Creation of teaching methods. Modern UMC as a means of forming and developing training activities. Educational and methodical complex "Perspective Primary School"
CMD is a complex of educational, methodological, regulatory documentation, control and training tools that are needed to ensure the quality implementation of the main and additional programs.
After the development of the educational and methodological complex, it is approved in training activities. If necessary, CMC GEFs make adjustments.
Components
Among the components of the educational and methodological complex are distinguished:
- logical statement of the material of the educational program;
- the use of modern methods and technical devices that allow students to fully absorb training material, work out practical skills;
- compliance with scientific information in a specific area;
- ensuring communication between different subject disciplines;
- easy to use students and teachers.
CMD is a ready-made set of benefits and notebooks that modern teacher use in their professional activities.
Currently, our country has two training systems: developing and traditional.
Classic options
Traditional school program:
- "Planet of Knowledge."
- "School of Russia".
- "Perspective".
- "School 2000".
- "Primary school of the 21st century."
Developing options
For example, the school program D.B. Elkonina and L. V. Zankova is a typical example of developing learning. These materials became popular in elementary school after federal educational standards of a new generation were introduced in domestic education.
"School of Russia"
Let's analyze some VDC options. The elementary school with the traditional program uses the complex edited by A. Pleshakov (publishing house "Enlightenment").
The author emphasizes that its system is designed for Russia. The main purpose of this CMD is the development of schoolchildren of cognitive interest in the historical and cultural roots of their people. The program involves careful development of basic training activities: letters, accounts, reading. Only with their constant exhaustion and improvement, you can count on the success of the child on the average learning step.
Course V. G. Goretsky, L. A. Vinogradova aims to develop communicative skills and diplomas. This CMD is a kit that meets all the latest requirements of GEF in elementary school.
In the process of learning kids, the teacher leads a focused work on improving phonetic hearing, learning a letter and reading, increasing and concretizing the ideas of students about the surrounding reality. For example, the CMD in the Russian language consists of "Russian alphabet" and two types of prescription:
- N. A. Fedosova and V. G. Goretsky;
- "Miracle-pass" V. A. Ilyukhina.
As a distinctive characteristics of data data, we note not only the possibility of forming the skills of calligraphic, competent letters, but also their correction at various stages of training and in different age categories.
Complex in mathematics
In order to develop cognitive abilities of young children, changes were made to CMD in mathematics. Significantly upgraded the subjects of the tasks, introduced geometric material. In addition, tasks appeared that allow developing logical thinking and creative fantasy of children.
It is essential for analysis, comparison, comparison and contrasting concepts, search for differences and similarities in the analyzed facts. The kit includes textbooks and books of a new generation, which fully meet the requirements of the second generation standards.
Editions of UMK "School of Russia" is engaged in the publishing house "Enlightenment". As part of this kit, Goretsky, Pleshakov, Moro and other authors:
- aBC;
- russian language;
- literary reading;
- english;
- german;
- mathematics;
- the world;
- computer science;
- the foundations of the spiritual and moral cultures of the peoples of Russia;
- music;
- art;
- physical education;
- technology.
UMC "Perspective" edited by L. F. Klimanova
This training and methodological complex has been produced since 2006. In its composition, textbooks on the following disciplines:
- russian language;
- literacy training;
- mathematics;
- technology;
- the world;
- literary reading.
This UMC was created on a conceptual base, which reflects all modern achievements in the field of pedagogy and psychology. At the same time, a connection with classic school Russian education has been preserved. CMD guarantees the availability of knowledge and complete learning of the software, contributes to the comprehensive development of primary school students, fully takes into account the age of children, their needs and interests.
Separate attention in the educational and methodological complex "Perspective" is given to the formation of moral and spiritual values, familiarizing the younger generation with the cultural and historical heritage of Russia and other countries of the world. In the textbooks, the guys are offered tasks for group, steaming and independent work, for project activities.
There are materials that can be prepared for extracurricular and extracurricular activities.
A convenient navigation system for parents, students and teachers, helping to work with the proposed information, to organize a sequence of actions, plan self-development and self-improvement, is developed.
Literacy learning has spiritual and moral and communicative and cognitive orientation. The main purpose of the course is the formation of letters, reading skills, speech. Special attention is paid to the development of communicative skills.
Conclusion
To improve the efficiency of the new training system, its developers were selected in accordance with the peculiarities of the cognitive interests of the student of primary classes. That is why there are so many entertaining and game exercises in the books, various communicative and speech situations are presented.
Innovative educational and methodological complexes, designed for elementary school, fully contribute to the tasks supplied with the tasks set in front of them.
Russian teachers, armed with modern technical means, visual benefits, sets of textbooks, collections of tasks and exercises, carry out systematic work on the formation of a harmoniously developed personality, which will not have problems with socialization.
Special teaching complexes in the framework of federal new generation standards are designed for each academic discipline studied on the middle and older learning step. Their developers took into account not only the age of schoolchildren, but also new achievements of science.
Ministry of Agriculture of the Russian Federation
Department of Scientific and Technological Policy and Education
Federal State Educational Institution
higher professional education
"; Krasnoyarsk State Agrarian University";
Management of Information Technology
Center for distance learning
Development of electronic
educational and methodical complex
Krasnoyarsk 2008.
Reviewers:
Eremin I.Yu., Cand. biol. science, associate professor,
nach method. Department Krasgau.
Matyushushev V.V., Dr. Tehn. sciences, prof., First Vice-Rector Krasgau
Compilers:
N.D. Ambrosenko
OG Malyshev
S.O. Potapova
V.A. Filkin
Development of an electronic educational and methodological complex: method. Recommendations / N.D. Ambrosenko, O.G. Malysheva, S.O. Potapova, V.A. Filkin; Krasnoyar. State Agrar. un-t. - Krasnoyarsk, 2008. - 35 s.
The main concepts and stages of the development of Eumk, techniques of the organization of educational material and examples of the construction of a modular structure are given. The requirements for the design of textual and graphic components of educational materials are set out.
Designed for teachers Krasgau.
© Krasnoyarsk State
agricultural University, 2008
Introduction
The intensive development of information technology education areas causes the introduction of electronic educational and methodological complexes (EMC) to support the educational process using remote educational technologies (DOT) for all the laws by law of the Russian Federation "; on education"; Forms of education (full-time, part-time, correspondence) or with a combination of these forms, to improve the skills of specialists, according to additional professional educational programs, etc.
In our university and its branches, Eumsk are created by authors and copyright teams of the Department, as well as teachers who lead classes at the Institute for Advanced Training and Retraining Persons Krasigau. The beginning of this work was put by order of the rector Krasigau No. O-273 dated September 6, 2002 "; On the creation of the information system Krasgau";
The increasing relevance of the use of EUMK in the process of implementing the main and additional educational programs for training specialists in our university aroused the need to draw up guidelines for the authors for the organization and design of educational and methodological materials included in Eumb.
1. Basic concepts, goals of creating Eumk
Basic concepts
Set of educational and methodical materials In discipline is a set of materials (working programs, lectures, workshops, methodological benefits, tasks, knowledge control tools, reference books, applications, etc.), in full providing teaching of this discipline. The preparation of a set of educational and methodological materials is the first stage in the preparation of methodological support of the discipline.
Educational and Methodical Complex (UMC) - The second phase of preparation of discipline methodological support. Its difference from the kit is that the CMD has a clear structure that gives the student the opportunity to independently study this discipline. This is ensured by the inclusion in the initial set of educational and methodological materials of the methodological recommendations on the organization of self-study student of the educational subject. In these guidelines, the procedure for working with teaching materials is described: What, how much and in what order a student will have to work at each stage. Based on these recommendations, the content of the UMC is created by which the student sets the trajectory of movement on educational materials (more details will be considered in paragraph 3 of these guidelines). CMD can be created both on paper and on electronic media.
Electronic educational and methodical complexrepresents the implementation of the CMD in electronic form. Eumk can be used both in the network and in casing variants depending on the needs and capabilities of students. The use of Eumk in the teaching process allows you to largely use the huge opportunities provided by modern telecommunication technologies.
Eumsk is protected by copyright law. Copyright to work arises due to the fact of its creation. For the emergence and implementation of copyright, no registration of the work, other special design of the work or compliance with any formalities is required. At the same time, the owner of exclusive copyright for alerts on their rights can use a copyright security sign, which is placed on each copy of the work and consists of three elements:
- Latin letters "; with"; In a circle: ©;
- name (name) owner of exclusive copyright;
- the year of the first publication of the work.
The copyright of the work created in the order of serving duties or official task of the employer (official work) belongs to the author of the service work. Exceptional rights to the use of official work belong to the person with whom the author is in labor relations (employer), if otherwise provided in the contract between him and the author. More detailed information on copyright protection can be learned from the law "; on copyright and related rights";
1.2. Goals of creating Eumk
The creation of Eumsk will make it possible to form a unified information system of all educational materials of the university and the author's developments of teachers. The presence of such a system will expand the possibilities of using computerized learning, under which it is usually understood the possibility of accessing educational materials through the local network of Krasgau or the Internet or the use of CDs on a student PC. In this case, the learning process stops harshly depend on the location of the trainee in space and in time. In other words, electronic educational resources developed by the authors can be used to support the educational process using remote educational technologies (DOT).
