7. SalmiD. Creating world class universities. M.: The whole world, 2009. 132 p.

8. FedotovaN. N. Globalization and education // Philosophical Sciences. 2008. No. 4. P. 5-24.

1. Bajdenko V. I. Bolonskij protsess: strnktumaja reforma vysshego obrazovanija Evropy. M.: Issle-dovatel"skij tsentr problem kachestva podgotovki spetsialistov; Rossijskij Novyj universitet, 2002.

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3. Zhukova T. A. Sotsiokul"turnyj aspekt sotsial"no-humanitarnogo obrazovanija v epohu globalizatsii / Sot-sial"no-humanitarnoe obrazovanie kak metodologicheskoe osnovanie ustojchivo razvivajushchegosja sotsiuma (v kontekste sinergijno antropologicheskoj paradigmy Saransk: Mordov. gos. ped. in- t, 2011. S. 45-53.

4. Zima N. A. Innovatsionnye tendentsii modernizatsii v obrazovanii v uslovijah globalizatsii // Fundamen-tal "nye issledovanija. 2006. No. 7. S. 78-80.

5. Integratsionnye protsessy i gumanitarnye tehnologii: mezhdistsiplinarnyj aspekt issledovanija nauchnogo obrazovanija v evropejskih universitetah: Scientific-metodicheskie materialy / V. I. Bogoslovskij, V. V. Laptev,

S. A. Pisareva, A. P. Trjapitsyna. CPb.: OOO “Knizhnyj Dom”, 2007. S. 13.

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O. V. Litovchenko

STUDENTS' COGNITIVE SKILLS:

PROBLEMS OF FORMATION IN A MODERN SCHOOL

The history of the development of the problem of cognitive skills in adolescents and various approaches to the classification of cognitive skills are considered. Based on reports on the results of the Unified State Exam, an analysis of the tasks and results of the Unified State Exam was made, which allows us to assess the development of cognitive skills among school graduates.

Key words: cognitive skills, formation of cognitive skills, levels of formation of cognitive skills.

^gmt^e Skills of Students:

The Difficulties of their Development at a Modern School

The article highlights the history of the problem of teenagers’ cognitive skills development, as well as various approaches to the cognitive skills classification. An analysis of tasks and results of the Uniform State Exam has been conducted on the basis of reports on the results of the Uniform State Exam, this allows to assess the extent of cognitive skills development of high school graduates.

Keywords: cognitive skills, cognitive skills development, levels of cognitive skills formation.

Currently, with the development of scientific sources and volumes of information, it is important

technical revolution, with the advent of a clear indicator of the quality of education

industrial society, c the ability of a person to mobilize in con-

knowledge and experience gained in a specific situation. The main task of education today is to teach the student the activity of solving problems, solving problems in various spheres of life. The process of cognition accompanies a person throughout his life. It is most intense in the context of formal education, when a person consciously and systematically learns about the world through the development of educational programs. Moreover, in modern conditions of the development of lifelong education, this can happen in almost any time period of a person’s life. Today, educational programs are offered for young people, middle-aged people, and older people in order to assist them in adapting to the conditions of the rapidly changing world of professions and life in general. This means that a person must have certain cognitive competencies, have a desire to learn and be able to do it. In other words, the problem of developing a person’s desire for knowledge, the development of cognitive competencies is significant for every generation and is aggravated again and again under the influence of changing living conditions.

As is known, with the beginning of the new century, processes of renewal and modernization of education began to rapidly develop in almost all European countries, and the entire pedagogical world began to use the words “key competencies” as a designation of the main task of raising and educating schoolchildren. Competence is a range of issues in which someone is knowledgeable; the range of someone's powers, rights.

The competency-based approach to determining the goals and content of general education is not completely new, much less alien to the Russian school. In the theory and practice of domestic education, there are very interesting developments in

direction of determining and developing student competencies. The concept of competence is not opposed to knowledge and skills; it is much broader and is associated with the implementation of complex practical tasks. Performing these tasks requires not only certain knowledge and skills, but also certain strategies and routines necessary to apply the knowledge and skills, appropriate emotions and attitudes, and control the entire system. Thus, the concept of competence includes not only a creative and cognitive component, but also a motivational, ethical, social and behavioral one. Competencies are formed in the learning process, but not only at school, but also under the influence of family, friends, work, politics, religion, culture, etc. The problem of selecting basic (key, universal, transferable) competencies is central to updating the content of education.

The new educational standard introduced in modern school education in Russia operates with the concept of “universal educational action” and sets as one of the tasks the formation of cognitive universal educational actions in students. In elementary school, these actions include: general educational actions, logical actions, actions of posing and solving problems. In the basic school, the standard defines a fairly long list of cognitive universal educational activities of varying levels of complexity - from the ability to structure texts to mastering the basics of implementing project-research activities. For high school, as is known, these requirements are at the development stage.

“In a broad sense, the term “universal educational actions” means the ability to learn, i.e., the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.”

The psychological aspect of understanding the essence of universal educational actions is based on the idea of ​​V.V. Davydov that the internal core of educational activity is “need, corresponding tasks and motives, but it is realized through actions.” However, it should be noted that other psychologists shared the same point of view. Thus, D. N. Bogoyavlensky, A. A. Lyublinskaya, N. A. Menchinskaya and others considered skills as ways of performing certain educational (subject) actions that students are specially taught and which are necessary in solving increasingly complex problems. A characteristic feature of skills is the “use the right ways activity in new or radically changed conditions of its implementation through the conscious and purposeful selective application of relevant knowledge in the course of solving a specific mental problem.” Therefore, in the standard, universal learning actions are considered as a set of student actions (as well as related learning skills) that ensure independent acquisition of new knowledge and the formation of skills, including the organization of this process. Forming the ability to learn requires schoolchildren to master all components of educational activity, including motives, goals, objectives of the activity and educational actions for their implementation. In other words, the psychological understanding of the essence of the educational action is comparable to its pedagogical interpretation, understood as a skill.

It should be noted that in classical didactics, scientific knowledge about cognitive skills, their structure, content, and peculiarities of formation in schoolchildren has been formed. An increase in interest in the problem of developing cognitive skills was noted in the 60s of the twentieth century, which is associated with the transition to an industrial society and the polytechnization of education,

with the need to prepare schoolchildren to master increasingly complex professions that require greater intellectual resources. Until that time this problem was almost not considered as independent, although there is a large number of works that studied the patterns of assimilation of knowledge and skills, where the structure of skills was identified with the structure of skills. Abilities and skills were considered almost identical concepts, their formation was considered simultaneously, skills were understood as stages in the process of developing skills.

In resolving the issue of the nature of skills, an important role is played by the theoretical foundations of the psychology of activity, developed by B. G. Ananyev, G. S. Kostyuk, A. N. Leontyev, S. L. Rubinshtein, etc. The structure of educational and cognitive activity of students, the main psychological the conditions and mechanisms of the assimilation process are most fully described in the theoretical positions of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov.

The skills that ensure the fruitful course of educational and cognitive activity and are necessary for the successful solution of search problems are called cognitive skills. In the broadest sense, researchers include methods for solving cognitive problems of different types and levels of complexity, different content, as well as methods for solving educational problems as cognitive skills. However, one cannot help but note a slightly different understanding of the essence of the skill. Thus, A.K. Gromtseva, M.A. Danilov, B.P. Esipov and others considered skill as the readiness, ability, and possibility of an individual to perform an action.

Not all researchers, in their proposed classifications of skills, single out cognitive skills in exactly this way. Thus, in the classification of V.N. Maksimova, intellectual, practical, specific (i.e., subject-specific), cognitive

evaluative skills. S. L. Fokina divides skills into specific and general. Specific skills reflect the specifics of the content of a particular academic subject and are closely related to certain subject content. Generalized skills include skills that are repeated in any objective actions. Generalized skills are a mandatory component of cognitive activity in the study of all academic disciplines and are suitable for solving a wide range of problems. N. S. Zhuravleva offers the following types of cognitive skills: intellectual, practical, organizational and control-evaluative.

The actual classification of cognitive skills was proposed by A.V. Usova and her student A.A. Bobrov. According to researchers, cognitive skills are the ability to independently acquire knowledge, which is especially important for preparing students for continuing education. The mastery of new knowledge and skills, and on their basis, new ways of solving cognitive problems, depends on how successfully skills of this type are formed. They included the following basic cognitive skills: the ability to work with educational and popular scientific literature and, on this basis, independently acquire and deepen knowledge; the ability to conduct observation and draw conclusions based on it; ability to independently model and build hypotheses; the ability to independently conduct an experiment and gain new knowledge based on it; the ability to explain observed facts on the basis of existing theoretical knowledge, to predict the consequences of theories. Thus, A.V. Usova divides skills into two categories: skills of a practical nature (measurement, calculation, use of an energy source, etc.) and skills of a cognitive nature (observation, experience, working with literature). Both types are interconnected and play an important role at all stages of learning.

All researchers in their works note that for the successful formation of cognitive skills, targeted, coordinated, systematic work is necessary, and the implementation of interdisciplinary connections helps to improve the quality of assimilation of fundamental concepts, accelerates the process of formation of cognitive skills and skills of a practical nature. G. A. Dzida proved that the development of students’ cognitive skills in the process of solving educational problems will become manageable if the learning process for the development of cognitive skills is systematic and integrative, and the development of cognitive skills is carried out step by step and synchronously in various academic disciplines.

The problem of creating conditions for the formation of cognitive skills has long attracted the attention of scientists. L. S. Vygotsky believed that cognitive skills are formed directly in the process of mastering specific content. However, today most scientists are inclined to believe that mastering knowledge also requires special training of students in ways to acquire it, that cognitive activity should act not only as a means of acquiring knowledge, but also as a special subject of acquisition.

Establishing criteria and levels of cognitive skills is important for the correct assessment of students and for determining the effectiveness of teacher methods. The criteria for the formation of cognitive skills include the composition and quality of the operations performed, their awareness, completeness and condensation, the rationality of the sequence of their implementation, and the awareness of actions. A.V. Usova identifies the following levels of skills development: first (lowest) - the student performs only individual operations, and their sequence is chaotic, the actions as a whole are poorly understood;

second (middle) - the student performs all the required operations, but their sequence is not well thought out, and the actions themselves are not sufficiently conscious; third (highest) - the student performs all operations, their sequence is rational, actions as a whole are quite conscious. We adhere to this point of view in our own research.

In order to clarify the range of modern problems in the formation of cognitive skills in schoolchildren, we set the task of assessing the levels of formation of cognitive skills in school graduates, which can be done using data from analytical reports on the results of the Unified State Exam, compiled annually by the Federal Institute of Pedagogical Measurements. These reports are compiled based on information obtained from the results of the Unified State Exam throughout the country.

We analyzed reports on physics, chemistry, biology and geography for 2009-2012, posted on the website Federal Institute pedagogical measurements. Exam models for most subjects have not undergone significant changes compared to 2009, when the Unified State Exam became mandatory for all graduates. At the same time, the necessary improvement of assessment criteria and task formulations was carried out. In test and measurement materials, special attention is paid to assessing the ability to apply knowledge acquired during the study of general education subjects to explain natural and social phenomena and processes, to solve cognitive and practical problems, to navigate the information field and analyze incoming information, to formulate and argue one’s own judgments on current issues. questions.

The exam models of the Unified State Exam in all subjects include test tasks with a choice of

vets, as well as tasks that require free construction of the answer. Tasks for reproducing knowledge involve testing educational skills to recognize processes, phenomena, name the main provisions of theories, laws and patterns; give definitions of basic concepts and use terms. In tasks with a detailed answer, graduates must complete a number of proposed theoretical and practical tasks, provide their complete solutions, and answer the problematic questions posed in detail, using course knowledge. This principle is of key importance, since tasks with a detailed answer allow us to identify not only the level of mastery of the content of the relevant educational subjects, but also the formation of the skills specified in the “Standard”. Such tasks include various sources of information: texts, graphs, tables, thematic geographical maps, drawings, statistical data

Tasks with detailed answers provide an opportunity not only to assess students’ knowledge, but also to identify the logic of their reasoning, the ability to generalize, justify, draw conclusions, clearly and concisely state the answer to the essence of the question, and apply the acquired knowledge in practice. When performing these tasks, the examinee has the opportunity to quite fully and deeply express his thoughts and demonstrate the depth of knowledge. Unlike multiple-choice tasks, when completing free-response tasks, there is no hint or guessing of the correct answer. Students must independently formulate an answer to the question posed. Tasks of this type are of great importance for differentiating students according to their level of preparation and for identifying common mistakes.

Tasks with a detailed answer are most significant for assessing the readiness of participants in the unified exam to continue studying in institutions of higher professional education, therefore experts and analysts

The Federal Institute of Pedagogical Measurements considers it expedient to increase the number of practice-oriented tasks and tasks designed to test the ability to solve problems that graduates may encounter in life.

Analysis of the answers to these tasks suggests that some graduates experience serious difficulties in formulating logically coherent explanations; despite the presence of a calculator, the proportion of incorrect arithmetic calculations, errors in bringing powers, and in converting units of measurement is very high; a significant number of graduates do not know important

To prepare students to complete tasks with a detailed answer, it is necessary to teach them to briefly, reasonably and to the essence of the question posed, express their thoughts in writing, apply theoretical knowledge in practice, in new situations related to everyday life, as well as when solving problems. Increasing importance in the activities of students is attached to skills with such properties as versatility, mobility, generalization, which ensures the formation of a creative attitude to learning in students.

