities; To carry out mutual control of joint actions; Improve mathematical speech; Express judgments using various analogues of the concept; words, phrases that clarify the meaning of the statement. _ be able to independently and jointly plan activities and cooperation; _ make independent decisions; _ promote conflict resolution, taking into account the positions of the participants |
Numbers. Arithmetic operations. Quantities
Names and sequence of numbers from 1 to 20. Counting the number of dots on the upper faces of the dropped dice.
Numbers from 1 to 100. Solving and compiling puzzles containing numbers.
Addition and subtraction of numbers within 100.
Multiplication table of single digits and corresponding cases of division.
Numerical puzzles: connecting numbers with action signs so that the answer is a given number, etc. Finding multiple solutions.
Recovery of examples: search for a digit that is hidden. Sequential execution of arithmetic operations: guessing the intended numbers.
Completing number crossword puzzles (sudoku, kakuro, etc.)
Numbers from 1 to 1000. Addition and subtraction of numbers within 1000.
Giant numbers (million, etc.)
Numeric palindrome: A number that reads the same from left to right and from right to left.
Search and reading words related to mathematics.
Entertaining tasks with Roman numerals.
Time. Time units. Weight. Mass units. Liter.
Form of organization of classes.
Math games.
"Merry Score" - a game-competition; dice games. Games “Whose sum is greater?”, “The best boatman”, “Russian Lotto”, “Mathematical Domino”, “I won’t get lost!”, “Think of the number”, “Guess the planned number”, “Guess the date and month of birth”.
Magic Wand, Best Counter, Don't Let Your Friend Down, Day and Night, Lucky Chance, Fruit Picking, Umbrella Racing, Shop, Which Row is Friendly?
Ball games: "On the contrary", "Don't drop the ball."
Games with a set of “Counting Cards” (sorbonki) are double-sided cards: on one side is a task, on the other is an answer.
Mathematical pyramids: “Addition within 10; 20; 100", "Subtraction within 10; 20; 100", "Multiplication", "Division".
Working with a palette - a base with colored chips and a set of tasks for the palette on topics: “Addition and subtraction up to 100”, etc.
Tic-tac-toe games, Tic-tac-toe on an endless board, sea battle", etc., designers "Clock", "Scales" from the electronic textbook "Mathematics and Design".
World entertaining tasks.
Problems that can be solved in several ways. Tasks with insufficient, incorrect data, with redundant composition of the condition.
The sequence of "steps" (algorithm) for solving the problem.
Problems with multiple solutions. Inverse problems and assignments.
Orientation in the text of the problem, highlighting the condition and question, data and desired numbers (values).
Selection of the necessary information contained in the text of the problem, in the figure or in the table, to answer the questions asked.
Ancient tasks. Logic tasks. Transfusion tasks. Compilation of similar tasks and assignments.
non-standard tasks. The use of sign-symbolic means for modeling the situations described in the tasks.
Problems solved by enumeration. "Open" tasks and assignments.
Tasks and assignments for checking ready-made solutions, including incorrect ones. Analysis and evaluation of ready-made solutions to the problem, the choice of the right solutions.
Proof tasks, for example, to find the numerical value of the letters in the conditional notation: LAUGHTER + THUNDER = GREM, etc. Justification of the actions performed and performed.
Solving Olympiad problems international competition"Kangaroo".
Reproduction of the method of solving the problem. Choice of the most effective ways solutions.
Geometric mosaic.
Spatial representations. The concepts of "left", "right", "up", "down". Travel route. The starting point of the movement; number, arrow 1→ 1↓, indicating the direction of movement. Drawing a line along a given route (algorithm): point travel (on a sheet in a cell). Building your own route (drawing) and its description.
Geometric patterns. Patterns in patterns. Symmetry. Figures having one or more axes of symmetry.
The location of the details of the figure in the original design (triangles, tans, corners, matches). Parts of a figure. The place of the given figure in the design. Location of parts. Selection of parts in accordance with the given contour of the structure. Search for several possible solutions. Drawing up and sketching figures according to one's own plan.