Remote educational technologies are beneficial from traditional technologies next to features.
Flexibility - The ability for learning to do at a convenient time, in a convenient place and pace.
Parallelism - Parallel with professional training, i.e. without separation from production
Coverage - Simultaneous appeal to many sources of educational information (electronic libraries, data banks, knowledge bases, etc.) of a large number of students. Communication via communication networks with each other and teachers.
Economy - Efficient use of training facilities, technical means, vehicles, a concentrated and unified presentation of educational information and multi-access to it reduces the cost of training specialists.
Manufacturability - Use in the educational process of the latest achievements of information and telecommunication technologies that contribute to the promotion of a person to the world post-industrial information space.
Social equality - Equal possibilities of obtaining education, regardless of the place of residence, health, elitism, and the material security of the student.
INTERNATIONALITY - Export and import of global achievements in the educational services market.
The introduction into the educational process of the DOT allows you to expand and update the role of the teacher, which should coordinate the cognitive process, constantly improve the courses taught by them, increase creative activity and qualifications in accordance with innovation.
The dot has a positive impact on the student, increasing his creative and intellectual potential due to self-organization, desire for knowledge, the ability to interact with computer equipment and independently accept responsible decisions.
Thus, the development of remote educational technologies allows you to constantly improve the quality of education in our university through the involvement of an outstanding personnel faculty in the process of creating electronic educational and methodological complexes and use in the educational process of the best educational and methodological publications and controlling tests for one or another disciplines. .
2. Stages of creating Eumk
The electronic educational and methodical complex is created in stages as a result of the development of the author (or the team of the author's team) of the courses on discipline. Together with the specialists of the Center for Distance Learning (CDO), the CMD is carried out into a format suitable for use through modern telecommunication technologies.
Stage 1 - Preparation of educational and methodological materials on discipline. Order No. 137 of the Ministry of Education and Science of the Russian Federation of May 6, 2005 introduces the procedure for the development and use of remote educational technologies (Appendix A), in paragraph 8 of which it says that it should include CMC on discipline (as on paper and on electronic media). The CMD should include: the educational institution's curriculum, training curriculum, subject program (discipline, training course), textbook on the subject (discipline, training course), workshop or practical manual, test materials for quality control of material, guidelines for learning According to the study subject (discipline, training course), self-monitoring organization, current control, training (didactic) benefits and tasks. In addition, the educational complex may, if necessary, supplemented with the educational institution with reference publications and dictionaries, periodic sectoral and socio-political publications, scientific literature, readers, references to databases, sites, reference systems, electronic dictionaries and network resources.
At this stage, the organization of the authors works is an important issue. In real conditions, given the greater loading of teachers, several authors usually take part in the preparation of baseline materials for Eumk. In this case, the general editing of materials is required. The editor should achieve not only the strict conformity of the workflow prepared materials, but also ensure the unified form of their presentation, to correlate the volume of individual themes of disciplines, eliminate the repetition of the material or the divergence of the same provisions. Such a task forces only experienced highly qualified teacher.
When used in the content of the work of other authors, it is necessary to indicate sources of borrowed materials (articles, photographs, illustrations, drawings, audio and video files and pt). This also applies to information received via the Internet.
The lack of information on the author (authors) does not exempt from liability for unauthorized use of these creations, as well as for plagiarism. Regardless whether the requirements for the use of materials were expressed in an explicit form, the author should be specified during reprint. If you have only addresses in the Internet, specify links to them.
2 stage - drawing up a single content (structure) of the UMC. The names of all content fragments should clearly match the sections headers in the table of contents. In addition, the headlock hierarchy should be taken into account. The author must clearly formulate all the nuances of the structure; He must understand that a programmer who will be engaged in creating an electronic version is most likely not a specialist in this discipline and its task is not comprehending "; pieces"; educational materials and giving them a holistic structure. Details The creation of the UMC structure is described in paragraph 3.
3 stages - Drawing up the accompanying note, which is created in any electronic text format, is attached to the materials of the UMC and should explicitly contain:
the full name of the UMC (in accordance with the specialty curriculum);
cipher and the name of the specialty and specialization;
the name of the educational discipline (or its section);
the volume of the clock is only with full-time learning;
date of creation and date of the last update;
specifying the volume of material - the number of typewritten pages of the text, decorated in the Times New Roman font of 12 ° C by half an interval with 2.0 cm fields from all sides (the tables use the same interval);
information about the author (surname, name, patronymic, academic degree, academic title, place of work and position, e-mail). In addition to these necessary information, you can include additional information about the authors, for example, the name of the educational institution, in which the author has studied, a circle of scientific interests, significant publications, a list of disciplines taught, public work, etc. It is also desirable to also include the photograph of the author.
4 stages - Approval of the Department of the Methodological Commission of the Faculty. After drawing up the CMD and the creation of its unified structure, the author represents it at the department and at the Faculty Methodological Commission for approval. In an extract from the decision of the Methodological Commission, the following information must be reflected:
- a list of specialties, to prepare for which this UMC is intended;
- the total volume of materials included in the CMC - the number of text pages decorated with Times New Roman font with a size of 12 PT through a semi-second interval with 2.0 cm fields from all sides (if materials are included in the UMCs from tutorials published with griffs, then specify in including the volume of included fragments in the pages in the above format);
An example of registration of an extract from the decision of the Faculty Methodological Commission is given in Appendix B.
5 stage - Delivery of materials of the CMD in the CDO. On any information convenient for the author, the electronic media (diskette, CD, USB flash drive, etc.) of the CMD, along with the discharge of the decision of the Methodological Commission of the Faculty, is handed over to the head of the CDO at the address: Peace Ave., 90, Aud. 2-29 (tel. +7 (391 2) 23 22 05; E Mail: cDO.@ kGAU.. ru).
The CDO specialist checks the presence of the structure of the UMB (for details about the structure of the UMC, see paragraph 3) and the compliance of the curriculum of this methodological guidelines, contributes to a single database of ready-made UMCs and transfers to the development of programmers.
6 stage - work programmer. At this stage, the programmer creates an electronic version of the UMC (Eumk) in a format suitable for using dot - a single design is created, navigating training materials, self-control tests are converted into an interactive version, etc. In the process of operation, the programmer works closely with the author who is obliged Clarify its position on incomprehensible moments, control the correctness of the presentation of the material and navigation on it. The author in the process of developing Eumk is entitled to make recommendations for its design.
7 stage - Placing ready-made Eumk. All those proven by the author and the head of the CDU ready to use Eumk are placed in the database on the Kraspau server and the method of access to them is determined. Access can be:
locally open (all users of the local network of Krague may have access to EMOM materials);
locally open according to the password (all users of the local network can have access to EUMK materials in the presence of an account),
open by password (all users of the local network of Krasigau and the Internet can have access to Eumb in the presence of an account);
open (All users of the local network of Krasrau and the Internet can have access to EMOM materials).
By default, it is assumed that all the resources presented by teachers in the Central University can be placed on the local network of Krasigau in free access. If another option of publishing on the network of its work is preferable to be more preferable, then it should be notified about it by a service note on the name of the IET supervisor (an exemplary application note form is given in Appendix B).
When assigned to open an account resource, it should be borne in mind that the name and password may consist of at least four characters - the letters of the Latin alphabet, numbers and permitted punctuation marks (point, hyphen, underscore sign). It should also be borne in mind that the name can be stored on the server explicitly, and the password is stored in encrypted form; Therefore, the author needs to take care of not to forget the account created by him. To provide access to the resources posted on the server that requires authorization, an account for opening them reports to students by Away.
In addition, any AMUK according to the author's prior application may be recorded on the CD, if students are more convenient for this option of using Eumk.
8 stages - Monitoring. After creating and placeing Eumk on the server, the author monitors the relevance of its content, constantly improves courses taught. All the necessary amendments or additions, he rents in CDO and controls their placement in Eumk.
3. Creating an Eumk structure
Structuring of teaching materials - very important for the author stage of work on the UMC. The need for clear structuring of the material (more rigid than in the traditional textbook) is dictated at least two reasons:
organizational. The breakdown of educational material on blocks does not only make it easier for his student to study in the absence of a teacher, but also allows to regulate the procedure for the interaction of the student and the teacher;
functional. The implementation of hypertext transitions in the development of Eumk should assume the separation of semantic fragments.
As was given above (see clause 2.1), Order No. 137 of the Ministry of Education and Science of the Russian Federation of May 6, 2005 provides for the inclusion of methodological recommendations in the UMC for a study on the organization of its independent work with the materials of the UMC. In these recommendations, the teacher describes in detail that, in what volumes and in what sequence, the student will have a step by step to study on one or another stage of work.
When creating Eumk, an UMC structure can act as such methodical recommendations, which is similar to the actual sequence of the study material - it sets the learning trajectory of the training of training resources.
When creating the structure of UMK, educational and methodological materials are grouped into themes. This selection includes:
presentation of the theory (for example, the corresponding fragment of the textbook, the content of the lecture);
control questions (questions for repetition);
sample made of the task with the explanations of the teacher;
tasks for independent execution by a student;
fragment of workshop or practical manual;
other supplementary materials depending on the topic.