In studies conducted by A. V. Usova, it was revealed that difficulties in studying natural science subjects are a consequence of the inability to self-

practical ability to use acquired knowledge. According to the classification proposed by A.V. Usova, this level of development of graduates’ cognitive skills can be assessed as low, which is confirmed by a significant number of graduates who did not start completing tasks with a detailed answer or received zero points for them.

A significant proportion of graduates successfully complete only one or several tasks with a detailed answer, which once again confirms the insufficient level of development of cognitive skills among school graduates.

Work thoroughly with the textbook, carry out experiments and solve problems independently. More than 30% of the students surveyed believe that for more successful learning in physics, chemistry, biology, you need to learn to work independently with a textbook, learn to independently obtain knowledge, i.e. develop cognitive skills. The ability to work with printed text is currently becoming especially important due to the fact that in the context of the rapid increase in the pace of scientific and technological progress, each person needs to continuously replenish and deepen his knowledge. Taking into account the changes taking place in modern pedagogical science and educational practice, Ya. V. Danielyan noted

Proportion of Unified State Exam participants who did not start Part C / received 0 points

Year Subject 2009 2010 2011 2012

Physics 28.5/ 18.4 30.3/ 17.9 23.9 /16.7 26.0 / 20.5

Chemistry 12.2 / 2.3 10.5 / 9.9 9.1 / 10.3 9.9 / 12.8

Biology 8.4/ 8.5 7.9/ 6.0 7.0/ 6.9 7.0/ 6.5

Geography 12.5/ 10.4 14.4/ 5.9 12.3/ 7.4 14.0/ 6.9

It is expected that the textbook has a new function - the function of developing independent cognitive activity of students in the information space, which comes to the fore in importance among the traditional functions of a school textbook.

Until recently, the introduction of new technologies in educational book publishing did not lead to a transition to a new level of educational quality, but recently the situation has begun to change. The publishing house "Prosveshcheniye" has begun producing educational and methodological sets "Spheres" - a qualitatively new educational and publishing project that creates a fundamentally different information and educational environment. “Spheres” provide the opportunity to study subjects based on work in a single information field, implemented through the interconnection of all components of the set, and facilitate the search, development and interpretation of information. The basis of the Sphere educational and methodological kits is the textbook. It is here that both the traditional laws of creating a textbook and new approaches to the learning process are most fully used.

The development of cognitive skills is facilitated by research and project

types of student activities, since they provide the opportunity to achieve a high degree of individualization of learning, create a cognitive and developmental field that allows the student to choose the trajectory of educational activity. These types of activities are most often organized by the teachers themselves, and only sometimes tasks for project and research activities are offered in textbooks.

A review of the literature on the problems of cognitive skills shows that a lot of experience has been accumulated that reveals the essence, internal connections and patterns of development of cognitive skills. Cognitive skills are necessary for higher forms cognitive activity. Operating with skills leads to a thorough and versatile penetration into the content of learning, which becomes more understandable and meaningful for the student. At the same time, there are some aspects that need clarification: the classification and functions of cognitive skills in the modern information society. A closer study requires the answer to the question of how to develop a student’s independent cognitive activity with the help of a textbook.

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Yu. S. Matrosova

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF A FUTURE TEACHER BY MEANS OF FICTION

One of the possible ways to develop the professional competence of future teachers is considered - the use of works of fiction in the process of studying pedagogical disciplines; the results of using the developed methodology in the educational practice of a pedagogical university are analyzed.

Keywords: professional competence, modern childhood, professional task, fiction.

Development of Professional Competence of Preservice Teachers by means of Belles-lettres Literature

The paper deals with methods of employment of belles-lettres in the process of teachers’ training. A range of assignments based on belles-lettres is suggested for the development of teachers’ competence.

Keywords: teacher’s competence, modem childhood, professional problem, belles-

In the modern world, education is seen as a driving force for the progressive and stable development of society. The main strategic resource for development is people with knowledge, their intellectual capital and professional competence; It is the education of people that determines the value orientation, possibilities and boundaries of future changes.

In this regard, new requirements are being placed on the system of higher pedagogical education for the training of specialists who are able to meet the challenges of the new era and the ethics of multi-subjective interaction, who are ready to cooperate, who can

work in a team and have such professional qualities, as openness to new things, dialogue, polyeducation (V. P. Zinchenko, E. A. Klimov, Yu. N. Kulyutkin, E. E. Sapogova, etc.).

A modern teacher must have complex skills related to understanding the individual characteristics of the student, the various contexts (social, cultural, national, etc.) in which training takes place, with the design of individual educational routes that are built by the teacher and student, taking into account both the interests of the student , and the requirements of educational standards. The teacher needs to understand

Coursework in pedagogy

“Formation of cognitive skills of students in extracurricular activities”

Introduction

Chapter 3. Psychological and pedagogical foundations of extracurricular activities

Conclusion

Annex 1

Appendix 2

Appendix 3

Every teacher, no matter what educational institution he works in, knows well that the success of a lesson, lecture, conversation, or any educational event largely depends on creating activity in learning. Knowledge of your subject does not provide the opportunity for good learning.

It is necessary to create interest that leads to active participation of students. However, it is necessary to awaken to cognitive interest - this is just the initial stage of a large and complex work to cultivate a deep interest in classes and the need for self-education. Many are even convinced that if children are interested in listening to the teacher, then the lesson went well. They often don’t think about how the students worked in the lesson, what main directions the teacher chose to awaken and develop creative activity, independence of thought, and the desire for self-education and self-education in their students. But this is the main thing today!

Teachers should teach that learning leads to the development of all personality traits if it corresponds to his zone of proximal development. Students will only acquire knowledge, skills and abilities when they actively act. The teacher's information should be interesting to students.

Extracurricular work during school is of great educational importance; it is one of the components of a teacher’s activity. Extracurricular activities pursue the same objectives as the academic course, that is, it introduces students to an understanding of the subject, enriches their knowledge, broadens their horizons, and contributes to the growth of interest in school subjects.

Research problem: What and how contributes to the formation of students’ cognitive skills in extracurricular activities.

Relevance: Formation of cognitive skills of students.

Object of study: Formation of cognitive skills of students in extracurricular activities.

Subject of research: Extracurricular activities as one of the methods for developing students’ cognitive skills.

The purpose of this course work: To consider the process of developing cognitive skills in students in extracurricular activities.

Hypothesis: Extracurricular activities are an integral part of the process of developing students’ cognitive skills.

Coursework objectives:

Explore extracurricular activities as a factor in the formation of cognitive skills.

Based on the studied theoretical material, consider the organization of extracurricular activities at school.

Analyze and summarize the material on the topic studied.

Chapter 1. Formation of cognitive skills in the process of studying subjects of the natural cycle

Studying science subjects causes great difficulties for many students. The reason lies in the inability to independently work with a textbook, independently carry out experiments and solve problems. To the question “What do you think needs to be done to improve success in studying physics, chemistry, biology?” More than 30% of the students surveyed wrote that they need to be taught how to work independently.

Research conducted in the late 60s. last century by psychologists and didactics, showed that for successful learning it is necessary for the teacher to focus not only on imparting to students a system of ready-made knowledge, but also on developing in them a system of cognitive skills: skills should be formed in the process of mastering scientific concepts, laws and theories.

Cognitive skills are those through which a person acquires knowledge independently. When determining the composition of such skills, one should proceed primarily from an analysis of the main sources of knowledge. In natural science subjects (physics, chemistry, biology), the main sources of knowledge for students are textbooks, observations, experiments, and measurements. These skills are called general. For their successful formation, purposeful and coordinated work of the entire teaching staff is necessary. educational institution, clear and systematic control over the activities of teachers.

Research by psychologists (A.N. Leontyev, P.Ya. Galperin, N.F. Talyzina) showed that all skills are formed only in activity. Activity is understood as the process of interaction with the outside world. Psychologists classify types of activity in different ways, but most distinguish between cognitive activity (learning) and transformative activity (work). The main thing that distinguishes one activity from another is the difference in their objects. It is the subject of the activity that gives it a certain direction.

The main component of any activity is action - a process subordinated to a specific goal, a result that must be achieved. Actions are made up of operations, i.e. ways of carrying out actions. Initially, each operation is formed as an action subordinated to a specific goal. But then it can be included in another, more complex in terms of operational composition, action, becoming one of the ways of its implementation, i.e. operation.

To successfully develop the ability to perform this or that action, it is necessary, first of all, for the teacher himself to analyze the structure of the action, to clearly imagine what elements (operations) make up its implementation. Having identified individual elements (steps), it is necessary to determine the most appropriate sequence of their implementation and outline a system of exercises that ensure confident, almost automatic performance by students of simple actions, then organize their implementation.

Complex actions are carried out in stages. In the process of developing cognitive skills, the following stages are distinguished: students’ awareness of the importance of mastering the ability to perform a given action - the motivational basis of the action; determining the purpose of the action; understanding the scientific basis of action; determination of the main structural components of the action (operations), common to a wide range of tasks and independent of the conditions in which the action is performed (such structural components serve as the supporting points of the action); determining the most rational sequence of operations that make up the action, i.e. building a model (algorithm) of action (through collective and independent searches); organization of execution the largest number exercises in which students’ actions are subject to control by the teacher; teaching students methods of self-control; organizing exercises that require students to be able to independently perform a given action (under changing conditions); using this skill when performing an action to master new, more complex skills in more complex activities. The implementation of interdisciplinary connections helps improve the quality of mastering fundamental concepts and accelerates the process of developing cognitive and practical skills.

Based on the didactic goal, it is possible to distinguish five types of educational skills: cognitive, experimental, organizational, self-control, and evaluative.

N.K. attached primary importance to working with the book. Krupskaya. She formulated the rules of this work as follows: “...The first task when reading is to understand and assimilate the material read. The second task is to think through what you read. The third is to make extracts from what you read that are necessary for memory. And finally, the fourth task is to give yourself an answer to what the book you read taught you new...” (Krupskaya N.K. Selected Works. - M.: Prosveshchenie, 1965). These rules played a big role at the stage of self-education.

A method of gradually developing the ability to independently work with educational and additional literature, based on a structural and logical analysis of the content of subjects of the natural cycle, which makes it possible to identify scientific facts, concepts, laws and theories in them as common basic interconnected structural elements of knowledge. Based on the analysis of new scientific facts, new scientific concepts are introduced. Laws express essential connections between concepts. Scientific theories operate with systems of concepts, i.e. also express connections between concepts, but the connections are broader than those that express laws.

To develop general ability to work with educational and additional literature, knowledge of structural elements is important. By the end of the first half of the year, 7th grade students should know them and highlight them in the text, because by this time they already have an understanding of molecular kinetic theory, of laws (Pascal’s law, the law of communicating vessels, Archimedes’ law): they have already formed a whole range of concepts (matter, substance, mass, density of matter, force, speed, pressure) . They are familiar with a number of scientific facts, on the basis of the analysis of which concepts that were new to them were introduced, for example, facts such as the constancy of the ratio of the mass of a given substance to its volume (on this basis the concept of density is introduced); the equality of the ratios of segments of the path traveled by a body to time (on this basis the concept of uniform motion and the speed of uniform rectilinear motion is introduced).

To develop the ability to identify elements of scientific knowledge in a text, it is necessary to systematically ask students after reading a new paragraph the question: what structural elements of the system of scientific knowledge are contained in the text they read?

It is also important to teach how to classify concepts. Students should know the main groups of natural science concepts: structural forms of matter - substance and field; properties of bodies, matter and fields; phenomena (physical, chemical, biological); quantities that quantitatively characterize the properties of a body and phenomenon; devices, machines, installations.

In senior grades (9th–11th), it is necessary to separate into an independent group a special class of quantities that play a special role in the process of scientific knowledge—fundamental physical constants. What is common to all of them is immutability within certain limits of applicability and independence from conditions.

When a particular concept is introduced, it is necessary to emphasize what it characterizes and which group it belongs to. When studying quantities, it is necessary to emphasize what a given quantity characterizes: what property of bodies (substances) or what phenomenon.

It is not enough just to develop the ability to identify the basic elements of scientific knowledge systems in a text; it is also necessary to reveal the general requirements for mastering each of them, to explain what you need to know about the structural forms of matter, about phenomena, about quantities, about laws, about theories, etc. d., regardless of what field of knowledge they belong to.

Formulated recommendations are written out on posters or cards. Many teachers recommend that students copy them in notebooks, for which 6–8 free pages are allocated at the end of the notebook. These recommendations serve as plans of a general nature when studying educational material and when constructing answers, because their structure does not depend on the specific features of the material.

The formation of measurement skills is one of the important skills common to physics, chemistry, biology and mathematics. Students measure the linear dimensions of bodies, areas, volumes, and temperatures already in elementary school when studying mathematics and natural history. In grades 5–8, these skills are developed and complemented by more complex ones - the ability to measure speed, mass and weight of a body, density of a substance, current strength, voltage on a section of a circuit, electrical resistance.

A large role in the formation of educational and cognitive skills common to the cycle of academic disciplines is given to a variety of forms of organizing educational activities (conferences, intra-subject and complex seminars, integrated lessons, workshops, excursions, extracurricular work at school). In this course work provides for the study of the process of formation of cognitive skills of students in extracurricular activities.

Even the most successful lesson has one drawback: it is compressed in time and does not allow for distractions, even when the group is keenly interested in some issue. Another thing is an extracurricular activity in which the teacher is not bound by strict time and planning standards. The teacher’s responsibilities may include: leadership of creative circles, interest clubs, electives, etc. This activity is a continuation of purposeful work in lessons and the student’s abilities, the formation of his personality.