Cutting and drawing figures. The division of a given figure into parts equal in area. Search for given figures in figures of complex configuration. Solving problems that form geometric observation.
Recognition (finding) of a circle on an ornament. Drawing up (drawing) an ornament using a compass (according to a model, according to one's own design).
Volumetric figures: cylinder, cone, pyramid, ball, cube. Wire modeling. Creation volumetric figures from scans: cylinder, hexagonal prism, triangular prism,
cube, cone, quadrangular pyramid, octahedron, parallelepiped, truncated cone, truncated pyramid, pentagonal pyramid, icosahedron. (At the choice of students.)
Working with constructors
Modeling figures from identical triangles, corners.
Tangram: An ancient Chinese puzzle. "Fold the square." "Match" designer. Lego constructors. Set "Geometric bodies". Constructors "Tangram", "Matches", "Polyomino", "Cubes", "Parquets and mosaics", "Installer", "Builder", etc. from the electronic textbook. "Mathematics and Design".
List of new books received by the library of MOU "UMCRO"2010
(Bibliographic index of literature)
Second generation standards:
Algebra. Grade 7: a collection of tests and control tasks / ed. T.Yu. Dyumina, A.A. Makhonin. - Volgograd: teacher, 2011. - 95 p.- (Control and measuring materials)
Grigoriev D.V. Extracurricular activities of schoolchildren: methodological constructor: a guide for the teacher / D.V. Grigoriev, P.V. Stepanov. – M.: Enlightenment, 2010. – 223 p. – (Standards of the second generation)
Danilyuk A.Ya. The concept of spiritual and moral development and education of the personality of a citizen of Russia / A.Ya. Danilyuk and others - 2nd ed. – M.: Enlightenment, 2011. – 24 p. - (Standards of the second generation)
Dick N.F. Full-day school: new content of education and upbringing in grades 1-2 / N.F. Dick. - Rostov n / D: Phoenix, 2008. - 317 p. – (Primary school. State standards of the second generation)
How to design universal learning activities in primary school: from action to thought: a guide for the teacher / ed. A.G. Asmolov. - 2nd ed. - M .: Education, 2010. - 152 p. – (Standards of the second generation)
Kruglova T.A. Literature: entrance tests for the elementary school course. Grade 5 / T.A. Kruglova.- M.: Exam, 2010. - 52 p. - (According to the new educational standard second generation)
Krylova O.N. Russian language: final certification. 2nd class: typical test tasks/ IS HE. Krylov. – M.: Exam, 2011. – 52 p. - (According to the new educational standard of the second generation)
Krylova O.N. The world around: final certification. Grade 2: typical test tasks / O.N. Krylov. - M.: Exam, 2011. - 48 p. - (According to the new educational standard of the second generation)
Krylova O.N. The world around: final certification. Grade 1: typical test tasks / O.N. Krylov. – M.: Exam, 2011. – 52 p. - (According to the new educational standard of the second generation)
Krylova O.N. Literary reading: final examination. Grade 1: typical test tasks / O.N. Krylov. – M.: Exam, 2011. – 52 p. - (According to the new educational standard of the second generation)
Krylova O.N. Natural history: entrance tests for the elementary school course. Grade 5 / O.N. Krylov. - M.: Exam, 2010. - 52 p. – (According to the new educational standard of the second generation)
Loginova O.B. My achievements: final complex work. Grade 1 / O.B. Loginova, S.G. Yakovlev. - M .: Education, 2009. - 128 p. - (Standards of the second generation)
Loginova O.B. My achievements: final complex work. Grade 2 / O.B. Loginova, S.G. Yakovlev. - M .: Education, 2010. - 80 p. - (Standards of the second generation)
Planned results of primary general education / ed. G.S. Kovaleva, O.B. Loginova.- 3rd ed.- M .: Enlightenment, 2011. - 120 p.- (Standards of the second generation)