If several topics are different aspects of a single question of the question, then such topics are combined into the module. The module is a fragment of the educational material completed in a logical plan. It seems appropriate to prevail the study of the module by setting goals and tasks (type settings "; you will study: ..";, "; after studying you can: ..";), and at the end of the study of the module summarize (for example, "; You learned: .. ";,"; these knowledge you will need: .. ";). In addition, some fragments relating to the topics included in it can be combined into the module: control questions, self-control tests, a list of recommended literature, etc.
In addition, it should be borne in mind that if the discipline is studied for two or more semesters, then, first of all, calendar modules are distinguished in the structure of the UMC, which include all the material studied during each of the semesters, including materials for the referential control of knowledge .
The introduction to the discipline as a whole should briefly describe the object, the goals and objectives of the study of discipline, its place in the educational process. Conclusion sums up working with the CMD and, perhaps, denotes new directions of movement to knowledge. Introduction and conclusion must be extremely brief (usually within 1-2 screen pages). At the same time, key points of the material should not be missed. With this in mind, it can be recommended to write an introduction to the module or to the UMC as a whole after the completion of work on them.
When creating the UMC structure after the distribution of training materials on topics and modules, various kinds of methodical instructions remain, which cannot be attributed specifically to a particular topic. Such materials are entered into the section "; additional materials";. It can be:
methodical instructions for students of correspondence formation;
methodical instructions for independent work of students (provided that we are talking about additional topics recommended for independent study);
glossary (in terms of terms and definitions);
of different kinds of applications;
samples of the title leaf of coursework, thesis or abstract works;
nominal pointer;
list of illustrations and other materials.
In addition, the main list of literature recommended to study the discipline of literature (on which references from themes and modules is made) is also included in the CMC content.
"; Reference";, suitable for any discipline of the structure of the UMK, does not exist, but the set of its possible components, taking into account the hierarchy, is presented in Appendix G.
4. Requirements for registration
teaching materials
Recommendations for the design of all materials are described in detail in the Regulations on the design of the text and graphic part of educational and scientific papers, adopted at a meeting of the SCIENCE Council of FGOU VPO "; Krasnoyarsk State Agrarian University"; On May 19, 2006 (Protocol No. 9) and published in 2007 in these Recommendations, we present only those requirements that will facilitate the work on the translation of the CMD Materials to the format suitable for use through modern telecommunication technologies.
Explanatory note on the UMC "Perspective"
The teaching and methodical complex (hereinafter UMC) "Perspective" is issued in the publishing house "Enlightenment" since 2006, annually reincarnated with new textbooks. In the UMC "Perspective" includes lines of textbooks in the following subjects: "Training of diploma", "Russian language", "Literary reading", "Mathematics", "The Overview", "Technology".
The complex was created in parallel with the development of GEF initial general education, the requirements of which found their theoretical and practical embodiment in the textbooks of the UMC "Perspective".
The conceptual basis of UMC reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school Russian education. UMK "Perspective" was created in the walls of the Federal Institute for Development of Education of the Ministry of Education and Science of the Russian Federation, which heads the head of the Department of Psychology of the MSU, Academician A.G. Asmolov. Under his leadership, theoretical and methodological materials were developed, which are system-forming components of the GEF and oriented bydevelopment of the personality of the study based on the assimilation of universal educational actions. The authors of the UMK "Perspective" and, at the same time, the developers of the GEF, are such well-known teachers and methodologists as L.F. Klimanova, V.G.Dorofeev, M.Yu. Novitskaya, A.A. Pleshakov, S.G. Makeeva, N.I.Rogovtsheva, etc.
Methodological basis The new complex is a systemic and activity approach. In this regard, in the textbooks of the UMC "Perspective" tasks aimed at including children in activities are lined up to the system, allowing to build a learning process as bilateral:
training as a tool Formation of universal training actions and personal qualities of younger students
training as a goal - Receiving knowledge in accordance with the requirements for the development results of the basic educational program of the FGOS.
CMD provides the availability of knowledge and high-quality assimilation of the program material, comprehensive development of the identity of the younger student, taking into account its age characteristics, interests and needs. A special place in the UMC "Perspective" is paid to the formation of spiritual and moral values, to meet the cultural and historical heritage of peace and Russia, with the traditions and customs of the peoples inhabiting our homeland. The textbooks include tasks for self, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular work.
The quality of learning is determined by the diversity and the nature of the types of universal action. That is why the planned results of GEF define not only subject, but meta-subhead and personal results. In this regard, all programs of the UMC "Perspective" are focused on the planned results of primary general education and are a tool for achieving them. In subsequent chapters, the possibilities of UMP "Perspective" will be illustrated in specific examples in the context of the Wood formation.
The main goal of the UMC "Perspective" It is a comprehensive harmonious identity development (spiritual and moral, cognitive, aesthetic), implemented in the process of learning school subject disciplines.
The main tasks of the UMC "Perspective" are:
communication development - formation of a holistic picture of the world (the image of the world) on the basis of the integration of cultural experience in the unity of scientific and figurative forms of knowledge of the world;
personal development - the formation of the identity of a citizen of Russia in a polycultural multinational society; The value-moral development of the student, determining his attitude towards the social world and the world of nature, to itself; readiness for the personal choice and acceptance of responsibility for it; the ability to equal cooperation on the basis of respect for the identity of another person; tolerance to the opinion and position of others;
cognitive development - the development of cognitive motives, the initiatives and interests of the student on the basis of the connection of the content of the educational subject with life experience and the system of valuables of the child; harmonious development of conceptual logical and figurative artistic thinking; Formation of readiness for action in new, non-standard situations; development of the creative potential of the personality;
formation of educational activities - the formation of the ability to learn, independently acquire new knowledge and skills, organizing the process of assimilation; development of self-improvement ability;
development of communicative competence - ability to organize and joint activities; Exchange information and interpersonal communication, including the ability to understand the partner.
Working program in the Russian language
Explanatory note
The program is developed on the basis of the federal state educational standard of primary general education, the concept of spiritual and moral development and education of a citizen of Russia, the author's program L.F. Climeanova, T.V. Babushkina, as well as planned results of primary general education.
In the system of elementary general education school subjects, the subject "Russian language" implements two main objectives:
1) cognitive (familiarization with the main provisions of language science and the formation on this basis of the iconic-symbolic perception and logical thinking of students);
2) sociocultural (the formation of communicative competence of students: the development of oral and written speech, monologic and dialogic speech, as well as the skills of the competent, error-free letter as showing
the human human total culture).
Modern teaching Russian language is not limited to the acquaintance of students with the language system and its rules, the formation of elementary speech skills and skills. This subject plays an important role in the formation of the foundations of civil identity and worldview, forming the basics of the ability to learn and the ability to organize their activities, spiritual and moral development and education of younger students.
The peculiarity of the subject is its close relationship with literary reading, ensuring the implementation of the main tasks of the content of the subject area "Philology":
● formation of initial ideas about the unity and diversity of the language and cultural space of Russia, about the language as the basis of national self-consciousness;
● Development of dialogic and monologular oral and written speech;
● development of communicative skills;
● development of moral and aesthetic feelings;
● Development of creative abilities.
Common character characteristics
A distinctive feature of the Russian language course is a communicative and cognitive basis, common with a course of literary reading. The content of these two courses has a pronounced communicative and cognitive orientation, covering three aspects of the study of the native language: a system of language, speech activities and literary text, which ensures the implementation of a systematic activity approach.
The course program ensures a holistic study of the native language in elementary school at the expense of the implementation of the three principles:
1) communicative;
2) cognitive;
3) the principle of the personal orientation of learning and creative activity of students.
Communicative principle provides:
● Conference and implementation of the basic function of the language - to be a means of communication;
● Development of the ability to navigate in situations of communication (understand the purpose and result of communicating interlocutors, control and correct their speech depending on the situation of communication);
● acquaintance with various communication systems (oral and written, speech and neust);
● formation of the text of the text as a result (product) of speech activity;
● student development of desire (needs) to create their own texts of various style or business (note, letter, announcement, etc.), artistic (story, poem, fairy tale), scientific and educational;
● organization of educational (business) communication (communication as a teacher dialogue with children and each other) using the formulas of speech etiquette and spiritual and moral style of communication based on respect, mutual understanding and need for joint activities.
The cognitive principle assumes:
● learning a language as an essential instrument of human cognitive activity and as a means of knowledge of the world through the word;
● Development of the thinking of younger students with a support for "two wings of knowledge": figurative and abstract-logical thinking, the development of intuition and imagination;
● Phased assimilation of the most important concepts of the course from a clear-practical and visual-shaped level to assimilation of concepts in an abstract-logical, conceptual form;
● understanding the concept of "culture", which ensures the integrity of the content of learning to Russian language, helps to identify ways of education under study (from its cultural and historical purposes, where the subject of activities with its function is connected to the final result, that is, before the formation of one or another concepts);
● mastering the analysis and synthesis processes in the structure of mental actions (comparison, classification, systematization and generalization) and in the general process of knowledge;
● understanding of the language as a sign system of a special kind and its substitution function;
● Consideration of the word as a complex language mark, as a bilateral unit of language and speech;
● forming a semantic, and non-voicing reading; The object of attention of students becomes both the sound side of the word and its meaning, meaning;
● Phased assimilation of the language from the disclosure of its lexico-semantic side (the meaning of words) before the assimilation of the sound-letter and formal-grammatical (abstract) form.