Being organically connected with educational activities, extracurricular work, in contrast, is based on the principle of voluntariness, and its creation should meet the personal interests of the student. This approach makes it possible to comprehensively take into account their needs, individual inclinations, and differentiate the topics of classes. At the same time, it should be taken into account that, although students’ initiative and activity in extracurricular activities is greater than in the classroom, one cannot proceed only from their desires. The teacher must fulfill his guiding role because he knows better what children need in independent life.

Separately, it should be said about the wide possibilities of the teacher in developing among schoolchildren an interest in inventive and rationalization activities, scientific and technical creativity. It is in extracurricular work that one can successfully develop in them those qualities without which a creative personality may not develop.

It is difficult to overestimate in this regard the role of such forms of extracurricular work, proven by many years of practice, as olympiads, exhibitions of creative works, various competitions of professional skills, reviews of scientific achievements, etc.

Chapter 3. Psychological and pedagogical foundations of extracurricular activities

“A school becomes a center of spiritual life if teachers give lessons that are interesting both in content and form... But there are wonderful, brilliant lessons where there is something else wonderful besides lessons, where the most diverse forms of student development outside of lessons are available and applied ".

V.A. Sukhomlinsky

The need to improve school education was determined by the intensive study of the cognitive activity of schoolchildren and the search for ways to form learning motives.

One of the ways to create motivation is to include the student in the process of extracurricular activities. The problem should be studied at the present time because extracurricular work in school subjects is organically included in the educational process, which at the present stage of school education has its own characteristics. Considering the practical, educational, general educational and developmental importance of extracurricular work in the education and upbringing of students at school, teachers pay great attention to it. Every subject teacher now knows what extracurricular work provides and what enormous potential it contains. It contributes to the development and maintenance of students’ interest in the subject, increasing the level of their practical skills, educating students, expanding their worldview, imagination, memory and attention, developing their independence, organization, accuracy and precision in performing assigned tasks, and much more.

At present, when school education is on the verge of survival, there is a general decline in interest in learning, extracurricular work arising from the classroom should help students see the true possibilities of what they are studying school course and convince them that they are studying it “for life, not for school.”

With its fascinating forms, extracurricular work evokes a certain emotional mood and is a powerful lever for motivating learning.

3.1 Features of planning and organizing extracurricular activities at school

The process of organizing extracurricular activities in secondary school can be considered as a system. The system includes a set of interrelated and interacting organizational forms, methods and types of extracurricular activities, united by common goals.

When creating a system, it is important to take into account the continuity of various age stages and stages of mastering new material and communicative activities. The level of basic training of students and their psychophysiological characteristics determine the choice of content, forms and methods of work, as well as the nature of the relationship between teacher and student.

When planning and conducting extracurricular work on a subject, it is necessary to take into account that it is significant and effective if each of its activities fits organically into the educational process of the school. In the creation of any pedagogical system, there is a complex relationship between the goals, content, forms and methods of the educational process. The ultimate goals of extracurricular work in the subject are: 1) to expand and deepen knowledge, skills and abilities; 2) stimulate students’ interest in studying the subject; 3) contribute to the comprehensive development of the individual, can be specified by the teacher.

The goals of extracurricular activities guide children’s activities if they coincide with their personal attitudes. If the goals of extracurricular work at a particular stage do not coincide with the goals of the student, the lack of motives for his activity, the entire system turns out to be formal, since it is not accepted by the children and does not influence them. The voluntary nature of extracurricular work, the difficulties in its preparation and implementation determine the need to develop measures of complex motivation of the individual, compliance with all requirements for content, forms and methods.

Modern psychologists and teachers are unanimous that the quality of an activity and its result depend primarily on the motivation and needs of the individual, his motivation; It is motivation that causes purposeful activity, which determines the choice of means and techniques, their ordering to achieve goals. Motivation is therefore the “triggering mechanism” (I.A. Zimnyaya) of any human activity: be it work, communication or cognition.

Tangible, real, milestone and final success nourishes and maintains motivation. If there is no success, then motivation fades, and this negatively affects the performance of activities.

It is important that extracurricular work develops in students the need for knowledge, the accumulation of social experience, self-knowledge, self-development and self-improvement. In order for the process of organizing extracurricular work to be exactly like this, it is necessary to psychologically ensure this process. This psychological support comes down, firstly, to the formation in each student of the corresponding need-motivational sphere of his activity, and secondly, to the emotional saturation of this activity. The principle of psychological support means that extracurricular work should be organized and conducted in such a way as to ensure motivation and a positive attitude towards it. Extracurricular work on a subject should change the attitude of students towards it.

When planning extracurricular activities, a teacher very often faces the problem of which activities and activities to give preference to. Any type of activity proposed by the teacher was attractive to students, did not cause overwork, and was not monotonous.

In the preparation of each planned event, it is necessary to follow a number of stages: 1) discuss with students and school administration the nature and content of the event, the time of its holding; 2) select the necessary material, draw up a script, distribute roles among students, appoint those responsible for musical and artistic design, etc. In addition, it is necessary to carry out appropriate work with the factual material necessary to understand the content of the event.

The functioning of the system of extracurricular work in any subject is based on a number of principles and particular requirements that determine the content, forms, methods, the direction of pedagogical assistance on the individual, the nature of the connection between individual elements of the system. The most significant principles of extracurricular work are:

The principle of connection with life. The implementation of this principle allows us to ensure a close connection between extracurricular activities and the child’s living conditions and activities.

The principle of communicative activity. Communication in extracurricular activities is somewhat different from communication in class. Extracurricular activities are carried out mainly using already formed knowledge, skills and abilities and contribute to their further development.

The principle of taking into account the level of preparedness of students and continuity with the lessons of the subject being studied.

In extracurricular work, as well as in the classroom, it is necessary to achieve the conscious application of knowledge, skills and abilities. Establishing a close connection with lessons allows you to avoid overload in extracurricular work. Continuity between classroom and extracurricular work not only stimulates students’ activities by increasing their readiness to participate in it, but also combines the motives of educational and extracurricular activities, and makes it possible to practically apply knowledge, skills and abilities on a topic close to the topic being studied in the program. The result of maintaining continuity is the improvement and consolidation of knowledge, skills and abilities acquired in the lesson, and the formation of the need for communication outside the lesson. However, the continuity of the lesson and extracurricular work on the subject in no way means duplication of topics, forms and methods of work.

The principle of taking into account the age characteristics of students

A certain moment in learning coincides with the most controversial and educationally difficult period. It is characterized by students’ desire for independence, adulthood and insufficient opportunities (small horizons, imperfect cognitive and practical skills, undeveloped ability to critically assess their strengths). And at the same time, there is an intensive formation of concepts, beliefs, ideals, the development of moral consciousness and self-awareness. Older teenagers are very sensitive to formalism and routine work. All this obliges teachers to be especially careful about the content side of extracurricular work - choosing topics, drawing up programs and materials for extracurricular activities, setting assignments, etc. In addition, special tact is required in assessing the achieved results of a teenager’s activities, creating conditions to satisfy the need for intellectual, moral, and emotional self-improvement. Firm and constant guidance and control from adults is extremely important, and at the same time, petty care, intrusiveness and importunity, rude demands and categorical orders should be avoided. In establishing business and emotional contact with a teenager, it is necessary to speak to him as an equal, take into account his heightened sense of self-esteem, and show interest and respect for his personality.

When planning extracurricular activities, it is necessary to remember that the interests of adolescents are very broad, unstable, and superficial, sometimes to the detriment of academic activities. It is at this age, by the end of the 9th grade, that the first attempts at self-determination and reflection on one’s future appear. An older teenager may be captivated by role-playing games, press conference games, and various competitions and contests.

The implementation of the ultimate goal of training, namely: further improvement of this training based on the mechanism of perception and generation of statements, expansion of the areas of student learning by including new topics suggests strengthening the individual approach to students and more strictly taking into account their interests. It is at this stage that our students are especially attracted to the practical side

The principle of combining collective, group and individual forms of work.

The social nature of teaching and upbringing at school, the achievement of intensive teaching methods makes us take a new look at the problem of the relationship between the individual and the team.

A team of students is characterized by a commonality of interests and goals, joint activities filled with social meaning and having personal significance for its participants. Interest in collective activities is clearly expressed even in younger teenagers. The desire for self-affirmation and recognition in the team, the need for friendship and camaraderie contribute to his involvement in the work of various circles. collective preparation of extracurricular activities in the subject, such as competitions, group games, etc.

Trust and giving students independence and encouraging their initiative are of a certain importance.

At primary school age, even more favorable conditions for interpersonal learning. Common interests and hobbies, the need to exchange opinions, and the establishment of friendly relations with the teacher contribute to the unity of the team of high school students.

The problem of personality in a team and the problem of organizing communication are closely related. Collective forms of work, regardless of the age of their participants, influence the formation of personality and determine the development of the team itself.

Preparation of collective events includes group and individual forms of work with students. Groups united by common interests and aspirations, mutual sympathies, experience of joint activities, and responsible assignments.

When organizing group activities in extracurricular activities, it is necessary to take into account that sometimes the mental balance and creative activity of a student depends not on his recognition by the entire team, but on the sympathies of his close friends. In this regard, one of the ways to form groups in extracurricular activities is to provide students with freedom to choose activity partners. Another way to involve students in group work is to organize various activities based on their interests.

Extracurricular work based on a voluntary basis makes special demands on taking into account individual characteristics in all types of activities. She must create optimal conditions to demonstrate all the potential of the student, his inclinations and inclinations and their development. These conditions include the organization of mutual assistance in the course of joint coordinated activities, a differentiated approach in the distribution of assignments, the inclusion in extracurricular activities of materials that reflect the life of the student and take into account his interests and needs, the creation of a positive attitude towards the activity performed by explaining its significance for the student himself and the team , in which he was brought up.

Particular importance should be attached to the development of self-control. Attention to the child’s efforts, teaching him various methods and techniques of activity, tactfully pointing out shortcomings, skillfully setting goals and prospects have a stimulating effect on him, and forms a positive attitude towards in-depth study of the subject.

Individualization of extracurricular work involves the development of redundant tasks for its participants, varying these tasks taking into account the population and conditions. The teacher skillfully stimulates the activity of students, gives them the right to choose the type of activity and its content, involves them in drawing up a program of weekly events and planning extracurricular activities, identifies “talent” and successfully uses them. These and others similar examples allow you to increase students' interest in work, intensify their activities and improve the quality of all planned activities.

A skillful combination of collective, group and individual forms of work is based on the teacher’s good knowledge of the student population, their interests, capabilities, and plans. Individual, group and collective activities should be organically combined with each other.

The principle of interdisciplinary connections in the preparation and conduct of extracurricular activities.

The significance of this principle is determined, firstly, by the unity of the ultimate goal of the educational process of the school - the formation of a comprehensively developed, harmonious personality, and secondly, by the unity of the spiritual essence of a person, who cannot be raised and taught in parts. In the implementation of interdisciplinary connections, one of the requirements of a systematic approach to the ongoing work on training and education of the younger generation is realized. Taking into account this requirement, extracurricular work on the subject should not be carried out in isolation, but in close connection with other academic subjects.

Interdisciplinary connections acquire particular importance in late adolescence and high school age, since the stages in the life and activity of a schoolchild are characterized by the breadth and diversity of cognitive interests and their ideological orientation. searching for your life path

So, all the above principles interact with each other. The implementation of a single principle in the practice of pedagogical activity is impossible without observing others, which is reflected in their characteristics. This reveals their systemic, fundamental nature. Along with those mentioned, it is also necessary to observe non-methodological principles.

The effectiveness and efficiency of extracurricular activities is directly dependent on compliance with both the listed principles and the following conditions: 1) voluntary participation; 2) a combination of children’s initiative and initiative with the directed role of the teacher; 3) verbal organization and careful preparation of all planned events; 4) aesthetic expressiveness, entertaining and novelty of the content of forms and methods of work; 5) the presence of goals and prospects for activity: 6) the widespread use of methods of pedagogical stimulation of student activity.

Student interest is the main condition for voluntary and mass participation in work. If every student finds something to do to his liking, then the teacher will not have to encourage him to be active and conscious.

The student must be captivated, then there will be no need to call him or order him. Therefore, when planning extracurricular activities, it is necessary to take into account the interests of all students without exception. This leading principle of organizing extracurricular work determines its form and content, which should constantly support, deepen and develop interest in the subject.

All of these principles have different meanings in extracurricular activities, so none of them can be given preference. Complementing each other, they form an indissoluble unity. The essence of the relationship and unity of the principles of training and education is that they imply a purposeful, consistent and systematic impact on all aspects of personal development.

Chapter 4. Periodic forms of extracurricular work

There are various forms and types of extracurricular activities. In the methodological literature, it is customary to distinguish the following three forms, based on the number of participants in it: mass, group and individual. A massive form of extracurricular work can be carried out sporadically and periodically; in all cases, it should be included organically in the school-wide plan of extracurricular activities. This form includes: evenings, matinees, competitions, Olympiads, KVN, quizzes and others. Entire classes and parallel classes take part in them.

Group forms include circles and clubs. The group form of extracurricular work is characterized by stability of participants and regularity of classes. By content, we can distinguish such groups of extracurricular work as: 1) competitive forms of work; 2) mass media; 3) cultural forms of work. The fourth group, the political-mass group, has undergone significant changes in connection with events in the life of the country and changes in the socio-economic formation. The authors suggest specific activities for each of these groups. All of them are aimed at solving the problems of moral, international, patriotic, aesthetic and labor education.