Evaluation of the achievement of planned results in primary school: a system of tasks: in 2 hours, Part 1 / ed. G.S. Kovaleva, O.B. Loginova.- 2nd ed. – M.: Enlightenment, 2010. – 215 p. - (Standards of the second generation)
Sample programs for academic subjects: biology grades 6-9. Natural science grade 5: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2010. – 80 p. - (Standards of the second generation)
Exemplary curricula in academic subjects: biology grades 10-11: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2010. – 59 p. - (Standards of the second generation)
Approximate programs in academic subjects: fine arts grades 5-7. Music grades 5-7. Art grades 8-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 176 p. - (Standards of the second generation)
Approximate programs for academic subjects: art / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 48s. - (Standards of the second generation)
Approximate programs in academic subjects: history grades 5-9 / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 94s. - (Standards of the second generation)
Approximate programs for academic subjects: literature / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2011. -176s. - (Standards of the second generation)
Approximate programs in academic subjects: literature 5-9 grades: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2011. – 176p. - (Standards of the second generation)
Approximate programs in academic subjects: mathematics grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov.-3rd ed., revised. - M .: Education, 2011. - 64 p. - (Standards of the second generation)
Exemplary programs in academic subjects: elementary school: in 2 hours. Part 1 / A.M. Kondakov, L.P. Kezina. – 4th ed., revised. - M.: Enlightenment, 2010. - 400 p. - (Standards of the second generation)
Exemplary programs in academic subjects: elementary school: in 2 hours. Part 2 / A.M. Kondakov, L.P. Kezina. - 3rd ed., revised. – M.: Enlightenment, 2010. – 231p. - (Standards of the second generation)
Approximate programs in academic subjects: Russian language 5-9 grades: project / A.A. Kuznetsov, A.M. Kondakov. – M.: Enlightenment, 2011. – 112p. - (Standards of the second generation)
Approximate programs in academic subjects: social science grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 42 p. - (Standards of the second generation)
Approximate programs in academic subjects: basics of life safety grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 40s. - (Standards of the second generation)
Approximate programs in academic subjects: technology grades 5-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 96s. - (Standards of the second generation)
Approximate programs in academic subjects: physics grades 7-9: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 48s. - (Standards of the second generation)
Exemplary curricula in academic subjects: physics grades 10-11: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 46s. - (Standards of the second generation)
Approximate programs in academic subjects: physical culture grades 5 - 9 / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 64 p. - (Standards of the second generation)
Approximate programs in academic subjects: chemistry grades 8 - 9: project / A.A. Kuznetsov, A.M. Kondakov - 2nd ed., revised. - M.: Enlightenment, 2011. - 64 p. - (Standards of the second generation)
Approximate programs in academic subjects: chemistry grades 10-11: project / A.A. Kuznetsov, A.M. Kondakov - M .: Education, 2010. - 88 p. - (Standards of the second generation)
Project tasks in elementary school: a guide for teachers / ed. A.B. Vorontsov. - 3rd ed. – M.: Enlightenment, 2011. – 176p. - (Standards of the second generation)
Profile training. Elective courses
English language. Grade 9: elective courses / ed. T.D. Androsenko, I.S. Rakhuba. - Volgograd: Teacher, 2009. - 103 p.