The principle of the personal directivity of training and creative activity provides:
● Awakening from the child's desire to learn and receive knowledge;
● formation of ideas about the book, native language and classical literature as cultural and historical value;
● Development of interest in learning a language and creative activity due to the logic of his assimilation built "from the child", and not "from the science of language" (the latter provides students only the final results of cognitive activity, recorded in the form of ready-made abstract concepts suitable for memorization, Since the path of their education is not revealed);
● acquaintance and development of basic values \u200b\u200bbased on the traditions of domestic culture and ensuring students with the spiritual and moral basis of behavior and communications with peers and adults;
● Creative self-realization of the individual in the process of studying the Russian language and work with artistic work through the creation of its own texts.
The implementation of these principles allows the most fully to ensure not only the "instrumental basis for the competence of students" (a system of knowledge, skills and skills), but also the spiritual and moral development of the personality, acquiring social experience.
The study of the Russian language on the basis of these principles creates real conditions for the implementation of an activity approach, due to which the subject content unfolds "from the child" becomes affordable and interesting for students.
The initial stage of learning the Russian language is to learn a diploma. The focus during this period is given to the study of written speech and the development of the phramethic hearing of children. In parallel with the development of written forms of speech communication (skills to read and write), there is a perfection of oral forms of communication (listening to and talking). Therefore, a key concept in the content of literacy is "Communication", which is not considered static, and unfolds in the form of activities occurring in cultural and historical terms - from the origins of the occurrence of the process of communication in people (in writing his form) to the development of the letter at the present level.
After learning, the diploma begins separately studying the Russian language and literary reading.
The study of the systematic course of the Russian language provides:
● Consciously mastering (on accessible to children) native language as a means of communication and knowledge for free use in various situations of communication;
● Development of communicative-speech skills (write and talk, listen and read), functional literacy and intellectual abilities of students;
● forming a careful attitude to the tongue, its wealth, depth and expressiveness; Development of interest in the native language, its study;
● formation of the style of speech communication of students based on respect for the interlocutor and his opinion;
● Promotion of students to the spiritual and moral values \u200b\u200bof the Russian language and domestic culture.
Communicative and informative orientation of the course and implemented in it system-active approach aims junior schoolboys to jointly study the system of language (phonetic, lexical, grammatical units) and understanding the methods of functioning of these language units in oral and written speech, in various situations of communication and various texts.
Course content covers a rather wide circle of information related to different sides of the language. Students get acquainted with the phonetic composition of the word, with the division of the word on syllables and significant parts, with the main parts of speech and their most important forms, with various types of proposals, with members of proposals, assimilate the spelling rules. The program involves acquaintance of students with the lexical meaning of the word (without the term), with the meaningfulness of words and synonymy.
Russian language training on the basis of this program has a personal oriented character, as it is built, taking into account the level of development of the child's interests and its cognitive opportunities. therefore
language concepts are not given in the finished form (or on an explanatory-illustrative basis), and unfold as the process of obtaining them, and in the future - as an activity on their assimilation.
The cognitive focus of the program ensures the assimilation of the language as the most important instrument of human cognitive activity as the means of knowledge of the surrounding world and the development of speech thinking.
Of great importance in the program is attached to the study of the language as a sign system, as it allows you to pay attention to the interaction of the semantic (substantive) and formal parties of speech, which fundamentally changes the language learning system. Appeal to the semantic side of the tongue creates conditions for the harmonious development of figurative and logical thinking. At the same time, the speech activity and functional literacy of children increases, and careful attitude towards the native language, its wealth and expressiveness appears, the speech thinking of students is developing.
The program provides for not only the acquaintance of children with iconic symbolic activities, but also the development of the foundations of the thinking process - the analysis and synthesis present in the most important mental operations (comparison, classification, systematization and generalization).
The main substantive program lines include:
● Fundamentals of linguistic knowledge: phonetics and orphoepium, graphics, composition of the word morfemic), grammar (morphology and syntax);
● spelling and punctuation;
● Speech development.
The content of the program and approaches to the study of the Russian language have a number of features. So, the study of the composition of the word is preceded by exercises on word formation. Another feature of this program is a study approach parts of speechchanging the attitude of students to the Word. If, when studying vocabulary, students deal with a single word and its meaning, then when mastering grammar, they work with a whole group (class) of words with general features. There is not so much the name of the name, how much the function of generalization, the development of which is necessary for the development of abstract-logical thinking (a way to form concepts).
Specographic and punctuation rules are considered in parallel with the study of phonetics, morphology, morfemics and syntax.
In order for the study of grammar to become the most important element of the development of speech and thinking of students, and not by training their memory, the content is included in the formation of skills to classify (group) words on different bases (semantic and formal-grammatical). These training skills help students distinguish the features of work with the word with its specific value in vocabulary and with an abstract (generalized) meaning of words in grammar.
Such an approach brings students to an independent conclusion about the presence of common signs of common signs (grammatical meaning, i.e. the values \u200b\u200bof the objectivity, the forms of the genus, the number and case of the nouns, etc.).
In this course, the study of parts of the speech is built in stages: from vocabulary to grammar through various levels of classification and summarizing words.
The awareness of the differences between the grammatical (generalized) and lexical (single) meaning of the word makes it possible to get away from the formal study of grammar.
Aware of the approach to the study of proposals . The proposal is considered as the main communicative unit of the language. First, an idea of \u200b\u200bthe proposal in general (meaningful and intonation completion, the connection of words in the proposal) is formed. Then, children learn to classify offers for intonation (exclamation - non-visible), on the purpose of the statement (narrative, questionative, motivating). After they accumulate observation experience for a proposal in various speech situations, definitions of concepts are introduced.
The program focuses on the creation of conditions for the development of regulatory training actions, which makes order and systematicness to any activity and make up the basis of educational activities. The skills are formed to set a goal, determine the sequence of actions, control, adjust and evaluate them. The program provides for testing of cleaning skills - a peculiar graphic "gymnastics", where the samples of the letter are used, the writing of the generalized elements of the letters, their compounds in words, rhythmic and tempo spelling of words and suggestions, is given a set of on the calligraphic writing of letters, their compounds, is carried out self-control and mutual test.
Separate, very important element of the program - familiarity with the dictionary. It is assumed to acquaint the younger schoolchildren with different dictionaries: spelling, sensible, encyclopedic, synonyms and antonym vocabulary.
The section "Speech Development" provides for not only the enrichment of the dictionary, the improvement of the grammatical system of speech (oral and writing), the development of various types of work with the text, but also the formation of ideas about speech as a whole, about speech communication, about communications (verbal and non-verbal ). The study of the systematic course of the Russian language begins with the generalization of the initial information about the speech communication and language as a means of communication obtained during the literacy period.
The program focuses on the development of skills accurately and clearly express your thoughts in speech, solve this or that speech task in the process of communication (approve, explain, express surprise, confirm the thought of the interlocutor, etc.), keep the content of speech and form expressions.
In addition to general ideas about the text, students receive the first information about the various types of texts (narration, description, reasoning), begin to comprehend the role of the word in the artistic text, work with the title and make up a plan (with the help of a teacher), are observed for the stylistic features of art and scientific Cognitive texts.
Consideration of the language as a means of communication in specific communicative and speech situations and texts (scientific, business, artistic) helps children present the language holistic, which increases the motivation in teaching their native language.
Place of course in curriculum
The study of the Russian language in elementary school is allocated only 675 hours.
In the first grade - 165 h (5 hours per week, 33 school weeks), of which 115 h
(23 school weeks) is allocated to teach a letter during the graduation period and 50 hours (10 school weeks) - on the lessons of the Russian language.
In 2-4 classes, the lessons of the Russian language are given 170 hours (5 hours per week, 34 school weeks in each class).
The results of the study of the course
The program ensures the achievement by graduates of the primary school of the following personal, meta-delta and subject results.
Personal results
1. Formation of the foundations of Russian civil identity, feelings of pride in their homeland, Russian people and the history of Russia, awareness of their ethnic and national affiliation. The formation of values \u200b\u200bof multinational Russian society, the formation of humanistic and democratic value orientations.
2. The adoption and development of the social role of the student, the development of the motives of educational activities and the formation of the personal meaning of the exercise.
3. Development of independence and personal responsibility for their actions based on the ideas about the moral standards.
4. Development of ethical feelings, goodwill and emotional-moral responsiveness, understanding and empathizing the feelings of other people. Understanding the importance of a positive style of communication based on peacefulness, patience, restraint and goodwill.
5. Formation of aesthetic needs, values \u200b\u200band feelings.
6. Developing cooperation skills with adults and peers in various social situations, the ability to not create conflicts and find outputs from controversial situations.
MetaPered results
1. The ability to plan, monitor and evaluate training actions in accordance with the task and conditions of its implementation, determine the most effective ways to achieve the result.
2. The ability to accept and maintain the goals and objectives of educational activities, to find funds for its implementation.