The organizational aspect of the system of extracurricular work in secondary school involves the distribution of available forms of work across levels of education and classes. Here it is necessary to take into account the interests of students, their age characteristics, and the context of the activity.

In searching for forms of work, the teacher proceeds from the content: he selects the optimal means that would best bear the burden of the external design of the idea. The child moves from form to content. He perceives the external, moving towards the essence; he is interested in form.

To find the appropriate form, you need to look for it together with the children, getting to know their preferences, tastes, and preferences. Research methods will provide invaluable assistance here.

The pedagogical search for form is associated with certain conditions. Any form should be focused on the three channels of perception so that all participants receive enough spiritual food for internal activity. The form must be changeable through elements of novelty. The form cannot be reproduced in its entirety; it is always developed for specific circumstances.

Long-term practice has developed and polished a number of traditional forms. These forms have stood the test of time and have retained their internal pedagogical potential. Such traditional forms include: competitions, olympiads, competitions, recreation evenings, etc.

The logic of the pedagogical process suggests that any well-thought-out and theoretically justified system for conducting extracurricular activities turns out to be ineffective if its specific implementation does not take into account the changing conditions in the life of the team and its individual members and other factors.

They offer a reasonable combination of varied activities. The main thing is that any type of activity is attractive to students, does not cause overwork, and is not monotonous.

Students show special interest in competitive types of work: competition, quiz, olympiad, game, etc. They like the fact that during each of these events they can show initiative, creativity, competitive spirit, curiosity, the desire to know and be able to do more than others. All this contributes to better memorization and practical application of the material that is used in these activities. Preparing these forms of extracurricular work does not require very much time.

Particular attention should be paid to the game as a competitive form of work. The game provides an opportunity not only to improve, but also to acquire new knowledge, since the desire to win forces you to think, remember what you have already covered and remember everything new that you encounter in the game. When using games, it is necessary to take into account exactly what knowledge we want to test, i.e. the game should not be played simply for the sake of the game. An important condition for the game is its accessibility to children. Play is especially important when teaching younger students. Teenagers of primary school age are interested in the world around them, take an active part in social work, try to participate in the life of the team, and take a certain place in it. Children tend to strive for specific, relatively short-term activities and immediate results. What if not the game provides them with this opportunity. The game helps natural learning of the subject. It arouses the interest and activity of children and gives them the opportunity to express themselves in activities that are exciting for them, and contributes to faster and more durable memorization of the material. This is also served by the fact that knowledge of the material is prerequisite winning.

Each of the competitive forms of work can have several types. In any specific case, the teacher should consider the content of the materials and the topic, take into account the levels of training and individual characteristics of the students. Each event development must be creative. The main goal of the development is to form a basic understanding of the principles of organization, preparation and implementation of forms of work. Each development must formulate practical, educational and educational goals. Each development should be approached creatively.

The teacher is able to foresee the result of the children’s activities he organizes and build them with a focus on a socially holistic result. Then this activity obviously becomes an acquired experience, equipping the child with valuable skills, good experiences, and, as a result, socially valuable relationships. Thus, the activity led by the teacher is devoid of a large share of chance.

Exciting activities allow even the most passive students to be involved in extracurricular activities. The teacher must be sensitive to the mental state of the students. Students develop discipline and responsibility, curiosity in relation to academic activities and increased performance in lessons, goodwill, and camaraderie.

The professional organization of the extracurricular work process certainly includes a component of pedagogical analysis, thanks to which you can verify the correct approach to the organization of extracurricular work, its varying degrees of success, you can improve the organizational process, or improve its flow according to time, the age of the children, events and circumstances.

It is necessary to organize the process of extracurricular work in such a way that maximum personal development occurs during it.

The teacher must become the organizer and leader of students’ extracurricular activities, providing them with the necessary assistance, in particular by setting common goals and presenting information.

The process of extracurricular work should become a process of collective student work under the guidance of teachers, with a clear system of its organization, aimed at fulfilling plans for studying subject programs. Therefore, the main indicator of the educational process should be an indicator of the level (volume) of implementation of plans for studying educational material.

It is important that the teacher is truly interested in the results of his work and strives for creativity, based on practical advice and recommendations for preparing and conducting forms of extracurricular activities. These forms of holding events are non-traditional. Based on them, a creative teacher will be able to make his own changes, develop his own methods, and choose those that most fully help in solving practical problems. general educational and educational tasks and at the same time time-efficient, not cumbersome, meets the interests of the children's team, and is successfully combined with the entire system of the educational process.

Chapter 5. Informatization of extracurricular activities of schoolchildren

5.1 Extracurricular and extracurricular activities. Using information technology to organize leisure time for schoolchildren

Information and communication technologies can be successfully used to increase the efficiency of extracurricular and extracurricular activities of schoolchildren, and in organizing students’ leisure time.

Extracurricular work in any school is an essential element of the lifestyle of schoolchildren, the professional activities of teachers and the management of the educational institution. In this regard, such activities usually consist of three main components:

extracurricular activities of schoolchildren,

extracurricular work of teachers with schoolchildren,

systems for managing extracurricular activities.

We should not forget that for an educational institution of the general secondary education system, extracurricular activities are an integral part of the functions it performs. Its specificity is due to the fact that such activities are carried out in free time from the educational process and most often depend on the student’s own choice.

In schools, there are special personnel responsible for extracurricular activities; there is a certain structure of the educational institution - deputy directors for extracurricular or educational work, class teachers, etc.

It is no coincidence that special attention should be paid to informatization of schoolchildren’s activities after school. The process of informatization includes the creation of methodological training systems focused on the development of the student’s intellectual potential, the formation of the skills to independently acquire knowledge, carry out information and educational, experimental and research activities, and various types of independent information processing activities. The relevance of informatization of schoolchildren's extracurricular activities is due to the fact that the ability to search and select information is one of the most important components of the standard of general secondary education.

Information and communication technologies can be used in different ways in different types of extracurricular activities, classified by:

location (classroom and extracurricular (extracurricular) activities);

time of implementation (classroom and extracurricular activities);

attitude towards solving educational problems (curricular and extracurricular activities).

The classroom can host both in-class and extra-curricular activities. Many lessons are held outside the classroom (natural history lesson in the park, physical education at the sports stadium). Excursions and field trips are conducted outside of class and outside of class hours.

In connection with the above, it is permissible to identify the concepts of classroom and lesson activities, as well as extracurricular and extracurricular activities.

It is impossible to draw a relationship between classroom and extracurricular activities, because During the lessons the assigned educational tasks are directly solved. Many extracurricular activities, such as clubs and electives, are designed to solve educational problems. Art, theater studios, and sports sections are held outside of school hours, but may be unrelated or indirectly related to the solution of educational problems, which classifies them either as extracurricular or extracurricular activities of schoolchildren, respectively.

Extracurricular work is an integral part of the school’s educational process, one of the forms of organizing students’ free time. The directions, forms, methods of extracurricular work, as well as methods of using information and communication technologies in this type of activity of schoolchildren practically coincide with the directions, forms and methods of additional education for children, as well as methods of its informatization.

Extracurricular activities are focused on creating conditions for informal communication between schoolchildren of the same class or academic parallel, and have a pronounced educational and social-pedagogical orientation (discussion clubs, evenings of meetings with interesting people, excursions, visits to theaters and museums with subsequent discussion, socially significant activities, labor actions ). Extracurricular work is a good opportunity for organizing interpersonal relationships in the classroom, between students and the class teacher, with the aim of creating a student body and student self-government bodies. In the process of multifaceted extracurricular work, it is possible to ensure the development of general cultural interests of schoolchildren and contribute to solving the problems of moral education.

Extracurricular activities are closely related to children’s additional education when it comes to creating conditions for the development of children’s creative interests and their inclusion in artistic, technical, environmental, biological, sports and other activities. Additional education for schoolchildren is an integral part of the system of education and upbringing of children and adolescents, focused on the free choice and development of additional educational programs by students.

The additional education of schoolchildren itself is organically connected with the educational process at school and extracurricular work.

The purpose of additional education for schoolchildren, and therefore extracurricular activities, is to develop children’s motivation for knowledge and creativity, promote students’ personal and professional self-determination, their adaptation to life in society, and introduction to a healthy lifestyle.

The link between extracurricular activities and additional education of children are various electives, school scientific societies, professional associations, and elective courses. Depending on the goals and objectives they solve, the content and methods of work, they can be attributed to both areas of the educational process. However, it should be remembered that additional education for schoolchildren involves, first of all, the implementation of an additional educational program in a specific area of ​​activity or field of knowledge.

In the general secondary education system, preference is given to the educational direction of extracurricular work - the educational activities of schoolchildren.

Educational activity is one of the main activities of schoolchildren, aimed at mastering theoretical knowledge and methods of activity in the process of solving educational problems.

In turn, extracurricular activities are one of the types of activities of schoolchildren, aimed at socializing students and developing the creative abilities of schoolchildren during extracurricular time.

All of the above types of schoolchildren’s activities, despite the presence of individual specific characteristics, are closely related to each other, which should be reflected in the development of informatization processes in the relevant areas educational activities and combining information tools and resources used in informatization of various types of schoolchildren’s activities.

Taking into account the listed features, teachers are given the task of organizing extracurricular activities for schoolchildren, based on the use of the advantages of information and communication technologies and ensuring

Increasing the efficiency and quality of extracurricular and extracurricular activities;

Activation of cognitive and creative activity of schoolchildren through computer visualization of educational information, inclusion of game situations, control capabilities, choice of a mode of extracurricular activities for schoolchildren;

Deepening interdisciplinary connections through the use modern means processing, storing, transmitting information, including audiovisual, when solving problems in various subject areas (for example, automated, intelligent teaching systems, electronic textbooks used in organizing extracurricular activities and leisure activities for schoolchildren);

Strengthening the practical orientation of knowledge acquired through extracurricular activities;

Formation of sustainable cognitive interest of schoolchildren in intellectual and creative activities implemented with the help of ICT tools;

Increasing the educational impact of all forms of extracurricular activities;

Implementation of individualization and differentiation in work with schoolchildren;

Development of the ability of free cultural communication of schoolchildren with the help of modern communication means.

The main goals of informatization of extracurricular and extracurricular activities of schoolchildren are:

involvement of the school in the construction of a unified information space;

formation of the worldview of an open information society among schoolchildren, training of members of the information society;

development of creative, independent thinking of schoolchildren, formation of skills and abilities of independent search, analysis and evaluation of information, mastering the skills of using information technology;

development of cognitive and creative activity of students;

formation of sustainable cognitive interest of schoolchildren in intellectual and creative activities;

development of attention, memory, imagination, perception, thinking, intelligence;

increasing the educational impact of all forms of extracurricular activities;

development of the material and technical base of the general secondary education system;

organizing effective information interaction between teachers, students and parents;

development of information resources of an educational institution (maintenance of in-school websites, newspapers, stands, chronicles, media library, etc.);

introduction of ICT tools into social and educational work;

implementation of individualization and differentiation in work with schoolchildren;

development of the ability of free cultural communication;

training in methods of constructive interaction and mutual understanding;

comprehensive development of the child’s personality;

organizing meaningful leisure time for children and youth.

To achieve the goals of informatization of extracurricular and extracurricular activities of schoolchildren, it is necessary to organize:

conducting and consulting project activities;

access to ICT tools and other resources and assistance in their use to schoolchildren, teachers and school staff (cognitive and developmental activities of students);

extracurricular activities using ICT tools (clubs, subject laboratories, organization of competitions and olympiads, other forms of educational work and activities to socialize the personality of schoolchildren, etc.);

work of school media using ICT tools (updated school page on the Internet, newspapers, magazines, videos, classroom design);

children's leisure time in the school computer club (for example, programmers' club, Internet club, "computer for younger schoolchildren", computer presentation club, computer chess club, etc.).

In extracurricular and extracurricular activities of schoolchildren, specialized ICT tools should be used that meet the requirements for means of informatization of additional education for children.

1. ICT facilities should be built on the principle of continuous and relatively simple way updating materials and forms of their organization. The content of ICT tools should be aimed at developing students’ own activities.

3. The functioning of such ICT tools should be based on the experience and practical knowledge of the trainees.

4. ICT tools should provide the opportunity to individually choose the pace and trajectory of activity.

5. Upon completion of work with ICT tools, significant practical results should be obtained and, if possible, the personal goals of schoolchildren should be realized. ICT tools should allow obtaining maximum results with minimal time investment.

6. ICT tools should create the opportunity for schoolchildren to acquire additional connections and interpersonal contacts.

When designing ICT tools for informatization of schoolchildren’s leisure time and extracurricular work, special attention should be paid to the individualization of the student’s activities, providing in the ICT tool a variety of technical, content and methodological implementation of opportunities to meet the diverse individual needs of schoolchildren.

It is recommended that such ICT tools include tasks that encourage the main stages of practical learning, tasks that require an active response, and tasks based on developing practice. The operating scenario of an ICT tool should provide for the possibility of individual choice of the pace and trajectory of schoolchildren’s activities.

It is recommended that ICT tools for informatization of leisure and extracurricular activities of schoolchildren be equipped with a set of configuration tools that make it possible to relatively simply and continuously change the appearance and nature of work with the ICT tool.

Conclusion

Let's summarize.

At the present stage of development of education, extracurricular work is updated, acquiring significance.