Introduction to geometry. Grade 6: planning, class notes / ed. I.V. Fotina. - Volgograd: Teacher, 2010. - 143 p. – (Elective courses)
Vinokurova N.F. Forest and man. Grade 9: tutorial: elective courses / N.F. Vinokurova and others - M .: Bustard, 2007. - 128p.- (Profile training)
Voronina E.V. Profile training: organization models, managerial and methodological support/ E.V. Voronina.- M.: "5 for knowledge", 2006. - 256p. – (Methodical library) Gladkiy Yu.N. Global geography: specialized education grades 10-11: textbook / Yu.N. Smooth, S.B. Lavrov. – 3rd ed., stereotype. – M.: Bustard, 2009. – 318p. – (Elective courses)
Dogaeva T.O. introductory course business letter. Grades 10-11: textbook: elective courses / T.O. Dogaev. – 3rd ed., stereotype. - M .: Bustard, 2008. - 91s .- (Profile training)
For a healthy lifestyle. Grade 9: elective course / ed. V.V. Gaeva. - Volgograd: Teacher, 2009. - 165p.- (Profile education)
Mathematics. Grades 8-9: elective courses: the easiest way to solve difficult inequalities, selected problems in planimetry, solving problems using graphs / ed. L.N. Kharlamov. - Volgograd: Teacher, 2008. - 89 p.- (Profile education)
Mathematics. Grades 8-9: a collection of elective courses. Issue. 2/ auto-stat. M.E. Kozin. - Volgograd: Teacher, 2007. - 137 p.- (Profile education)
Mathematics. Grades 10-11: elective courses: solving equations and inequalities with parameters / ed. D.F. Ayvazyan. - Volgograd: Teacher, 2009. - 204 p.- (Profile education)
Medkova E.S. Myth and culture. Language and culture. Druzhkova N.I. From Impressionism to Abstract Painting: Programs guidelines: elective course / E.S. Medkova, N.I. Druzhkov, ed. L.V. Schoolboy. - M .: Education, 2009. - 96s.
Fundamentals of life safety grades 10 - 11: a collection of elective courses / ed. A.N. Kainov and others - Volgograd: Teacher, 2009. - 219p. – (Profile education)
Elective course programs. Biology grades 10-11: specialized education: collection 3 / ed. IN AND. Sivoglazov, I.B. Morzunov. – M.: Bustard, 2006. – 157 p. – (Elective courses)
Workbook of the school administrator. Issue 2: organization of specialized education in a comprehensive school. – M.: ARKTI, 2008. – 232p.
Russian language. Grade 9: elective course: conditions for successful communication / ed. A.M. Golovizin. - Volgograd: teacher, 2008. - 95s. – (Profile education)
Russian language. Grade 9: elective course: practical course of speech science / ed. L.A. Kobzarev. - Volgograd: Teacher, 2008. - 133 p. – (Profile education)
Russian language. Grades 10 - 11: elective course: native language in the "river of time" (the history of language and the history of society) / comp. N.M. Bozhko. - Volgograd: Teacher, 2008. - 319 p. - (Profile education)
Russian language. Grades 10 - 11: elective course: the art of mastering the word / ed. N.V. Vasilchenko. - Volgograd: Teacher, 2008. - 115p. - (Profile education)
Russian language. 11 class / avt.-stat. ON THE. Sharova. - Volgograd: Teacher, 2009. - 296 p. - (Profile education)
Sergeev I.S. To the head of education on the introduction of specialized education: a practical guide / I.S. Sergeev. - M.: ARKTI, 2006. - 136 p. – (Education Management)
Physical Culture. 10 - 11 grades: a collection of elective courses / ed. A.N. Kainov and others - Volgograd: Uchitel, 2009. - 213p. – (Profile education)
French. Grades 10-11: elective course: business French / ed. T.P. Sukhov. - Volgograd: Teacher, 2008. - 156 p. – (Profile education)
Elective courses in geography: for specialized education in grades 10-11 / comp. N.V. Bolotnikov. - M.: Globus, 2007. - 262 p. – (Profile school)
Elective course "History of religions, free thought and atheism: for grades 10-11 of educational institutions / comp. E.Sh. Sogomonov. - M.: Globus, 2007. - 124 p. – (Profile school)
Preparation for the Olympics
Balayan E.N. Preparing for the Olympiads in mathematics: we pass the exam for 100 points. Grades 9 - 11 / E.N. Balayan. - Rostov n / a: Phoenix, 2010. - 317p. - (Big change)
Balayan E.N. 555 Olympiad and entertaining problems in mathematics. Grades 5-11 / E.N. Balayan. - 2nd ed., add. and revised - Rostov n / a: Phoenix, 2010. - (With our cool - life is beautiful)
Belitskaya N.G. School Olympiads: elementary School. Grades 2-4 / N.G. Belitskaya, A.O. ORG. - M .: Iris-press, 2010. - 128p.- (School Olympiads)
Kazbek - Kazieva M.M. School Olympiads: Russian language. 5 - 11 grades. – 7th ed. - M .: Iris-press, 2010. - 208 p. - (School Olympiads)
Olympiad tasks in geography. 9-11 grades / aut.-stat. G.G. Monakova, N.V. Yakovleva / Volgograd: Teacher, 2011. - 138s.