3. The ability to be included in the discussion of the problems of creative and search nature, to absorb the ways to solve them.
4. Ability to understand the causes of success / failure of educational activities and the ability to constructively act even in situations of failure.
5. Mastering the initial forms of self-surveillance in the process of cognitive activity.
6. Ability to create and use iconic symbolic models to solve educational and practical tasks.
7. The use of various search methods (in reference sources and open training information space - Internet), collection, processing, analysis, organization, transmission and interpretation of information in accordance with communicative and cognitive tasks.
8. Mastering the skills of the semantic reading of texts of various styles and genres according to goals and objectives. The conscious building of the speech statement in accordance with the tasks of communication, drawing up texts in oral and writing.
9. Mastering the following logical actions:
● comparison;
● analysis;
● Synthesis;
● Classification and generalization of Rhodovidal features;
● establishing analogy and causal relationships;
● Construction of reasoning;
● Conditioning to famous concepts.
10. Readiness to listen to the interlocutor and conduct a dialogue, recognize the possibility of the existence of various points of view and the right of everyone to have its own. The ability to state your opinion and argue its point of view and evaluating events. The ability to actively use a dialogue and a monologue as speech tool for solving communicative and cognitive tasks.
11. Determination of the overall goal of joint activities and ways to achieve it; The ability to negotiate the distribution of functions and roles, carry out mutual control, adequately evaluate its own behavior.
12. Readiness to constructively resolve conflicts taking into account the interests of the parties and cooperation.
perspective Basic educational program
Program " Perspective " In accordance with the requirements of GEF contains the following sections: explanatorynote; planned ... primary classes working byUMC « Perspective ". Teacher working byUMC « Perspective " Publisher "Enlightenment" ...
4.18. Teaching and Methodological Complexes: Objectives and Principles of Creation, Structure and Content
Training and metodology complex It can be created on a specialty (educational specialty), profession, subject, subject, lesson, uch. occupation. The CMD provides a bilateral d-h Rebala and Training, includes components to provide teaching and teaching processes in their unity.
The structure of the UMC may include the following components:
Regulatory means ( regulatory documents, technical documentation, PCH, typical uch. Programs and plans)
Educational and methodological means (Methods of teaching objects, method. Recommendations).
Means of education (uch. Edition, TSO, electr., Audiovisi, cf., etc.).
Controls:Tools of the ate, thematic, intermediate, final control.
The initial principles of creating UMC are the following:
Principle of integrity. It is that CMD acts as the organic part of the projected pedage system, which ensures the implementation of all its OSN F-Qii: an image-oh, educational, educational.
Principle of economy. Indicates the creation of optimal conditions for the intensification of training and industrial labor and ensuring the necessary amenities that contribute to the discontinuity of diversified SPE-SE-SA.
The principle of openness and accessibility. It means constant optimization, upgrading and expanding the components of the complex and free access to it, if necessary, all pedagogical workers in order to borrow best practices. The implementation of the principle is ensured by the creation of an open bank of the open bank on the UMC components.
Principle of informatization. Inappropriate information communication based on the use of computer telecommunication technologies.
Principle of continuity. Ensures the creation of the CMD based on the use of accumulated experience of previously developed funds.
The principle of autonomy. It is to provide the right to each teacher to form its own version of the arms of the UMC.
Principle of locality. It assumes independence in the design and manufacture of individual components of the UMC.
CMK must pay the next. F-nations:1-act in the quality of the mandatory component of the educational process; 2-unite into a single whole various regulatory, educational and chassal docking dock, CP-WA teaching and methods of collateral, civil and to-la, subordinating their goals of expected., Education and development; 3-ways of motivation and activation of maternity studies - cognitive D-teaching, individualization and differentiation of people. in. and crashes; 4 - to ensure the intensification of the image process; 5-permit objectively evaluate the course and results of items.; 6-disclose the requirements for the content-ya, contributing to the realization of the formation of the standard; 7-raise the visibility of items., Make an accessible to account. material; 8-yavl by independent source of info; 9-Yavl-Sr-in-based control-ia, navigas 10-to ensure an increase in Eff-Esch-oh dt accounting in the formative process; 11-serve to accumulate ped. experience, stimulate the colors of the creative potential of the teams; 12-threshing naval and creature-ie.
The component of the UMC, as an integral part of the holistic system, in contrast to the individual component must comply with the following requirements: be necessary, providing system stability; be in relationships and interdependence with other components; have only a characteristic form (book, plane, volumetric, etc.); carry a specific functional load in solving educational tasks; correspond to the age-related features of students, their educational census.
4.19. Control - identification, measurement and estimation of Zunov Obl.
Role Control: To prevent the formation of erroneous skills, make generalizing conclusions about the method of necessity, determine the level of training UCM, to evaluate their work, change the techniques, the presence or expectation of control stimulate UCH actions, applied by an additional motive of their accounting -ti.
Requirements: 1) KR D. Wearing regular Har-P.2) K-E. cover max-oh count-in-time per unit of time. 3) the volume of the controlled material of dB is small, but quite representative, so that by the degree of his assimilation / non-investment, possession / non-affairs to them, it was possible to judge if they were assigned the necessary sn. And the mind.
Functions Counter: 1. Supporting: Impact on the psychic. Participation of the student (waves. Will, memory,). 2. Correction: Adjustment occurs after k., 3. Feedback function: allows the teacher. Manage pr-soms, to act intelligently and system to ensure the treatment of reinforcements. 4. Fimuling: in the Ohm bind with a mark.
Forms: Oral f. Software is a quick-oscillator. To the question of the breakdown of the memory of Uch-Xia.
Pisman. Control: they can be covered at the same time as everyone; It is much more convenient to process letters. Working. Especially developing. Logic. Mysl., Tears to exactly in the answers.
Frontal - It is observed to comply with the main rules of K-la - regularity and max. Scope is accepted per unit of time. The whole team is advantageous in tension, their attention is focused, the thoughts of the scope center. Yawl. A more advanced form of verification.
Individual to. in the process and. To. Communication "teacup - student". The disadvantage is the forced passivity of the group for a significant part of the lesson.
Diagnostics - Clearing the circumstances of the flow of didakt. Process, accurate determination of its result. Diagnostics included. C-claim, check, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, predicting the further development of events. D. is designed to: optimize the learning individual process; Ensure the correct definition of the learning outcomes and minimize the error when translating an account from one study group to another, when they are directed to various courses and choosing a learning specialization.
Views Control: Current control, carried out on the basis of an involuntary form of attention. In the classroom, I do not know what they are controlled. Teacher And notes how much the new material is learned in the lesson.
Total Control, inclusive, both thematic and periodic control. Temop to. It is usually held upon completion of the study. Periodic. It is carried out on the assimilation of a large material.
Methods counter: checking knowledge and skills of students (oral, written, practical); Current observations are carried out throughout the entire process of the region. Without the selection for them, the special time is carried out at any stage of the learning process. C-CH contains an assessment (process) and a mark (as sharp evaluation, expressing in points).
Testing : Designed to evaluate the success of mastering specific knowledge and individual sections of educational disciplines, and the yawls more objective an indicator of training than the estimate T \u003d TK (test task) + e Calon.
Views (Nespalko):
To identification (answer yes or no)
On distinction (selection of response from A.BB variants)
On the classif (connection arrows pattern and text to this rice)
Substitutions (insert the missed word)
Copies (give a definition, list the sequence of actions)
Test typical task
Creative task.
In the form of conducting tests can be individual and group, oral and writing, blank, subject, hardware and computer, verbal and non-verbal.
4.20. The lesson of software workshops is carried out on an operating and complex system. The essence of this system is all labor techniques and methods of performing work are distributed to a number of complexes. Each complex includes 3-4trud. Operations and complex work, the cat is performed using these operations. So The software process includes the study of the receptions, operations and their multiple repetition, i.e. their fixation. Therefore, the process of software can be partition for 2 periods: 1-operational (the main goal of the formir-e is the ski of the skills of qualitatively, the maintenance of the OSN. Labors and their combinations of operation), 2-comprehensive work ( The goal is the formir-e system of ski, combine the studied operations in a specific technological process of fulfilling the training work, the development of high-speed and accuracy skills, labor planning skills). Makienko allocated the following types of production training lessons: - Performance of employment and operations ; - implementation of complex work; - control lesson. Didactic structure of the lesson is determined by the didactic tasks. Select cl. Didactic tasks:
1 Motivation of students. Target installation. Actualization of reference knowledge.
2 Formation of practical knowledge, techniques and methods of action.
3 Application of practical knowledge, techniques and methods of action
4 Control of practical knowledge, techniques and methods of action
The methodological substructure is determined by the objectives of the lesson, the lesson type. The methodological substructure of the lesson is determined by:
Training methods - methodological techniques and their content - means of learning - forms of organization of students' activity
The logical and psychological substructure is determined by the logic of learning material assimilation: perception, awareness, memorization; Conference of educational material, generalization, systematization. In dependence on the type of briefing, the lesson is divided into 3 stages: 1 introductory instruction, 2 current (self-study), 3 final.
on the formation and design of the educational and methodological complex to an additional general educational overall program
annotation
Methodical recommendations contain general requirements for the formation of an educational and methodological complex (UMC). The recommendations present the structure, content, stages of the development of the CMD, as well as practical advice on its design.