Organizing the relationship between classroom and extracurricular work increases the efficiency of the pedagogical process and creates conditions for its intensification.

Extracurricular work as one of the phases of the learning process allows not only to productively prepare students for life, but also to include students in life.

Extracurricular activities contribute to the development of cognitive interests not only in the subject, but also in other areas of extracurricular activities.

The social factor of extracurricular work is very important. It has significant opportunities for the development of informal relationships, individual abilities, and gives scope to children's ingenuity and imagination. Extracurricular activities can serve as a means of preventing and overcoming antisocial activities.

Organizing the relationship between classroom and extracurricular work increases the efficiency of the pedagogical process and creates conditions for its intensification. Extracurricular work as one of the phases of the learning process allows not only to productively prepare students for life, but also to include students in life.

Extracurricular work contributes to the development of creativity not only in the subject, but also in other areas of extracurricular activities.

In my opinion, the social factor of extracurricular work is very important. Firstly, it has significant opportunities for the development of informal relationships and individual abilities. Secondly, it gives scope to children's ingenuity and imagination. And therefore it can serve as a means of preventing and overcoming antisocial activities of adolescents.

Extracurricular activities should be aimed at strengthening the knowledge, skills and abilities of students, developing their cognitive interests and creative abilities, improving their culture, as well as moral and aesthetic education.

The time of preparation becomes a time of co-creation, unity of souls, recognition of oneself and one’s capabilities.

The participation of schoolchildren in various extracurricular activities develops not only their cognitive interests, but also contributes to the formation of moral values ​​of the younger generation.

The educational process, additional education and extracurricular activities, built on the principles of continuity and integration, humanization, humanitarization, must ultimately solve one of the related problems of modern pedagogy - the education of a spiritually rich personality.

Annex 1

This appendix provides examples of tests that were conducted by me during my teaching practice at Municipal Educational Institution Secondary School No. 4 in the city of Tula. The main objectives of this testing are to determine:

Which of the 7B grade students is most actively involved in the extracurricular activities of their school;

Which of the 7B grade students is a more socialized person?

Which area of ​​interest is most significant for students in grade 7B;

How interested are students in grade 7 B in the extracurricular activities carried out at school?

How 7B grade students evaluate themselves as individuals.

No. 1. “I am a Leader.”

The methodology was prepared by E.S. Fedorov, O.V. Eremin, modified by T.A.

Mironova.

The purpose of the methodology: studying operational communication skills (leadership,

organizational qualities) of students.

The methodology is aimed at determining leadership qualities and includes the assessment of such

communication and organizational skills, such as the ability to lead, become

organizer and inspirer of life in a team, ability to manage oneself,

ability to solve problems, ability to influence others, ability to work with

group, etc.

Instructions:

The children are asked to answer questions about the characteristics of their skills.

organize various affairs and the characteristics of their personality.

The answer is selected according to a scale of possible answers.

0 – completely disagree

1 – rather disagree than agree

2 – hard to say

3 – rather agree than disagree

4 – completely agree

1. I don’t get lost and don’t give up in difficult situations.

2. My actions are aimed at achieving a goal that is clear to me.

3. I know how to overcome difficulties.

4. I like to search and try new things.

5. I can easily convince my comrades of something.

6. I know how to involve my comrades in a common cause.

7. It is not difficult for me to ensure that everyone works well.

8. All my friends treat me well.

9. I know how to distribute my strength in study and work.

10. I can clearly answer the question of what I want from life.

11. I plan my time and work well.

12. I easily get carried away by new things.

13. It is easy for me to establish normal relationships with my friends.

14. When organizing my comrades, I try to interest them.

15. No person is a mystery to me.

16. I consider it important that those whom I organize are friendly.

17. If I'm in a bad mood, I don't have to show it to others.

18. Achieving a goal is important to me.

19. I regularly evaluate my work and my successes.

20. I am willing to take risks to experience new things.

21. The first impression I make is usually a good one.

22. I always succeed.

23. I feel well the mood of my comrades.

24. I know how to cheer up a group of my friends.

25. I can force myself to do exercises in the morning, even if I don’t feel like it.

26. I usually achieve what I strive for.

27. There is no problem that I cannot solve.

28. When making decisions, I go through various options.

29. I can make any person do what I think is necessary.

30. I know how to choose the right people.

31. In relationships with people, I achieve mutual understanding.

32. I strive to be understood.

33. If I encounter difficulties in my work, I do not give up.

34. I will never act like others.

35. I strive to solve all problems step by step, not all at once.

36. I have never acted like others.

37. There is no person who could not resist my charm.

38. When organizing things, I take into account the opinions of my comrades.

39. I find a way out of difficult situations.

40. I believe that comrades, doing a common cause, should trust each other.

41. No one will ever ruin my mood.

43. When solving problems, I use the experience of others.

44. I am not interested in doing monotonous, routine work.

45. My ideas are readily accepted by my comrades.

46. ​​I can control the work of my comrades.

47. I know how to find a common language with people.

48. I easily manage to rally my comrades around a cause.

No. 2. “Socialization of the student’s personality.”

The technique was developed by M.I. Rozhkov

The purpose of the methodology: to identify the level of social adaptation, autonomy and

moral education of students.

Procedure: Students are asked to read (listen) twenty

judgments and assess the degree of your agreement with their content according to the following

0 – never

1 – very rarely

2 – sometimes

3 – almost always

4 – always

I try to obey my parents and teachers in everything.

I believe that you always need to be different from others in some way.

No matter what I undertake, I achieve success.

I know how to forgive people.

I strive to do the same as all my comrades.

I want to be ahead of others in any matter.

I become stubborn when I am sure that I am right.

I believe that doing good to people is the most important thing in life.

I try to act in such a way that others will praise me.

When communicating with comrades, I defend my opinion.

If I have something in mind, I will definitely do it.

I like helping others.

I want everyone to be friends with me.

If I don't like people, I won't communicate with them.

I always strive to win and win.

I experience the troubles of others as if they were my own.

I try not to quarrel with my comrades.

I strive to prove that I am right, even if others do not agree with my opinion.

If I take on a task, I will definitely see it through to the end.

I try to protect those who are offended.

No. 3. “Sphere of interests.”

The methodology was prepared by O.I. Motkov, modified by MB. Sergeeva. The purpose of the methodology: to study the breadth of students’ areas of interest, the expression of interests in active activities, communication, entertainment, and creativity. The technique is aimed at identifying the following value orientations:

active active life (fullness and emotional richness);

having good and loyal friends;

Cognition (the opportunity to expand your education, horizons, general culture, intellectual development);

Productive life (maximum full use of your capabilities, strengths and abilities);

Development (work on yourself, constant physical and spiritual improvement);

Entertainment (pleasant, easy pastime, lack of responsibilities);

creativity (the possibility of creative activity);

the beauty of nature and art (experience of beauty in nature and art);

love (spiritual and physical intimacy with a loved one). Students are asked to rate their areas of interest using a five-point system.

1 – the sphere is not significant

2 – the sphere is of little significance

3 – sphere of medium importance

4 – the sphere is significant

5 – the sphere is very significant

Television, radio.

Family communication.

Sports, physical education.

Communication with the opposite sex.

Housework.

Communication with the teacher, with the supervisor.

Any music.

Class team, group.

Self-education of personality.

Chat with friends.

Painting, drawing, modeling, macrame, etc.

Excursions, local history.

Technical creativity.

Communication with nature.

Reading fiction (outside the program).

Making any products or objects with your own hands.

Other types of creative activities (poetry, prose, modeling, biological experiments, etc.).

Activities without a particular purpose (doing nothing).

No. 4. “Analysis of the educational process.”

How do you usually feel when you go to school?

a) in most cases with a good, joyful mood;

b) when and how;

c) in most cases with a bad mood, without joy;

d) I find it difficult to answer.

2. Did you participate in the preparation and conduct of amateur events at school?

a) yes, constantly;

b) yes, occasionally;

c) no, did not participate;

d) I don’t know about amateur events at school;

d) I find it difficult to answer.

3. Did you participate in preparing and conducting activities in class?

a) yes, constantly;

b) yes, occasionally;

c) no, did not participate;

d) I find it difficult to answer.

4. Are there many events at school that make you happy, and do you look forward to them?

a) yes, they are the majority;

b) yes, there are many of them;

c) such events are rare;

d) there are no such events.

5. Do you have any awards or thanks for participating in extracurricular olympiads, holidays, or competitions?

a) yes, there are;

b) no, there are not.

6. In your opinion, are the students in your class active in the social life of the school and class?

a) yes, and their overwhelming majority;

b) yes, and there are many of them;

c) yes, but they are a minority;

d) I find it difficult to answer.

7. Can you say that you always find mutual help in your class?

a) yes, always;

b) yes, but not always;

c) most likely this will be an exception;

d) I find it difficult to answer.

8. Generally speaking, do you like the activities in your class?

a) yes, always;

b) yes, but not in everything;

c) no, I don’t like it;

d) I find it difficult to answer.

9. Generally speaking, do you like the activities held at school?

a) yes, always;

b) yes, but not in everything;

c) no, I don’t like it;

d) I find it difficult to answer.

10. How satisfied are you with the relationships you have with your classmates?

d) there are no relationships.

11. How satisfied are you with the relationships you have with students in other classes?

a) mostly satisfactory;

b) they satisfy in some ways, but not in others.

c) mostly unsatisfactory;

d) there are no relationships.

12. How satisfied are you with the relationship you have with your class teacher?

a) mostly satisfactory;

b) they satisfy in some ways, but not in others.

c) mostly unsatisfactory;

d) there are no relationships.

13. How satisfied are you with the relationships you have with your school teachers?

a) mostly satisfactory;

b) they satisfy in some ways, but not in others.

c) mostly unsatisfactory;

d) there are no relationships.

14. Do you have additional meetings with your class teacher outside of class hours?

15. Do you worry about negative manifestations in relationships among school students?

16. Would you like to transfer to another school? Why?

a) yes, I would like to;

b) no, I wouldn’t like to.

17. Your suggestions for organizing school life! Write.

No. 5. “Introspection (analysis) of personality.”

The methodology was prepared by O.I. Motkov, modified by TA. Mironova. The technique allows you to assess the level of manifestation of socially valuable qualities

Personality: I

active moral position;

collectivism;

citizenship at work;

hard work;

strong-willed qualities.

Each factor is represented by 4 questions. It is divided into two subfactors with two questions each. A higher number of points for a factor or subfactor indicates a higher degree of manifestation, the degree of assessment of a given quality in an individual. The highest total score for a factor is 20, for a subfactor - 10, the minimum, respectively, is 4 and 2. I Text of the methodology: I Each factor is represented by 4 questions. It is divided into two sub-factors with two questions each. A higher number of points for a factor or subfactor indicates a higher Text Text of the methodology:

I treat the majority of people, the members of the group, with respect.

I develop the ability to see other people’s difficulties and actively help them.

Ready to sacrifice one’s own interests for the sake of the interests of the team.

I help my peers without expecting praise or rewards in return.

I want my work to benefit society.

I always treat objects made by human hands with care.

In any business I strive to achieve the best results.

I strive to cope with difficulties at work on my own.

I often invent my own approach to business.

I like to propose and implement new things.

I am a purposeful person.

I can work for a long time with full effort.

I am ashamed if I was too lazy to help my parents or comrades.

Dissatisfaction with myself forces me to struggle with my shortcomings.

I am responsible for the affairs of the group and class, and I worry about the overall success.

I show sympathy for the guys who are not doing well.

I do any work, even unpleasant work, if it benefits people.

I treat the surrounding nature, animals, plants, bodies of water, etc. with care.

I am characterized by thoroughness and conscientiousness in any matter.

I love independent, difficult work.

I strive to make any work interesting and useful for myself and others.

I like to learn new activities, new skills.

I am used to highlighting the main thing in my affairs and not being distracted by extraneous things.

I am able to maintain restraint and patience in conflicts with people.

1 – incorrect

2 – rather false

3 – when how

4 – generally true

5 – true

No. 6. Target.

This is one of the sociometric methods compiled by A.N. Lutoshkin. Its essence lies in the opportunity to find out how schoolchildren themselves assess their position in the team and what they prefer to see it as.

Children are asked to draw two “targets” in five circles. These circles conventionally indicate the activity of children. In the first circle (closer to the center of the “target”), schoolchildren are always active, initiative and suggestions come from them; the second, students actively respond to suggestions and come to help, although they themselves do not show initiative; the third circle, activity and passivity here coexist side by side, it is difficult to motivate these guys to do this or that task, but they do it if the elder demands it; fourth - they rarely participate in the affairs of the collective and then only as spectators or performers; fifth circle - they prefer to avoid common affairs and refuse to participate in them.

After the teacher explains to his students the purpose of these circles, you need to ask them to mark in the first “target” with a + sign how far each one is from the center of the circle; in the second - where everyone would like to be. Sheets must be signed. Then you need to transfer the received answers to two final “targets”, placing the numbers of the children according to the class list. Thus, a picture emerges of schoolchildren’s self-assessment of their actual position in the class team and their desired position.

Appendix 2

Analysis of research results

This application contains the processed results of the above testing in grade 7B at Municipal Educational Institution Secondary School No. 4 in the city of Tula.

Andriyanova Diana.

The following areas of interest are most significant for the student: television and radio, sports and physical education, communication with the opposite sex, any music, clothing, communication with friends, personal self-education. Areas that are of average importance or of little importance: family communication, study, household work, communication with teachers, cinema, class staff, technical and artistic creativity, hiking, excursions, local history, communication with nature, reading fiction (outside the program), activities without a particular purpose (doing nothing).