Olympiad tasks in mathematics. 5-11 grades / aut.-stat. O.L. Bezrukov. - Volgograd: Teacher, 2010. - 143 p.
Malyugina V.A. Olympiads in the Russian language. Grades 7-8 / V.A. Malyugin. - M.: VAKO, 2010. - 224 p. – (Workshop of the teacher-philosopher)
Olympiad tasks: mathematics, Russian language, the world. 3-4 classes. Issue. 2/ auto-stat. N.V. Lobodin. - Volgograd: Teacher, 2011. - 331 p.
Test questions and assignments in physical culture: preparing schoolchildren for olympiads, checking the basics of knowledge in the classroom, conducting extracurricular activities/ aut.-stat. P.A. Kiselev, S.B. Kiseleva. - M.: Globus, 2010. - 344 p. – (Quality of teaching)
Physical Culture. Grades 9-11: organization and holding of olympiads: recommendations, tests, assignments / ed. A.N. Cains. - Volgograd: Teacher, 2011. - 139 p. - (To help the teacher)
Modern cabinet
Burtseva O.I. Chemistry cabinet: basic documentation and organization of work / O.I. Burtseva, A.V. Gurov. - 2nd ed., stereotype. - M .: Exam, 2010. - 222p.- (Educational and methodological set)
Gats I.Yu. Modern classroom of the Russian language: educational Toolkit/ I.Yu. Gats, O.F. Vakurov. - M.: Bustard, 2010. - 238p.- (Modern Cabinet)
Letyagin A.A. Modern office of geography / A.A. Letyagin. – M.: Bustard, 2009. - 187s. – (Modern cabinet)
Ogonovskaya I.S. Cabinet of the history of the Urals: organization and provision of the educational process: methodological manual / I.S. Ogonovskaya, - Ekaterinburg: Socrates, 2007. - 256s.
Modern cabinet of physics: methodical manual / ed. G.G. Nikiforova, Yu.S. Pesotsky. - M .: Bustard, 2009. - 208s. – (Modern office)
Tishurina O.N. Modern cabinet primary school: methodical manual / O.N. Tishurina. - M.: Bustard, 2009. - 159p.- (Modern Cabinet)
School librarian
Annual cycle in the school library: seasonal fun, conversations, holiday programs / ed. A.A. Egorova. - Volgograd: Teacher, 2011. - 185 p.- (To help the librarian)
Master classes for school librarians. Issue 2: special courses, work methods, library events / ed. E.V. Ildarkina. – M.: Globus, 2009. - 232s.- (Skill lessons)
Master classes for school librarians. Issue 3: guidelines, activities in the areas of education, library and bibliographic Olympiads / ed. E.V. Ildarkina. – M.: Globus, 2010. - 304s.- (Skill lessons)
Fundamentals of information literacy of a schoolchild: program, classes with students in grades 5-6 / ed. I.B. Gorshkova and others - Volgograd: Teacher, 2011. - 254 p. - (To help the librarian)
Encyclopedias. Dictionaries. Reference books.
Large dictionary synonyms of Russian speech: ideographic description of 2000 synonymic rows. 10500 synonyms/gen. ed. L.G. Babenko. – M.: AST-PRESS BOOK, 2010.- 784p. – (Fundamental Dictionaries)
World History: a popular science publication for children: the entire school curriculum / compiled by M.V. Ponomarev - M.: ROSMEN-PRESS, 2008. - 416s. – (Modern school encyclopedia)
World encyclopedia: treasures of world culture / ed. M.V. Adamchik. - Minsk: Harvest, 2009. - 848s.
Geography: popular science publication for children: the entire school curriculum / compiled by G.M. Abakumova and others - M.: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Foreign literature: popular science publication for children: the entire school curriculum / compiled by O.Yu. Panova - M.: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Mokienko V.M. Big Dictionary Russian proverbs: about 70,000 proverbs / V.M. Mokienko, T.G. Nikitin, E.K. Nikolaev. - M.: OLMA Media Group, 2010. - 1024 p.