Compiled by: Golovacheva O.V., Methodist of the department of analytical monitoring activities KGBOU to "Khabarovsky regional center for the development of children and young creativity"
Content
Introduction
Currently, in the context of modernization and improving the quality of the education system, the development and improvement of all its components occurs. Under these conditions, the area of \u200b\u200badditional education inevitably needs to be qualitatively and meaningfully, to be mobile, to meet the demands of children and their parents, education and society. Additional education is considered to be considered as the most important component of the educational space that has developed in modern Russian society. It is socially in demand, requires constant attention and support from society and the state as an education, which organically combines education, training and development of the child's personality.
Today, with the active saturation of the educational market, a large number of additional general education programs, a variety of activities, the type of activity, the level of development,significantly increases the role of qualitative methodological support for their implementation. To this endregulatory documents are being developed for various levels of active development, rethinking and updating the principles and approaches to the organization of the educational process on additional general educational overall programs. Rarabic softwareo-methodical support for educational organizations DOD It is an important area in the implementation of the idea of \u200b\u200bmanaging the quality of education.One of the possible options for the modern solution to the problem of methodological support for educational activity in the DDD system can be the creation of a set of software and methodological materials, which can be represented as an educational and methodological complex.
The creation of an ADC teacher of additional education is a relevant and promising means of improving the quality of additional education.It was in the CMD, each teacher can develop technology for determining the results of training on an additional general education program.Focusing on the methodological component of professional activities, the acquisition of methodical work experience is primarily useful for the teachers themselves, since it will allow them easier to adapt in a dynamically changing world of children's needs and interests, with lower costs, if necessary, from some activities to others.
In general, the work of the teacher for the design and creation of an educational and methodological complex not only allows you to systematize the experience accumulated by him as a specialist, but also contributes to the manifestation of creative activity and professional growth.
Relevance the development of methodological recommendations for the formation of the UMC is to analyze, systematize, the possibilities of practical application and transfer to pedagogical workers of information on the structure, content and stages of creating a teaching and methodological complex.
Purpose Createpresent Methodical recommendations is Developing a systematic approach to the creation of an educational and methodological complex to an additional general education overall program.
The concept of an educational and methodological complex
The educational and methodological complex is the information model of a specific pedagogical system, where the parties of the real educational process are reflected.CMD is designed to solve a complete circle of tasks that occur within the framework of the educational process.The CMD must take into account all the achievements of modern pedagogical science and is designed to ensure an increase in the efficiency of students and teachers through the provision and implementation of a wide range of opportunities (information, training, educational, educational, coordinating, systematizing, stimulating, etc.).
Training and metodology complex - a system of regulatory and educational and methodological documentation, training and controls, necessary and sufficient for the qualitative implementation of additional general educational programs in accordance with the curriculum.
Purposeeducational and methodical complex is Ensuring the successful development of the program by students, providing them with pedagogical assistance and support in cognitive, creative, research and communicative activities. Documents and materials included in the CMD characterize the methodological substantiation of the educational process on the development of an additional general education program (DPOP), as well as specific, tested techniques, methods, technologies of its organization.
UMC is being developed by the teacher of additional education (trainer-teacher) to an additional general education program.Each teacher is entitled to approach the compilation of CMB creatively, to develop its content at its discretion, in accordance with the level of training of students and their educational needs.
The structure of UMK.
The structure of UMK. it assumes a set of didactic units reflecting the logically completed volume of educational material.
In the most general form, the educational and methodological complex of the DPO will be represented by the following components:
Explanatory note to the CMD;
Additional general education overall program;
Working programm;
Individual student curriculum (if available);
Teaching component for teacher and students;
Educational component;
Comprehensive component.
3. The content of CMEC:
1. Explanatory note.
The explanatory note indicates the relevance of this UMC, its conceptual foundations, a list of materials presented in the CMC (CMK information card -Appendix 2. ), information about the possible areas of application of UMK and its potential users).
2. Additional general education overall program.
The key document on the basis of which the UMC is being developed is an additional general educational overall program.The DOP is the main document in which the purpose, form, content, methods and technologies for the implementation of additional education are determined in the logical sequence, the criteria for evaluating its results in specific conditions. An additional educational program is issued in accordance with federal requirements for the content and design of educational programs of additional education.
3. Working program - a regulatory document determining the volume, content and procedure for implementing additional general education programs. The working program is drawn up by the teacher of additional education for the current school year in accordance with the additional general education program implemented by it.
4. Individual curriculum ( IUE) Designed in accordance with the requirements of an additional general educational general training program implemented by the teacher. IUE is an application to the main approvedadditional general formlained overall program.
An individual curriculum is drawn up if necessary and is not a mandatory element in the structure of the UMC.
5. Educational component for teacher and students . It can be:
Methodological materials on the organization of educational activities.
Methodical developments of individual topics and classes.
Tutorials– materials providing the implementation of the DOP content. These include:
reference references (encyclopedias, dictionaries, reference books, tables, databases, links, sites, etc.);
fiction;
scientific and popular literature (scientific, popular science publications and publications, description of experiments, etc.);
periodicals;
video footage (video track, artistic and popular science films, video recording, events, etc.);
audio materials (phonograms of musical works, audiobooks, audio recordings necessary to study this topic);
electronic means of educational purposes (virtual lectures on the topics of the educational program, demonstration models, slide presentations, virtual control and laboratory work, individual tasks, etc.);
The contents of the tutorial may be:
in general, the affair;
on separate sections;
according to certain topics of the DOP.
on the formation of educational motivation in students (the use of game technologies, the presence of traditions, attributes, the system of encouragement, etc.);
on organizing work with students who have the ability to scientific, creative, physical education and sports activities;
to monitor the satisfaction of parents and students in the organization of the educational process;
according to the efficient use of the available material and technical base.
The presence of a block (module) for working with children with special educational needs (gifted children, children with disabilities, children with deviant behavior, etc.).
Didactic materials must comply with the maintenance of the Exta, learning objectives, the level of training of students, their age and individual characteristics, sanitary and epidemiological requirements. The didactic material can be presented in the following form:
distribution material for students (working notebooks, tests of tests and questionnaires, shaped forms of diagnostic and creative tasks, cards with tasks, ready-made patterns and stencils, objects of living and inanimate nature, photos, instruction cards, technological maps), visual manuals (tables, graphics, Volumetric models, dules, etc.).
6. Educational component Doop may include:
Scenarios of holidays
Chronicle of unification,
Information materials about the team (booklets, advertising, articles, etc.),
Creative reports
Photo albums,
Video materials
Information about the work of unification on the Internet,
Materials for working with parents, plans for parental assemblies, etc.),
Memo, etc.
7. Component of performance includes:
I. . The presence of diagnostic material and criteria for monitoring the results of the development of pupils of the DPOOK:
Estimated materials - package of diagnostic techniques, allowing to determine the achievement of studentsplanned results.
Planned results formulated taking into account the purpose and content of the dope and determine the main knowledge, skills, skills, as well as competences,personal, metap loom and subject results, Provided by students in the process of studying the program:
Personal results include the readiness and ability of students to self-development and personal self-determination.
MetaPered results Mean learned by students of the activities used as within the educational process and in solving real life situations.
Subject results It contains a system of basic elements of knowledge, which is formed through the development of educational material, and a system of formed actions that are refracted through the specifics of the subject and are aimed at their application and transformation.
Evaluation of educational results of students on the DPOK should be variable. Tools for assessing the achievements of children and adolescents should contribute to the growth of their self-esteem and cognitive interests in general and additional education, as well as diagnose the motivation of the achievements of the individual.
In pedagogical practice, diagnosis of achievementssubject results As a rule, it does not cause difficulties from teachers, since these results are specific to this subject area of \u200b\u200bskill, activities to obtain a new knowledge in the framework of the educational subject or object of activity. Predicted results can be standardized and changed.
The object of assessing subject results is the ability of students to solve educational and educational and educational and practical tasks. Assessment of the achievement of subject results is carried out in the form of interim and final certification. The Federal Law "On Education" No. 273-FZ does not provide for the implementation of the final certification of the DOP, but also does not prohibit its implementation in order to establish:
Compliance of the results of the development of affiliates declared goals and planned learning results;
Compliance of the process of organizing and implementing the DPOP established requirements for the procedure and conditions for implementing programs.
Certification (intermediate and final) DOAP can be carried out in forms defined by the curriculum as an integral part of the educational program, and in the manner prescribed by the local regulatory act of the educational organization.
Diagnosticspersonal and meta-delnet The results of students causes the most difficulties among teachers, since they are not standard, but a social order. In these methodological recommendations to help educators operating in the system of additional education, diagnostic techniques are proposed that are quite simple and can be used in practical activities (Appendix 4, 5, 6). However, teachers who have rich experience in the system of additional education of children can independently develop techniques for determining the level of student development on an additional general education program.
II. . The presence of ways to track the dynamics of student development (Rating achievement estimation system, portfolio, test books, etc.).