The student has the following qualities well developed: the ability to manage oneself, awareness of the goal (I know what I want), the presence creative approach to business, organizational skills, ability to work in a group. Qualities that have an average degree of development: the ability to solve problems, influence on others, knowledge of the rules of organizational work, sincerity in self-esteem.

The student has a low level of social adaptation and an average level of social activity, a high degree of autonomy and commitment to humanistic standards of life.

Baktashev Bogdan.

The following areas of interest are most significant for the student: television and radio, family communication, study, sports and physical education, communication with the opposite sex, communication with teachers, class staff, clothing, communication with friends, communication with nature, personal self-education, classes without a particular purpose (doing nothing). Areas that are of average importance or of little importance: housework, music, cinema, technical and artistic creativity, hiking, excursions, local history, reading fiction (outside the program),

The student has an average degree of development of the following qualities: awareness of the goal (I know what I want), the ability to solve problems, a creative approach to business, influence on others, organizational skills, knowledge of the rules of organizational work, the ability to work in a group, sincerity in self-esteem. Qualities that have a low degree of development: the ability to manage oneself.

The student has a high level of social adaptation, autonomy and commitment to humanistic norms of life, and an average level of social activity.

Barmenkov Semyon.

The student has average educational and cognitive motivation.

Belenova Maria.

The student has average educational and cognitive motivation.

For a student, the following areas of interest are most significant: television and radio, family communication, study, sports and physical education, communication with the opposite sex, household work, communication with teachers, cinema, class staff, clothing, self-education of the individual, communication with friends, excursions and local history, reading fiction (outside the program), classes without a particular goal (doing nothing). Areas that are of average importance or of little importance: music, creative activity, hiking, technical creativity, communication with nature.

The student has a good degree of development of the following qualities: awareness of the goal (I know what I want), the ability to solve problems, a creative approach to business, influence on others, organizational skills, knowledge of the rules of organizational work, the ability to work in a group, sincerity in self-esteem. Qualities that have an average degree of development: the ability to manage oneself.

The student has a high level of social adaptation, autonomy, commitment to humanistic standards of life and social activity.

Glukhova Victoria.

The student has low educational and cognitive motivation.

Imanov Andrey.

The student has average educational and cognitive motivation.

Lantsov Vladimir.

The student has average educational and cognitive motivation.

Marushkin Kirill.

The following areas of interest are the most significant for a student: sports and physical education, cinema, communication with the opposite sex, communication with friends, activities without a particular purpose (doing nothing). Areas that are of average importance or of little importance: television and radio, family communication, study, homework, communication with teachers, music, class staff, clothing, personal self-education, technical and artistic creativity, hiking, excursions and local history, communication with nature , reading fiction (outside the program).

The student has a good degree of development of the following qualities: a creative approach to business, the ability to work with a group. Qualities that have an average degree of development: the ability to manage oneself, awareness of the goal (I know what I want), the ability to solve problems, influence on others, organizational skills, knowledge of the rules of organizational work, sincerity of self-esteem.

The student has an average level of social adaptation, autonomy, commitment to humanistic standards of life and social activity.

Mugenov Timur.

The student has average educational and cognitive motivation.

The following areas of interest are most significant for a student: family communication, study, sports and physical education, cinema, housework, communication with the opposite sex, communication with teachers, music, class staff, clothing, personal self-education, reading fiction (outside the program ), artistic creativity, communication with friends, activities without a particular goal (doing nothing). Areas that are of average importance or of little importance: television and radio, technical creativity, hiking, excursions and local history, communication with nature.

The student has a good degree of development of the following qualities: having a creative approach to business, the ability to work with a group, the ability to manage oneself, awareness of the goal (I know what I want), the ability to solve problems, influence on others, organizational skills, knowledge of the rules of organizational work, sincerity self-esteem.

The student has a high level of social adaptation, autonomy, commitment to humanistic standards of life and social activity.

Nasekovsky Kirill.

The student has low educational and cognitive motivation.

The following areas of interest are most significant for the student: television and radio, family communication, cinema, housework, communication with the opposite sex, music, class staff, clothing, personal self-education, communication with friends. Areas that are of average importance or of little importance: studies, sports and physical education, communication with teachers, technical and artistic creativity, hiking, excursions and local history, communication with nature, reading fiction (outside the program), classes without a special purpose (nothing non-doing).

The student has a good degree of development of the following qualities: influence on others, organizational skills, sincerity of self-esteem, ability to work with a group, ability to manage oneself, awareness of the goal (I know what I want).

Qualities that have an average degree of development: a creative approach to business, the ability to solve problems, knowledge of the rules of organizational work.

The student has a high level of autonomy, commitment to humanistic standards of life and social activity. Average level - social adaptation.

Nosovkina Violetta.

The following areas of interest are most significant for the student: family communication, study, cinema, homework, communication with teachers, music, personal self-education, communication with friends, artistic creativity, hiking, reading fiction (outside the program). Areas that are of average importance or of little importance: television and radio, sports and physical education, communication with the opposite sex, class staff, clothing, technical creativity, excursions and local history, communication with nature, activities without a particular purpose (doing nothing).

The student has a good degree of development of the following qualities: the ability to manage oneself, awareness of the goal (I know what I want), the ability to solve problems, a creative approach to business, the ability to work with a group, sincerity of self-esteem.

Qualities that have an average degree of development: influence on others, organizational skills, knowledge of the rules of organizational work.

The student has a high level of commitment to humanistic standards of life. Average level - autonomy, social adaptation and social activity.

Palaychev Mikhail.

The student has average educational and cognitive motivation.

The following areas of interest are most significant for the student: study, cinema, communication with the opposite sex, clothing, self-education of the individual, communication with friends, technical creativity. Areas that are of average importance or of little importance: television and radio, family communication, sports and physical education, homework, communication with teachers, music, class staff, artistic creativity, hiking, excursions and local history, communication with nature, reading fiction literature (outside the program), classes without a particular goal (doing nothing).

The student has a good degree of development of the following qualities: sincerity of self-esteem. Average degree of importance: having a creative approach to business, the ability to work with a group, the ability to manage oneself, awareness of the goal (I know what I want), the ability to solve problems, influence on others, organizational skills, knowledge of the rules of organizational work.

The student has an average level of social adaptation, autonomy and social activity. Low level - commitment to humanistic norms of life.

Pilyugina Victoria.

The student has average educational and cognitive motivation.

For a student, the following areas of interest are most significant: family communication, study, sports and physical education, music, cinema, communication with teachers, class staff, clothing, personal self-education, activities without a special goal (doing nothing). Areas that are of average importance or of little importance: television and radio, household work, communication with the opposite sex, reading fiction (outside the program), technical and artistic creativity, communication with friends, hiking, excursions and local history, communication with nature.

The student has a good degree of development of the following qualities: the ability to work with a group. Qualities that have an average degree of development: having a creative approach to business, the ability to manage oneself, awareness of the goal (I know what I want), the ability to solve problems, influence on others, organizational skills, knowledge of the rules of organizational work, sincerity of self-esteem.

The student has an average level of social adaptation, autonomy, commitment to humanistic standards of life and social activity.

Prokoshin Vladimir.

The student has average educational and cognitive motivation.

The following areas of interest are most significant for the student: television and radio, family communication, study, sports and physical education, homework, music, cinema, class staff, clothing, personal self-education, communication with friends, technical and artistic creativity, hiking, excursions and local history, communication with nature. Areas that are of average importance or of little significance: communication with teachers, communication with the opposite sex, reading fiction (outside the program), classes without a particular goal (doing nothing).

The student has a good degree of development of the following qualities: ability to solve problems, organizational skills, sincerity of self-esteem. Qualities that have an average degree of development: having a creative approach to business, the ability to manage oneself, awareness of the goal (I know what I want), influencing others, knowledge of the rules of organizational work, the ability to work with a group.

The student has an average level of social adaptation, autonomy and commitment to humanistic standards of life. High level of social activity.

Prokoshin Vladislav.

The student has average educational and cognitive motivation.

The following areas of interest are most significant for the student: family communication, sports and physical education, cinema, communication with the opposite sex, class staff, clothing, communication with friends, technical creativity. Areas that are of average importance or of little significance: television and radio, study, homework, music, communication with teachers, personal self-education, reading fiction (outside the program), hiking, excursions and local history, artistic creativity, communication with nature, activities without special goals (doing nothing).

The student has a good degree of development of the following qualities: awareness of the goal (I know what I want), the ability to solve problems, a creative approach to business, knowledge of the rules of organizational work, organizational skills, the ability to work with a group, sincerity of self-esteem. Qualities that have an average degree of development: the ability to manage oneself, influence on others.

The student has an average level of social adaptation, social activity and commitment to humanistic standards of life. High level of autonomy.

Savenkov Andrey.

The student has average educational and cognitive motivation.

The following areas of interest are most significant for the student: communication in the family, television and radio, study, housework, music, communication with teachers, self-education of the individual, communication with nature, sports and physical education, cinema, communication with the opposite sex, hiking, excursions and local history, class team, clothing, communication with friends, technical and artistic creativity. Areas that are of average importance or of little importance: reading fiction (outside the program), studying without a particular goal (doing nothing).

The student has a good degree of development of the following qualities: awareness of the goal (I know what I want), the ability to solve problems, influence on others, a creative approach to business, sincerity of self-esteem. Qualities that have an average degree of development: knowledge of the rules of organizational work, organizational skills, the ability to work with a group, the ability to manage oneself.

The student has an average level of social adaptation and autonomy. Low level - social activity and commitment to humanistic norms of life.

Samoilov Ilya.

The student has average educational and cognitive motivation.

The following areas of interest are most significant for the student: communication in the family, television and radio, study, homework, music, communication with teachers, personal self-education, sports and physical education, cinema, communication with the opposite sex, excursions and local history, class staff, clothes, communication with friends, technical creativity. Areas that are of average importance or of little importance: communication with nature, artistic creativity, hiking, reading fiction (outside the program), activities without a particular goal (doing nothing).

The student has a good degree of development of the following qualities: awareness of the goal (I know what I want), the ability to solve problems, influence on others, a creative approach to business, the ability to work with a group, the ability to manage oneself, sincerity of self-esteem. Qualities that have an average degree of development: knowledge of the rules of organizational work, organizational abilities.

The student has a high level of social adaptation and autonomy. The average level is social activity and commitment to humanistic norms of life.

Utkina Yulia.

The student has average educational and cognitive motivation.

For a student, the most significant areas of interest are: communication in the family, study, communication with the opposite sex, class staff, self-education of the individual, communication with friends. Areas that are of average importance or of little importance: television and radio, sports and physical education, housework, communication with teachers, music, cinema, clothing, creative activities, hiking, technical creativity, communication with nature, excursions and local history, reading fiction (outside the program), activities without a special purpose (doing nothing).

The student has a good degree of development of the following qualities: the ability to manage oneself. Qualities that have an average degree of development: awareness of the goal (I know what I want), a creative approach to business, influence on others, organizational skills, knowledge of the rules of organizational work, the ability to work in a group. Qualities that have a low degree of development: ability to solve problems, sincerity in self-esteem.

The student has a high level of social adaptation and commitment to humanistic standards of life. Average level - autonomy and social activity.

Yakubyonok Andrey.

The student has average educational and cognitive motivation.

The following areas of interest are most significant for the student: study, music, sports and physical education, communication with the opposite sex, class staff, technical creativity. Areas that are of average importance or of little importance: communication in the family, television and radio, housework, cinema, clothing, self-education of the individual, communication with teachers, communication with friends, communication with nature, artistic creativity, hiking, excursions and local history, reading fiction literature (outside the program), classes without a particular goal (doing nothing).

The student has an average degree of development of the following qualities: awareness of the goal (I know what I want), knowledge of the rules of organizational work, organizational abilities, the ability to solve problems, influencing others, having a creative approach to business, the ability to work with a group, the ability to manage oneself. Qualities that are well developed: sincerity of self-esteem.

The student has a high level of autonomy. The average level is social adaptation, social activity and adherence to humanistic norms of life.

Many children actively respond to suggestions and come to help, although they themselves do not show initiative, but they would like to always be in the center of attention and take an active part in school activities.

Appendix 3

Organization of extracurricular educational work

In order for the organization of extracurricular activities to be implemented most successfully, a certain sequence of organization of extracurricular activities is proposed. It can be used both for individual and mass work.

1. Study and setting goals for the event. This stage is aimed at studying the characteristics of schoolchildren and the class staff for effective educational influence and identifying the most relevant educational tasks for the current situations in the class.

The purpose of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects (the best in the child, the team), and what needs adjustment, formation and selection of the most important tasks.

The study is carried out using already known methods pedagogical research, the leading among which at this stage is observation. Through observation, the teacher collects information about the child and the team. An informative method is conversation, not only with the child and the class, but also with parents and teachers working in the classroom; Of particular importance is a conversation with a school psychologist, who will not only expand the teacher’s understanding, but also give professional recommendations.

In individual work, the study of the products of the child’s activity is of great importance: software product, video image, digital photograph, processed sound, etc.

In the study of a group, the method of sociometry is informative, with the help of which the teacher learns about the most popular and unpopular children, the presence of small groups, and the nature of the relationships between them.

2. Modeling the upcoming extracurricular educational work consists in the fact that the teacher creates in his imagination an image of a certain form. In this case, the goal, general tasks, and functions of extracurricular work should be used as guidelines.