Newest complete reference schoolchild: 5-11 classes. In 2 volumes. Vol. 1: biology, chemistry, mathematics, physics, geography / ed. T.I. Maksimova. – M.: Eksmo, 2010. – 576s. - ( The latest guides student)
Animal world: popular science publication for children: the entire school curriculum / M.F. Berezina and others - M .: ROSMEN-PRESS, 2009. - 416s. - (Modern school encyclopedia)
The newest complete student reference book: 5-11 grades. In 2 vols. Vol. 2: Russian language, English language, literature, history, social studies / edited by T.I. Maksimova. - M .: Eksmo, 2010. - 448 p.: CD - (The latest student reference books)
Russian history: a popular science publication for children: the entire school curriculum / A.V. Golubev and others - M .: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Russia: a unique illustrated encyclopedia: a unique project - all of Russia in one volume. - M .: AST: Astrel, 2010. - 480s.
Russian literature: popular science edition for children: the entire school curriculum / N.A. Donskaya and others - M .: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Man: a popular science publication for children: the entire school curriculum / N.N. Avdeeva and others - M .: ROSMEN-PRESS, 2008. - 416s. - (Modern school encyclopedia)
Implementation of extracurricular activities In the absence of the opportunity, the educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, uses the possibilities of educational institutions of additional education for children, cultural and sports organizations.
Extracurricular activities are an integral part of the educational process. Mandatory conditions for organizing extracurricular activities in an educational institution are: parental request availability of the necessary educational and material base availability of staffed and trained personnel compliance with SanPiNs, including requirements for changing classes and scheduling
Extracurricular activities are an integral part of the educational process A general educational institution independently chooses the forms, means and methods of organizing extracurricular activities in accordance with its charter and the Law of the Russian Federation "On Education".
Organization of extracurricular activities p / p Content of work Terms 1. Studying the requests of parents on the choice of areas of extracurricular activities: Parent meeting "Peculiarities of teaching and educating schoolchildren according to the Federal State Educational Standard"; Questioning of parents 2. Analysis of human resources and material and technical base for the implementation of extracurricular activities at the request of parents.
Organization of extracurricular activities p / p Content of the work Terms 5. Drawing up a model for organizing extracurricular activities, individual curricula, schedules of circles. 6. Approval of work programs for extracurricular activities. 7. Creation of sanitary, material and technical conditions for the organization of extracurricular activities. 8. A study of the opinions of parents, students and leaders of circles on the organization of extracurricular activities: questioning, questioning, observation, attending classes.
The program of extracurricular activities should ensure the achievement of the planned results of mastering the BEP IEO Based on the regional characteristics of educational institutions in the Moscow Region, an innovative component of the educational program of an educational institution should be a program of extracurricular activities.
Structure of the program 1. An explanatory note should reflect the goals and objectives of the interaction between teachers and students, a description of the main approaches (system-activity) that ensure the relationship between the content of classroom and extracurricular activities of students. 2. General characteristics of the program for extracurricular activities;
Structure of the program 3. Description of the place of the program and value orientations of the content of the program for extracurricular activities; 4. The results of mastering the program for extracurricular activities of students: meta-subject and personal, indicators of levels and degree of mastery of them, their relationship with other results of mastering the BEP.
Types of extracurricular activities gaming activities; cognitive activity; problem-value communication; leisure and entertainment activities (leisure communication); artistic creativity; social creativity (socially significant volunteer activity); labor (production) activity; sports and recreation activities; tourism and local history activities.
Extracurricular activities of schoolchildren are implemented in such forms as excursions, circles, studio sections, theaters, workshops, conferences, disputes, round tables, school scientific societies, olympiads, competitions, search and Scientific research, public benefit practices
The result is what was the direct result of the student's participation in the activity. For example, a schoolchild, having passed a tourist route, not only moved in space from point A to point B (actual result), but also acquired some knowledge about himself and others, experienced and felt something as a value, gained experience of independent action (educational result). An effect is a consequence of a result; what led to the achievement of the result. For example, acquired knowledge, experienced feelings and relationships, committed actions developed a person as a person, contributed to the formation of his competence, identity.