One of the most sought-after ways is the achievement portfolio, with which you can trace the dynamics of the personal development of students. The portfolio method is not only a modern effective form of assessment, but also represents the technology of students' work, which allows you to solve a number of pedagogical problems:
Contributes to the formation of the culture of thinking of students, the development of reflexive and evaluation skills (the ability to plan, organize, analyze its own activity);
Develops such qualities of students as responsible, activity, independence and self-control.
4. Principles of Designing UMK
Design - a complex and long-term creative process that integrates into a single whole:
prediction of the desired results based on problem analysis;
the embodiment in the practice of conceived with the subsequent adjustment of the goals and objectives, the comparison of real and alleged results. The result is the author's (at the level of a specific teacher or institution) a pedagogical model or a system, which is a mandatory sign of which is novelty.
Pedagogical Design EssenceCMD is based on the relevant principles:
- the principle of targeted and optimal detentioneducational material;
- the principle of interdisciplinaryism - work on the formationcontent must have a complex nature, covering everythingrelationships of a specific additional secondary program with objectsrelevant educational area;
- the principle of scientific relevance is the content of leading topics should be as much as possible Answer modern achievementsrelevant areas of science;
- principle priority of applied tasks - in classes,performed practical skills in the aim of mastery, first of all, should be attracted to solve applied tasks.
5. Functions UMK
CMD performs 3 main functions:
Educational function - ensuring the goals and objectives of the development of the content of education.
Developing function - ensuring the possibility of using materials in order to develop personal qualities, such as perception and thinking, imagination and memory, physical development, etc.
Educational function - ensuring the orientation of the content of educational materials for the development of universal values \u200b\u200b(love, freedom, beauty and others) in line with domestic cultural traditions.
The above features include:
- information - provision of a systematic presentation of phenomena, subjects, events in science, art, production, sports, etc. in order to achieve the educational effect;
- integrating - ensuring students' presentings on additional sources of information on the issues under consideration;
- coordinating - ensuring coordination of the student's actions to the use of other educational: encyclopedic dictionaries and reference books, annotated literature signs, atlases, albums, popular periodicals, natural objects, computer support, etc.;
- transformational - associated with the conversion of content, taking into account age, social, onnational featuresstudents;
Systematizing - ensuring the logical and didactic sequence of submission of educational material;
- the function of rationalization that reduces the costs of resources and time of students and teachers with high quality of the results of education;
- the function of stimulating the cognitive activity of students due to the enraged and problematiccottages of educational material;
- the function of managing the development of the educational process due to the dosage and consistent organization of the flow of educational material;
- function of fixing and self-control of performance resultspupils by setting tasks and control issues.
6. Stages of Designing UMK
Starting work on creating an educational and methodological complex to an additional general education program, teacher needs to know all the stages of its development.
Development of an additional secondary program.
Determining the goal and tasks of developing an educational and methodological complex.
Selection and analysis of information and methodical material:
Methodical;
Literary;
Visual;
Electronic educational resources.
Selection of material.
Systematization of material in accordance with the educational and methodological plan and exercise forms.
Creating thematic folders (printed and electronic).
Systematization of the educational and methodological complex.
The introduction of an educational and methodological complex in practice.
Analysis of the educational and methodological complex:
Adjustment of the teaching complex.
presentation of Materials UMK at Methodological Associations, Speech at Workshops, Presentations of Pedagogical Experience, Conferences, Publishing through publishers and Internet sites, participation in methodological exhibitions and professional contests of different levels.
Since the development of an educational and methodological complex is a creative process, each teacher has the right to determine the stages of development of the CMD depending on the experience, professional knowledge and skills.
7. Requirements for the creation of the CMD
The educational and methodical complex and its components must:
provide a logically sequential presentation of educational material of an additional general education program;
assume the use of modern methods and technical means that allow students to deeply develop training material and receive skills to use it in practice;
comply with modern scientific ideas in the subject area;
provide interprecote control;
ensure ease of use for teachers and students.
In conclusion, we can designate a number of objective factors that determine the advantages of the educational and methodological complex ("pluses" of the UMC), allowing the teacher of additional education to more effectively solve many issues of organizing their activities.
The first "plus" - UMK allows you to keep up with the times. Using UMK gives the integrity of the education process, allows the teacher to raise the organization of the pedagogical process to a higher level, preparation and conduct of classes.
The second "plus" - CMD is an important means of a more advanced organization of pedagogical labor. UMC As an organic part of the teacher's activities allows him to carry out its activities in the system, feeling the components of this activity and directing them into an organically unified process of child's personality development. At the same time, the CMD has great positive opportunities and reserves that reduce the costs of resources and time of students and the teacher with high quality educational results.
Third Plus - UMC allows the teacher to enhance its skills in principle. Mobilizing the knowledge and experience on solving certain pedagogical tasks, exercising during work on UMC analysis and self-analysis of pedagogical activities, the teacher principally increases their professional competence.
Fourth "plus" - CMD contributes to creative teacher self-realization. In general, the work of the teacher for the design and creation of a teaching and methodological complex not only allows you to systematize the experience accumulated by him as a specialist, but also contributes to the manifestation of creative activity and informed professional development.
Fifth "Plus" - creation of favorable conditions for students' self-realization in classes, stimulating individual selection. The inclusion in the UMC system of multi-level tasks, taking into account the presence of students from different temperaments, types of thinking, types of memory, allows you to go to learning from the possibilities and needs of the child, thereby promoting the intellectual and personal development of each student.
Sixth "Plus" - ensuring the intensity of developing children of various activities. The introduction into the educational process of the UMC is the condition of the multifaceted activity of students in favorites of them. Inviting a child to join this or that activity (communicative, game, cognitive, educational, and other), the teacher of additional education provides him with the conditions for the implementation of its own interests and the development of its individual abilities. The selection of the teacher of the variable materials over the levels and the pace of their development allows all participants in the educational process to engage in the selected case in pleasure and with the maximum benefit for themselves.
Conclusion
Using UMK gives the integrity of the education process, allows the teacher to raise the organization of the pedagogical process to a higher level, preparation and conduct of classes. CMD is an important means of a more advanced organization of pedagogical labor.
Mobilizing the knowledge and experience in solving certain pedagogical problems, exercising in the course of work on UMC analysis and self-analysis of pedagogical activities, the teacher principally increases its professional competence.
Undoubtedly, the creation of a teaching and methodological complex requires significant temporary costs from the teacher, but its use will entail aware of professional development, gaining more satisfaction from work.
Thus, the creative process of working on the CMD, in which the functional role of each of the components components may vary under the influence of many factors, can be considered as a means of improving the quality of additional education.
Bibliography:
1. Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ "On Education in the Russian Federation".
2. The concept of the development of additional education of children, approved by the order of the Government of the Russian Federation of September 4, 2014 No. 1726-p.
3. Budayev N.A. Educational and methodical complex in the system of additional education. Toolkit. - Publisher MOU DOD DCC POP 2015.
4. Builova L.N. Methodical recommendations for the development and design of PAP.- Moscow, 2015.
5. Builova L.N. Technology for developing and evaluating the quality of additional general educational general training programs: new time - new approaches. Toolkit. - M.: Pedagogical Society of Russia, 2015. - 272 p.
6. Gorsky V.A. Educational and methodical kit as a means of software and methodological support for additional education of children, its functions and the main stages of development // Additional education. - 2009. - № 1. - P. 29-33.
7. Dobrekova N.V., Inz I.G.: The educational and methodical complex - the necessary part of the professional activity of the teacher: a teaching manual: GOU "St. Petersburg City Palace of Young" RGPU. A.I. Herzen Department of Pedagogy: St. Petersburg, 2004.
8. Skoratovskaya N.A. Educational and methodical complex as a means of improving the quality of additional education // Modern pedagogy. - 2014. - № 12 (electronic resource).
9. Filatova M.N. Individualization and personification - topical problems of modern education. Scientific and Methodical Collection "Library". - 2016. - № 1. - P. 44-80.
10. Filippova N. V. Evaluation of the effectiveness of an additional general education program (on the example of the work of the Studio "Youth Fashion" by MOU DOD "autograph" of the city of Nechet Kostroma region) // Young scientist. - 2012. - №5.
Attachment 1
Sample title leaf umk to doop
Regional State Budgetary Establishment of Additional Education "Khabarovsky Regional Center for Development of Creativity of Children and Youth"
____________________________________________________
(structural subdivision)
Educational and methodical complex
to an additional general education overall program __________________________
(Name DOP)
The focus of the DOP _________________________
The age of students on the DOP _____________________
Pedagogue of additional education (trainer-teacher)
FULL NAME.
Khabarovsk
20__g.
Appendix 2.
Information card of the educational and methodological complex for an additional general education program
Name of DPOP: __________________________________________
Duration of the implementation of the DOP: ________________________________________
Pupil Age: ________________________________________________
Author,compiler
Year of development, compilation
Tutorials
Methodical materials
Didactic materials
Electronic resources
Diagnostic materials
Other (scenarios of holidays, photo albums, pakmeys, etc.)
Appendix 3.
Evaluation Sheet (Approximate)
educational and methodical complex
to an additional secondary program
(for the internal and external examination of the UMC)
Name DOP _______________________________________________
FULL NAME. Teacher _______________________________________________
Evaluation of each indicator is carried out by four points:
0 - lack of materials for evaluation;
1 - materials partially comply with the requirements;
2 - materials more consistent with the requirements;
3 materials by 90% comply with the requirements;
4 - materials fully comply with the requirements.