For example, there is a boy in the class who is very withdrawn and does not make contact with the teacher and the children. The general goal is the formation of sociability, the leading function is formative in conjunction with development. Let's say a study of this boy's personality showed that he has very low self-esteem and high anxiety, specific goals are to increase self-esteem, relieve anxiety, that is, to form a positive self-esteem. In accordance with the purpose, objectives, priority functions of extracurricular work and the results of the study, specific content, forms, methods, and means are selected.

For example, regarding the already mentioned withdrawn boy, the teacher noticed that the child’s tension subsides during lessons using a graphics editor program, he draws with pleasure, and is more willing to make contact with teachers. A task is given using the developed drawing or diagram. In this work, quality is not of decisive importance and the child is “doomed” to success. The teacher uses the method of encouragement, admiring the overall result, highlights the work of a given child, and notes the significance of his work for the overall result.

In the case of a class where children have low cognitive activity, the teacher chooses as the content the cognitive developmental activity of children, the form - work with the multimedia program “computer device”, which presents the material in a colorful form and allows each child to master the material at a pace convenient for him and to the extent that he can.

In both this and other cases, he carefully thinks through the upcoming work; the more detailed the image, the more nuances he can take into account in advance.

3. The practical implementation of the model is aimed at implementing the planned educational work in the real pedagogical process.

4. Analysis of the work performed is aimed at comparing the model with the real implementation, identifying successful and problematic issues, their causes and consequences. The element of setting a task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning further extracurricular activities.

Bibliography

Babansky Yu.K. Teaching methods in a modern secondary school. - M., 1985

Education of schoolchildren during extracurricular time. Ed. OK. Balyasnoy; Compiled by: T.V. Sorokina. - M. -1999

Gorbatov D.S. Skills and abilities: about the relationship between the content of these concepts. M.: Pedagogy, 1994

Kozlov I.F. Pedagogical experience of A.S. Makarenko/ I.F. Kozlov. – M. - 1987

Krupskaya N.K. Selected works. – M.: Education, 1965

Kulko V.A. Tsekhmistrova T.D. Formation of students' learning skills. – M.: Education, 1983-80s.

Lebedev O.E. Formation of the need for knowledge among students. L., Knowledge, 1973.

Likhachev B.T. Pedagogy. - M., 1990

Markova A. “Formation of learning motivation at school age”, M.: Education, 1983.

Markova A. “Motivations for learning and its upbringing among schoolchildren”, M.: Education, 1983.

Morozova N. G. To the teacher about cognitive interest. M.: “Knowledge”, 1979

Obukhov. A.S. The effectiveness of using project and research activities in teaching. “Enlightenment” 1988

Onishchuk V.A. Lesson in a modern school. M. Enlightenment. 2001

Orlov V.I. Knowledge, abilities and skills of students//Specialist, 1996

Pedagogy: textbook. A manual for students. higher textbook establishments/ V.A. Slastenin, I.F. Isaev, E.. Shiyanov; edited by V.A. Slastenina - M.: Publishing Center "Academy", 2006

Pidkasisty P.I. Pedagogy. Tutorial. Pidkasisty P.I. - M. - 2007

Podlasy I.P. Pedagogy. New course: Textbook for students. ped. universities: B

2 books – M.: Humanite. ed. VLADOS center, 1999.

Development of students in the learning process./Ed. Zankova L.V. – M.: APN RSFSR, 1963.

Stankin M.I. The process of acquiring knowledge//Open School, 2006

Talyzina N.F. Managing the process of knowledge acquisition. - M., 1975

Talyzina N. F. Formation of cognitive activity of students. - M.: Knowledge, 1983

Usova A. V. Formation of educational skills in students. - M: Knowledge, 1987

Formation of cognitive interests of schoolchildren. // Ed. Shchukina G.I. L., 1968.

Shamova T.I. Activation of schoolchildren's learning. - M., 1982

Shchukina G.I. Cognitive interest in the educational activities of schoolchildren. Book for the teacher. - M.: Education, 1972

General educational skills and abilities (GAS) are universal ways of obtaining and applying knowledge for many academic subjects, in contrast to subject skills that are specific to certain academic disciplines.

The following main groups of general educational skills and abilities can be distinguished:

1. Organizational - planning, organization, control, regulation and self-analysis of educational activities;

2. Working with text;

3. Research - selection and construction of a model, planning an experiment, selection of means and organization of research work, recording data, analysis, presentation of results;

4. Information - receiving, finding the necessary information, processing, transmitting information;

5. Intellectual (comparison, analysis, generalization, etc.);

6. Communicative (the ability to address a person, organize joint action, conduct a conversation, the ability to obey and lead in accordance with the agreement).

The survey methodology presented below for assessing general academic skills allows us to assess and diagnose their quality in many aspects and angles. This technique can be considered as a method for express assessment of general educational skills at school. It is focused on quantitative indicators. Express assessment is intended to quickly determine the quality of current activities and development of the school in the interests of carrying out more effective activities. The methodology is a set of 19 applications (assessment sheets). Based on the results of filling out applications (assessment sheets), when information on the entire array of indicators is collected, the level of development of OUN is determined. The evaluation sheets are completed by the teacher or group of teachers.

An example of filling out the assessment sheet according to Appendix 1.1:

Primary School

	Student number according to the journal
Verified OUN
1. Maintains correct posture while working
2. During operation, it is correctly positioned relative to source Sveta
(proportions strengths and capabilities)
4. Remains neat throughout the school day, neat

Note. The letters indicate the levels of manifestation of the criterion: B – high, C – medium, H – low.

1. Organizational skills and abilities (AUN) that ensure planning, organization, control, regulation and self-analysis of educational activities. At different levels of education (primary, basic and senior), these OUN are somewhat different.

	The student must:
	Follow advice on observing the basic rules of educational hygiene and daily routine	Appendix 1.1
	Follow advice on preparing a workplace for classes	Appendix 1.2
	Demonstrate educational and organizational skills when working in pairs	Appendix 1.3
	Demonstrate educational and organizational skills when working in a group	Appendix 1.4

Appendix 1.1

Verified OUN

Primary School

1. Maintains correct posture while working

2. During operation, it is positioned correctly relative to source Sveta

3. Alternates mental activities with pauses for rest ( proportions strengths and capabilities)

neat(watches his appearance)

5. Uses a handkerchief and comb correctly

Basic school

1. Adapts basic rules of educational hygiene according to your individual characteristics

2. Defines rational sequence and volume completing academic work

3. Alternates mental activities with rest breaks

4. Remains neat throughout the school day, neat(watches his appearance)

Appendix 1.2

Appendix 1.3

Primary School

1. Can distribute responsibilities when working in pairs

2.Can to plan their activities while working in couple according to their responsibilities

3. Does your job responsibilities

4. Can control

5.Can evaluate activity of a friend (based on a model, according to a given algorithm)

Basic school

1. Can distribute responsibilities

2. Can to plan under the guidance of adults, their activities when working in pairs according to their responsibilities

3. Does your job responsibilities

4. Can control your own and others’ work when working in pairs

5.Can evaluate the quality of its activities and comrade's activities

Appendix 1.4

Primary School

1. Can distribute responsibilities between group members if there are adults in the group

2.Able to distribute responsibilities between group members in the absence of adults in the group

3. Can to plan your activities when working in a group if there are adults in the group

4. Able to plan his activities when working in a group in the absence of adults in the group

5. Performs their responsibilities if there are adults in the group

6. Performs his duties in the absence of adults in the group

7. Beret responsibility upon oneself when implementing the assigned task

8. Regulates relationship in a group, participates in conflict resolution

9. Can control

10. Can evaluate the quality of its activities and activities of group members according to a model, according to a given algorithm

Basic school

1. Can form group

2. Defines common goals joint activities

3. Makes up plan performing a task, determines and analyzes the means to complete the task

4. Distributes responsibilities between participants

5. Offers several ways to solve the problem

6. Participates in discussing options for completing the task

7. Compares options proposed by different participants

8. Participates in accepting collective decision

9. Does his job responsibilities

10. Can control your own and others’ work when working in a group

11. Can evaluate the quality of its activities and the activities of group members

12. Can report about the work done

2. Work with text, ensuring finding information from the text, understanding the main idea of ​​the text, interpreting the text, reflecting on the text, etc.)

Appendix 2.1

Verified OUN

Elementary School:

1. Listens reading, story, teacher explanation

2. In case of misunderstanding of the spoken text, asks clarifying millets

3. Answers to questions on oral text

4. Raises questions to the teacher's story, the answer of other students

5. Makes up simple plan

6. Answers according to plan

7. Condensed retells content of the text listened to

8. Owns various types retelling

9. Able to act on verbal instructions

10. Composes a short story, coherently sets out his actions

Basic school

1. Guess the meaning of unfamiliar words from context

2. Plays back main thoughts in conversation, retelling, maintaining or changing the features of style and type of speech

3. Makes up plan verbal response

4. Presents the material coherently from several sources

5.Fluent in the basic types of answers: 5.1 presents the material logically, 5.2 can give a short answer 5.3 is able to give a detailed answer, 5.4 knows how to review educational material, 5.5 can review other students' answers

6. Analyzes what he listens to from the outside 6.3 assignments

7.Uses different forms of recording spoken text: 7.2 theses, 7.3 abstract, 7.4 table, 7.5 schedule,

8.1 Critically perceives his own and others’ speech, 8.2 defines ways to improve it

Appendix 2.2

Verified OUN

Primary School

1. Reads fluently, consciously, and correctly in compliance with the basic norms of literary pronunciation. Reading pace meets approved standards: 120 words per minute

2. Uses different types of reading 2.1 to myself, 2.3 continuous (careful reading of all material for holistic study of content), 2.6 by role

4. Works with the main components of the textbook: 4.2 questions, 4.3 tasks, 4.4 dictionaries, 4.5 illustrations, 4.6 diagrams, 4.7 tables, 4.8 footnotes, 4.9instructions

5. Finds subheadings and paragraphs in written text

6.6.1 Copied correctly and calligraphically, 6.2 writes from dictation, 6.3 is able to act according to written instructions. 50 characters per minute

7. Prepares written work in accordance with accepted standards

8. Makes a simple plan for a written text (a plan that includes names of significant parts of the text)

9. Knows various types of presentation: 9.1 expanded 9.4selective

10. Knows new types of written work: 10.1 letter, 10.2 diary entries, 10.3 records of observations (experiments)

11. Determines the approximate content of an unfamiliar book by its components: title page, table of contents, preface, illustrations, abstract

Basic school

1. Reads fluently, consciously, correctly 1.1 scientific, 1.2 official business, 1.3 journalistic, 1.4 literary texts in compliance with the basic norms of literary pronunciation. Reading pace meets approved standards: 150 words per minute

2.Uses different types of reading: 2.1 to myself, 2.3 continuous (careful reading of all material for a holistic study of the content), 2.4 selective (reading that involves a certain selection of material for in-depth study), 2.5 commented (reading accompanied by an explanation or interpretation of the text in the form of explanations, reasoning, assumptions, critical comments), 2.6 fluent (quick familiarization with the text as a whole at high reading speed), 2.7 scanning (quick scanning of text to search for a fact, word, surname), 2.8 analytical (critical study of the content of the text for the purpose of deep understanding, accompanied by writing out facts, quotes, drawing up theses), 2.9 preliminary (reading, during which all unfamiliar words and terms are noted in order to later find out their meaning using a dictionary and reference book), 2.10 repeated (repeated reading of the text for deeper understanding), by role

3.3.1 Copied correctly and calligraphically, 3.2 writes from dictation. The tempo of the letter complies with the approved standards: 120 characters per minute

4. Creates a complex plan for a written text (a plan that includes the names of significant parts of the text and their semantic components)

5. Creates texts of various types: 5.1 narration, 5.2 description, 5.3 reasoning

6. Knows various types of presentation: 6.1 expanded 6.2 compressed, 6.4selective

7. Compiles abstracts of written text

8. Takes notes on written text.

9. Annotates written text

10.1Knows how to take notes, 10.2 statements, 10.3 Quoting written text

11. Able to write an abstract in a certain form

12.1. Able to write a review

13. Based on the written text, draws up 13.1 tables, 13.3graphics, 13.4 diagrams

14. Can create business documents: 14.1 announcements, 14.2 protocols, 14.3 statements, 14.4 autobiography, 14.5 summary 14.6.1 bibliographic description of the book, 14.6.2 multi-volume edition, 14.6.3 articles in the magazine, 14.6.4 articles in the collection

15. In work notes, uses the necessary abbreviation of words

3. Research skills and abilities (selection and construction of a model, experimental planning, selection of means and organization of research, recording data, analysis, presentation of results)

Appendix 3.1

Verified OUN

Primary School

1. Forms, under the guidance of the teacher, the simplest material (subject models), which in the process of study replace the original object, preserving some properties important for this study.

2. Under the guidance of the teacher, forms the simplest mentally represented (ideal models) objects, which in the process of study replace the original object, preserving some properties important for this study.

Basic school

1.Uses material (subject) modeling: 1.1 physical modeling (the real object is replaced by its enlarged or reduced copy, which allows for the study of the properties of the object); 1.2 analog modeling (based on the analogy of processes and phenomena that have a different physical nature, but are described formally in the same way).

2.Uses ideal (mathematical) modeling: sign modeling, which uses sign transformations of some kind as models: diagrams, graphs, formulas, etc.