Educational results and effects The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child through his participation in one form or another of extracurricular activities. The educational effect of extracurricular activities is the influence (consequence) of one or another spiritual and moral acquisition on the entire process of development of the child's personality.
The system of educational work in extracurricular activities is based on the following principles: the inextricable connection between education and training, the recognition of the student as the subject of his own upbringing on an equal basis with other subjects: parents and teachers, the coordinated distribution of powers of all subjects of education in the school
Levels of educational results The first level is the acquisition by the student of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life.
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action 1. Role-playing game business game Social simulation game
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action Where? When?" Baby research projects, out-of-school activities of a cognitive orientation (conferences of students, intellectual marathons, etc.), school museum-club
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by schoolchildren Formation of a value attitude to social reality Gaining experience in independent social action 3. Problem-value communication Ethical conversation Debate, thematic dispute Problem-value discussion with the participation of external experts
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action » at the class and school level Leisure and entertainment activities of schoolchildren in the society surrounding the school (charity concerts, tours of school amateur performances, etc.)
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by schoolchildren Formation of a value attitude to social reality Gaining experience of independent social action 5. Artistic creativity Artistic circles Art exhibitions, art festivals, performances in the classroom, school
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action case) Social and educational project
Methodical designer of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by a schoolchild Formation of a value attitude to social reality Gaining experience of independent social action 7. Labor (production) activities Design classes, circles of technical creativity, home crafts Post Office", "City of Masters", "Factory"), children's production team under the guidance of an adult Child-adult educational production
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by schoolchildren Formation of a value attitude to social reality Gaining experience of independent social action actions of schoolchildren in the society surrounding the school
Methodical constructor of extracurricular activities Results Type of extracurricular activities Acquisition of social knowledge by schoolchildren Formation of a value attitude to social reality Gaining experience of independent social action School local history museum
Types of educational programs of extracurricular activities complex educational programs that involve a consistent transition from the educational results of the first to the results of the third level in various types of extracurricular activities; thematic educational programs aimed at obtaining educational results in a specific problem field and using the possibilities of various types of extracurricular activities (for example, an educational program patriotic education, educational program for education of tolerance, etc.)
Types of educational programs for extracurricular activities educational programs focused on achieving results of a certain level Such programs may be age-related, for example: for the 1st grade - an educational program focused on the acquisition of social knowledge by the student in various activities; for grades 2 - 3 - an educational program that forms a value attitude to social reality; for the 4th grade - an educational program that gives the child the experience of independent social action.
Types of educational programs for extracurricular activities educational programs for specific types of extracurricular activities; age educational programs (educational program of extracurricular activities for junior schoolchildren; educational program of extracurricular activities for adolescents; educational program for extracurricular activities of high school students); individual educational programs for students.
Objectives: To use tourism and local history activities as a means of environmental education of younger schoolchildren To promote not only the expansion of children's ideas about the world around us, but also the implementation of an activity approach environment but does no harm
Types of games - travel Route game Game to overcome stages Game by stations Game - relay race Cognitive activity (communicative and organizational skills, ability to jointly plan activities, ability to observe surrounding nature and analyze its phenomena, awareness of value relations between people...)
Algorithm for the game-journey 1. Preparing participants for the perception of the purpose and content of the game-journey A travel route is drawn up Stations are determined (“School around the world” - a journey into the world of plants and animals) (“Streets and parks”, “Plants of the city” ...)
Task 2 Imagine that you managed to fly high, high, to the very rainbow. Write how you traveled on the rainbow, what did it feel like “walking” along each of the seven colorful paths? With whom did you share the joy of this extraordinary journey? Which of the inhabitants of nature did you imagine yourself to be, why?