The maximum number of points is 20 points.
Tutorials:Reference reference
Fiction
Scientific and popular science literature
Periodicals
Videos
Audio materials
3
Didactic materials:
Distribution material for students
Visual aids
4
Methodical materials:
Plans for classes
Control tasks
Methodical development
5
Diagnostic materials and criteria for monitoring the results of the development of pupils
Total scores: _____________
Commission members:
1._______________________
2._______________________
3._______________________
Date of completion ______________________
Appendix 4.
Individual sheet
pedagogical observations for students' activity
One of the means of diagnosis is the observation method. Observations must be carried out at mandatory classes and in an informal setting, as well as during mass events during the entire school year. For pedagogical observation and analysis, it is necessary to choose behavioral manifestations of students who characterize the attitude of the child to others, peers, to activities.
The form of accumulation of pedagogical information is the "individual sheet of pedagogical observations for students' activity", which is filled with the teacher. Generalized information is reflected in the consolidated view of the students' observations (Appendix 5).
Surname, student name ____________________________________
Civil liability (conscientiousness, organization, operational, demanding to itself and others)Possession of knowledge about the events occurring in the country and in the world, the ability to independently allocate important state and public problems
Positive attitude towards others, manifestation of intolerance to any kind of violence (careful attitude towards nature, animal, plants)
Manifestation of its own moral and civil position in correlation with the interests of the development of the state and society
Responsible attitude to the fulfillment of public instructions
Participation in conducting events with civil orientation
Social activity (purposefulness, independence, initiative, determination, perseverance)
Self-expression, desire to show your knowledge and skills when conducting various events
Clear personal goals and their execution
Self-organization of educational activities
Ability to independently perform tasks
Moral culture (honesty, restraint, justice, humanity)
Knowledge of knowledge about the cultural and historical heritage of the country
Positive attitude to general cultural, spiritual and moral values
Recognition of the value of cultural forms of behavior (culture of behavior with peers, culture of speech, culture of behavior with teachers, culture of behavior during field educational events)
Participation in cultural events
Communicability (sociability, excerpt, social mobility)
Development of communication skills, cooperation in the process of carrying out various activities
Participation in educational and socially significant activities, activity in the process of organizing and conducting events
Ability to work in a team, team
Motivation and attitude of students to the process of knowledge
Motive of high assessment
The desire to take a new position in relations with others, conquer respect among peers, desire to assert
The need to receive new knowledge and skills
The ability to subordinate their desires of consciously set goals in training
Maximum number of points:
Appendix 5.
Summary Map of Pedagogical Observations
for students in children's association
Final valueStriving for knowledge
Independent search for information
Skill plan
cf. Arithmetic
Selfism
Self-organizing
Self-determination
Independence
cf. Arithmetic
Knowledge
Moral Installations
Positive attitude towards others
Responsibility to the team
Participation in events
cf. Arithmetic
Knowledge
Attitude
Forms of behavior
Participation in events
cf. Arithmetic
Communication skills
Organizational skills
Ability to work in a team
cf. Arithmetic
Internal motifs
External positive
External negative
Pottleness
cf. Arithmetic
Average
1
2
3
This technique allows you to determine the level of personality development throughout the entire period of training on an additional secondary program:
0-1 score - Low level of personality development of students
2-3 points - Medium level of development
4-5 - high level of development
Appendix 6.
Profile
"Determination of the level of sociocultural development of students"
Instructions for testing test. Read the judgment below. Evaluate every judgment in relation to you on the following scale:
And - quite right, constantly;
B - relatively true, not always;
In - incorrect, never.
Answers (a, b or c) bring into a questionnaire next to the judgment number.
Questionnaire.
FULL NAME. student ___________________________________
Year of study, age _______________________________
Part I. . Diagnosis of cognitive need
1. I do not disappear the desire to achieve the goal, even if anything hinders anything.
2. I strive to acquire new knowledge unknown to me earlier.
3. Only having good knowledge, you can succeed in life.
4. The person can not only know, so I do not hesitate to ask the teacher incomprehensible to me questions.
6. The knowledge of the new for me creates a sense of success.
7. I can independently find, analyze and select the necessary information from various sources, including with the help of computer tools.
8. I can adequately judge the reasons for my success / failure in training, connecting success with efforts, hard work, throughout the effort.
9. I believe that education plays a primary role in the development of man and the whole society.
10. I see the relationship between getting knowledge and future professional activities.
Part II. . Diagnosis of social activity
1. I can subjugate my actions to the goals and not succumb to the influence of various factors that impede the achievement of the goal.
2. I used to allocate in affairs the main thing and not distracted on an outsider.
3. I strive to cope with various difficulties yourself.
4. I intentionally plan and organize my activities, free time.
5. I can work creatively, acting on your own initiative.
6. I like to master new activities, new skills, skills.
7. Often I propose your approach to business, striving for any work to be interesting for yourself and others.
8. If I take the case, I will definitely bring it to the end.
9. I take an active part in the preparation and conduct of various school events, class, institutions of additional education.
10. When it is necessary to make important decisions, I act resolutely.
Part III . Diagnosis of civil liability
1. I am ready to deliver public interests above my own.
2. Responsibly treats the cases of the group, class, worrying for a common success.
3. I want my work to benefit society.
4. In conscientious about the fulfillment of any case, orders.
5. I am ready to defend my homeland, the interests of the state in the event of a serious danger.
6. I know the story, tradition, culture of my state.
7. I am worrying when I hear the songs about my homeland.
8. I can hold back my word if I promised something, I will definitely fulfill.
9. It is interesting for me to take part in discussions on topical issues of civil society and state.
10. I care about the surrounding nature, animals, plants, etc.
Part IV . Diagnosis of moral qualities
1. Respectively treat adults.
2. It is important for me to help a friend if he got into trouble, not waiting for the praise and rewards instead.
3. I am conscientious if I do unfairly in relation to the other.
4. I have the shortcomings with which I try to cope.
5. I show sympathy to the guys who do not work.
6. I think that it is impossible to allow yourself to be out of the unjust comment to your address.
7. I believe that there are rules of behavior in public places, which each person must observe.
8. I always tell the truth.
9. Appearance is an indicator of respect not only to itself, but also to others.
10. In my free time, I am pleased to go to the theater, a museum, to the exhibition.
Part V. . Diagnosis of communicative qualities
1. I know how to keep exposure and patience in conflict situations, I take the problem calmly, trying to find a compromise solution.
2. I think it is important to understand other people, even if they are wrong.
3. In an unfamiliar company, I do not feel inconvenience.
4. I do not feel a sense of inconvenience or constraint, if you have to show the initiative to get acquainted with a new person, to establish contact with him, friendly relations.
5. I easily adapt in the new team.
6. I have many friends with whom I constantly communicate.
7. I am easy to make a report, message, information before the audience.
8. In solving important cases, I accept the initiative on myself.
9. I am pleased to take part in collective events, organizing public affairs, I take responsibility for the overall result.
10. In the team, I like to be the center of attention, I feel like a significant member of the "Team".
Part VI . Diagnostics of students' motivation for cognitive activity
I am attracted:
1. The ability to acquire new knowledge, skills, expand the horizon.
2. The desire to self-esteem, conquer respect among peers.
3. The need to obtain the knowledge necessary in the future to choose a profession, the ability to obtain initial profile training.
4. The need for communicating with peers.
5. The ability to develop creativity.
6. The ability to participate in collective affairs.
7. The ability to succeed in certain activities, the desire to benefit society.
8. The ability to develop certain traits of character: independence, activity, initiative.
9. The future depends on this: entering an educational institution, salary, career.
10. Reward, promoting parents.
Processing results.
For evaluation, a three-point scale is used:
Option "A" - 2 points - the student fully owns the specified skill, the ability, it is characterized by this form of behavior.
The option "B" - 1 point - owns them partly, exhibits from time to time, is inconvenient.
The option "B" - 0 points - does not own.
For each answer (option a), 2 points are charged, for the answer (option b) 1 point is charged, for the answer (option B) scores are not accrued.
Translate your answers to the test questions in the score. Write down the figures received into the questionnaire (Table 1) in the free cage next to the answer to the questions. Calculate the results of each dough part in the questionnaire (Table 1), having aroused the scores recorded in columns. The resulting amounts are recorded in final cells.
Enter Table 2 "Summary Table of Student Results Group" Test results, results obtained from 1st to 6th part of the total cells of the table 1. It is calculated how many students of the group have a minimum, high, average level of socio-cultural development. Results can be translated into interest.
Summary table of group survey results
Minimum level(less than 8 points)
Average level
(8-15 points)
High level
(15-20 points)
Part 1
Cognitive activity
Part 2
Social activity
Part 3.
Civil responsibility
Part 4.
Moral
Part 5.
Communicability
Part 6.
Motivation for cognitive activity
This technique allows you to reveal the strengths and weaknesses of the personality of students, to identify the level of their sociocultural development.
The use of the methodology throughout the entire training period for an additional general education program will allow to record the changes in the identity of students and identify the development trends.
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