Forms of organizing extracurricular activities in elementary school A circle is a form of voluntary association of children, the optimal form of organizing extracurricular activities in elementary school. Functions: expansion, deepening, compensation of subject knowledge; introducing children to a variety of socio-cultural activities; expansion of communicative experience; organization of children's leisure and recreation.
The circle is a feature of the form of expression of the result, the result. Most often, it is embodied in concrete and outwardly spectacular demonstration performances, concerts, festivals, disputes, seminars, etc. Clubs, scientific societies and schools, specialized groups can be created on the basis of circles.
Forms of organization of extracurricular activities in elementary school Club - a form of association of children based on the coincidence of interests, the desire for communication. Club principles: voluntary membership self-management unity of purpose joint activities in direct contact with each other
Clubs differ in the scope of activities: multi-profile and single-profile in terms of predominant types of activities - educational, - discussion, - creative, - leisure according to the degree of organization, official and informal according to the age of club members, same-age and different-age according to the time factor Permanent and temporary
Section - a form of association of children for physical education and sports (chess section, judo section, etc.). distinctive features: specific educational tasks; belonging of the content of the activity to a certain sport; focus on skills and achieving a level of mastery in mastering a particular sport; demonstration and performance expression of practical results and achievements of children (competitions, competitions, competitions).
Classes in the sections should be regular. Training sessions include the following methods of teaching sports techniques: verbal (story, explanation, lecture, conversation, analysis and discussion of one’s own actions and the actions of the opponent ...) visualization of exercises (showing individual exercises, educational films, videos, layouts of playgrounds and fields for demonstrating tactical schemes, etc.) methods of practical exercises include two groups: - methods aimed at mastering sports equipment (learning the exercise as a whole and in parts); - methods aimed at the development of motor qualities (repeated, variable, interval, competitive, etc.).
Theater is a form of voluntary association of children, where the division of labor, roles, activities is determined by individual abilities and a common desire to succeed in performing a complex joint artistic action on stage. Theater is an association that can organize its activities in a complex of various forms, types of employment, methods for developing the creative potential of an individual and its actualization (folklore theater, fashion theater, etc.).
A workshop is a form of voluntary association of children to engage in certain activities. The teacher acts as a master (creator, author) who has created his own “school-production” of students and followers. distinctive features: belonging of the content of the activity to a certain type of applied art, craft, art; priority of learning goals and subject-practical tasks; focus on applied skills and achieving a level of mastery in mastering a certain type of activity, in mastering special technologies; demonstration and performance expression of practical results and achievements of children (exhibitions, competitions, festivals).
The project is the most promising form of organization of extracurricular activities. Its versatility allows you to implement all areas of extracurricular activities. All extracurricular activities of an educational institution can be held under a single educational theme. These issues should find a place for their discussion in every extracurricular lesson, regardless of the chosen direction of activity and form of organization. Moreover, this discussion should take place according to a certain algorithm: - the initial problem (determination of the lack of knowledge and skills); - information on solving the problem (who, what, how, why); - application of new information; - evaluation of the results of the application.
Extracurricular activities of an educational institution May take place under a single educational theme. These issues should find a place for their discussion in every extracurricular lesson, regardless of the chosen direction of activity and form of organization. The discussion should take place according to this algorithm: - the initial problem (determination of the lack of knowledge and skills); - information on solving the problem (who, what, how, why); - application of new information; - evaluation of the results of the application.
Grade I Grade II Grade III Grade IV Quarter I Let's get acquainted This is I and the worldI am a person Quarter II My familyFriends and relatives Me and peopleI am a citizen Quarter III Our school Rules school life Our successes I am a student of the fourth quarter People around My different roles The world of professions Whom to be? What to be?
Extracurricular activities Project Sports and health-improving Scientific and educational Artistic and aesthetic "Healthy" (Kalinina O.V.) "Young researcher" (Petrova S.S.) "School of joy" (Kanina O.V.) "Grow up healthy!" (Kostin L.V.) "Entertaining mathematics" (Kanina O.V.) "Skillful hands" (Ivanova A.A.) "Artistic word" (Isakova E.N.) "Green planet" (Kanina O.V.) )
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