Appendix 3.2

Verified OUN

Primary School

1. Conducts observation of the object in accordance with the goals and methods proposed by the teacher.

2.1 structured (observation carried out according to a plan), 2.2 unstructured (observation in which only the object of observation is defined), 2.3 field (observation in a natural environment), 2.4 laboratory (observation in which the object is in artificially created conditions).

3. Provides a qualitative and quantitative description of the observed object.

Basic school

Independently monitors: 1.1 defines the purposes of observation, selects the object of observation, chooses ways to achieve the observation goal, selects methods for registering received information, processes and interprets received information, knows how to work according to instructions for practical and laboratory work

2.Independently uses various types of observation: 2.1 structured, 2.2 unstructured, 2.3 field, 2.4 laboratory

3. Determines, based on the educational task, the need to use: 3.1 direct observation (observation during which the object directly affects the observer’s senses) 3.2 indirect observation (observation in which the impact of an object on the observer’s senses, according to the device).

4. Determines, based on the educational task, the need to use observation or experiment.

5. Independently creates an experiment program: 5.1 purpose of the experiment 5.2 object and subject of experiment 5.3 hypothesis 5.4 methods and conditions for testing a hypothesis 5.5 ways to record the process and results of the experiment 5.6 methods of processing and interpreting received information

6Independently prepares a report on the experiment, including: 6.1 description of the experimental work process, 6.2 its results 6.3 conclusions about confirmation (refutation) of the hypothesis.

4.Information skills and abilities – skills related to obtaining information from various sources, its further processing and transmission.

Appendix 4.1

Verified OUN

Primary School

1. Knows how to use questions, tasks and samples given in the textbook

2.Able to find a given text by table of contents, by pages

3.Able to work on text information: reads and understands text 3.1 artistic 3.2 educational

4.Able to work on non-text information: extracts information from 4.1 drawing 4.3 tables

5.Knows how to work with dictionaries

6.Able to work with reference and encyclopedic literature

7.Able to obtain necessary information from the media: 7.1 when listening to children's radio programs 7.2 when watching children's TV programs

8.Has library and bibliographic skills: 8.1 finds the author’s surname and title of the work in the thematic catalog 8.2 can get a rough idea of ​​a book based on its elements: title page, preface, afterword, illustrations 8.3 can write book information from title page to library card

Basic school

1. Able to work on text information: reads and understands text 1.1 artistic 1.2 educational 1.3 popular science 1.4 journalistic

2.Able to work on non-textual information:. 2.1 extracts information from: 2.2.drawing 2.4. tables 2.5. graphic arts 2.6. diagrams

Able to work with basic concepts using written text: 3.1 highlights the main concepts; 3.2is interpreted in various dictionaries 3.3gives an explanation in his own words

4.2. translator, 4.3. interlinear, 4.4. at the end of the book

5. Able to use the technique of comparison on the same type of material from different textbooks

6. Knows certain techniques for systematizing educational material using different textbooks

7. Possesses skills in working with multimedia computer programs

8. Uses the Internet to obtain information

9. Able to obtain necessary information from the media

10. Knows the technique of working with periodicals

11. Able to write notes using various abbreviations

12. Possesses library and bibliographic skills: 12.1 independently selects books on the topic; 12.2 independently selects additional literature; 12.3 knows how to work with various reference books and encyclopedias; 12.4 knows how to use the library catalogue, thematic card indexes; 12.5 correctly writes down the required book, newspaper article or 12.6 can make extracts from newspapers and magazines, organize them, format correctly; 12.7 can give an overview of new literature on the topic

Appendix 4.2

Verified OUN

Primary School

1. When processing information, he can 1.1 make simple and complex plans, 1.3 tables

2. Knows elements of cursive writing

Basic school

1. Able to highlight the main thing when mastering the content of information

2. Systematizes information received from different sources, using 2.1 graphics 2.2 logic circuits 2.3 tables 2.4 diagrams 2.5 supporting notes

3.Able to build a logical structure of the information received

tables

Appendix 4.3

Primary School

When transmitting information he is able to 1. make simple and complex plans, diagrams,

Basic school

1.1graphics 1.2 logic circuits 1.3 tables 1.4 diagrams 1.5 supporting notes

2. Able to convey the content of information in expanded form: 3. description Able to convey the content of information in a collapsed form: 3.2 description of a book written by several authors; 3.3 description of the article; 3.4 description of the multi-volume publication; 3.5 writing an outline; 3.6 writing a thematic summary; 3.7 writing a textual summary (quoted); 3.8 writing a free summary; 3.9 writing an abstract; 3.10 preparation of an analytical review; 3.11writing a critical analysis; 3.12 writing a detailed review; 3.13report preparation

4.Uses the information received in non-standard situations

5. Intelligent skills

	The student must:	The transcript is given in Appendix No.
	Be able to analyze and synthesize	Appendix 5.1
	Be able to make comparisons	Appendix 5.2
	Be able to generalize and classify	Appendix 5.3
	Be able to carry out proof and refutation	Appendix 5.4
	Be able to identify and solve problems	Appendix 5.5
	Be able to define concepts	Appendix 5.6

Appendix 5.1

Verified OUN

Primary School

1. Conducts a basic analysis of the text, the teacher’s story

2. Divides the whole into its component parts

3. Distinguishes between essential and non-essential characteristics of simple objects

4. Divides the task into simple elements

5. Identifies the subject and predicate (relationship) of the educational text and its parts, answering the questions: “Who (what) is being said?”, “What is being said about this?”

6. Separates information into logical parts

7. Identifies generic and specific concepts

8. Reproduces the main semantic parts of what was heard or seen in a conversation

9. Finds the main words and sentences in the text

10. Finds main semantic groups and pictures

11. Reads simple tables

12. Uses simple circuits

Basic school

1.Able to determine the object of analysis and synthesis

2. Establishes the point of view from which the essential features of the object being studied are determined

3. Able to highlight the main thing 3.1 in information varying in volume, nature and purpose, 3.2 in modes of operation

4. Able to identify essential features of an object

5. Able to identify the constituent parts (components) of an object

6. Able to determine spatial relationships between parts of an object (establishes connections generated by the existence of components next to each other)

7. Able to determine the temporal relationships of object components

8. Able to determine the functional relationships of the components of an object

9. Able to determine cause-and-effect relationships between the components of an object

10.Able to determine relationships of consistency and correspondence of object components

Appendix 5.2

Verified OUN

Primary School

1.Able to compare and contrast based on specific characteristics 1.1 two items, 1.2 two phenomena 1.3 two words in native and related languages 1.4 two sentences 1.5 two geometric shapes 1.6 two numbers 1.7 two examples, etc.

2. Able to compare information of different nature and purpose based on significant specific and general characteristics

3.Knows how to conduct 3.1 Simultaneous comparison 3.2 side-by-side comparison 3.3 delayed comparison of two objects with the introduction of a third, contrasting object

Basic school

1. Able to creatively apply the various types and forms of comparison that have been formed: 1.1incomplete unilinear comparison (establishes either only similarity or only difference in one aspect) 1.2 incomplete complex comparison (establishes either only similarity or only difference in several aspects) 1.3 complete unilinear comparison (simultaneously establishes the similarity and difference of objects in one aspect) 1.4 full comprehensive comparison (simultaneously establishes similarities and differences in several aspects) 1.5 by analogy

2.Able to draw theoretical and practical conclusions from a comparison, ending with its generalization

3.Able to apply the technique of comparison and its results in creative activity

Appendix 5.3

Verified OUN

Primary School

1.1 carries out the selection of necessary objects; 1.2 determine the common essential features of two objects; 1.3 captures the commonality of objects: 1.3.1draws conclusions; 1.3.2 draws up conclusions in the form of a picture plan; 1.3.3 draws up conclusions in the form of a simple verbal plan; 1.3.4 formats conclusions in the form of a title; 1.3.5 draws conclusions in the form of a conditional diagram

2. Conducts the simplest grouping and classification [divides the genus (class) into types (subclasses)] according to the algorithm: 2.1 defines the type of objects for classification; 2.2 determines the characteristics of objects; 2.3 determines the essential characteristics of objects; 2.4 defines the general essential characteristic by which the genus is divided into 2.5 distributes objects by type; 2.6 defines the general essential characteristic by which the species is divided into 2.7 distributes objects into subtypes

Basic school

1. Able to carry out inductive generalization (from the individual to the general): 1.1 identifies the essential features of the objects of generalization; 1.2 determines the general essential features of the objects of generalization; 1.3 captures the generality of objects in the form of a concept or judgment

2. Able to carry out deductive generalization (from the general to the individual): 2.1 identifies the essential features of objects recorded in a concept or judgment; 2.2 determines the general essential features of the objects of generalization; 2.3 compares the essential features of the objects of generalization; 2.4 determines the belonging of objects to a given concept or judgment

3. 3.1 Able to creatively apply the various types of generalization that have been formed: 3.1.1 inductive generalization; 3.1.2deductive generalization; 3.2 Able to creatively apply the various methods of generalization that have been formed: 3.2.1 formal-logical generalization (simple objects); 3.2.2 dialectical generalization (complex dynamic objects); 3.2.3system-structural generalization (complex dynamic objects); 3.2.4 problematic generalization

4. Able to capture a generalization in an optimal form

Appendix 5.4

Verified OUN

Primary School

1. Able to construct a basic proof using an algorithm (thesis – concrete concept, 2 – 3 arguments – examples, facts)

Basic school

1. Distinguishes between the components of evidence: 1.1 thesis (a proposition whose truth must be proven); 1.2 arguments (judgments from which the truth of the thesis is deduced); 1.3 form of evidence (method of logical connection between thesis and arguments)

2. Able to carry out different types and forms of evidence: 2.1 direct inductive proof (can deduce the truth of a thesis from arguments that are less general judgments); 2.2 direct deductive proof (can deduce the truth of a thesis from arguments that are more general judgments); 2.3 indirect analogous evidence - proof “by contradiction” [can establish the truth of a thesis by proving the falsity of a thought that contradicts it (antithesis)]; 2.4 indirect disjunctive evidence - the “method of exceptions” (can exclude from a completely exhaustive set of alternative thoughts, except one, which is a proven thesis);

3. Masters all types of refutation: 3.1 refutation of the thesis by deducing false consequences from it (“reduction to absurdity”); 3.2 refutation of the thesis by establishing the truth of the antithesis; 3.3 refutation of arguments; 3.4 refutation of the connection between thesis and arguments

Appendix 5.5

Verified OUN

Primary School

1. Partially transfers known knowledge, skills and abilities to a new situation to solve a problem

Basic school

1. Knows how to identify the problem

2. Defines a new function of the object to solve the problem (new meaning, role, responsibility, scope of activity)

3. Transfers known knowledge, skills and abilities to a new situation to solve a problem

4. Combines known means to solve the problem

5. Formulates a hypothesis to solve the problem

Appendix 5.6

Verified OUN

Primary School

1. Able to identify essential and non-essential features of objects and phenomena

2. Distinguishes the generic concept

3. Distinguishes between the species concept

Basic school

1. Distinguishes the scope of concepts (defined objects)

2. Distinguishes the content of concepts (a set of essential features)

3. Distinguishes between a generic concept (the scope of a concept contains the scope of another concept)

4. Distinguishes between a specific concept (the scope of a concept is contained in the scope of another concept)

5. Able to carry out generic definition of concepts (finds the closest genus of objects of the defined concept and their distinctive essential features)

6. Communication skills and abilities (communication - communication using language, mutual transmission and perception of certain mental content using language)

Appendix 6.1

Verified OUN

Primary School

1.Able to ask clarifying questions in case of misunderstanding (open, related to finding out new knowledge: “Where?”, “What?”, “When?”, “Why?”

2.Able to answer questions according to their nature

Basic school

1. Able to answer questions in accordance with their nature and purpose

2. Distinguishes and reasonably selects the type of answer

3. Knows how to ask questions in case of misunderstanding 3.1 replenishing (open, related to finding out new knowledge: “Where?”, “What?”, “When?”, “Why?”) 3.2 clarifying (closed, aimed at clarifying the truth or falsity)

4. Knows how to use collapsed response forms 4.3 tables 4.4graphics

Appendix 6.2

Verified OUN

Primary School

1.Poses questions to: 1.1 textbook text 1.2 teacher's story 1.3 student answer

2. Conducts a simple dialogue 2.1 based on illustrations 2.2 pictures 2.3 filmstrips 2.4 without the use of visual aids

3.Able to independently construct a short story

4.Able to coherently express his actions

5.Able to briefly convey his impressions of an event

6.Able to retell the content of an educational text according to plan 6.1 in detail 6.3 optional

7.Able to retell the content of a passage of a work of fiction according to plan 7.1 in detail 7.3 optional

Basic school

1. Able to conduct a dialogue in order to obtain, clarify and systematize information

2. Able to coherently present material from several sources

3. Knows how to give reasons for his statement

4. Able to collapse and expand information

5. Knows how to review others' answers

When implementing one of the above curriculum programs or developing his own curriculum, the teacher carefully considers the basic knowledge and skills of students that they must develop in the process of learning under this program.

In addition to knowledge, abilities and skills, students must develop personality traits: methods of mental action, self-management skills, emotional, moral, aesthetic and activity-practical properties. All these groups of personality traits merge together, forming competent person in the field of economic knowledge.

1st group of skills. Knowledge, skills and abilities(ZUN). Classification of ZUN.

I. By localization of reflection:

1. Individual knowledge is the knowledge of a specific person, his personal experience in the study of the surrounding world, labor relations, communication.

2. Social knowledge is knowledge developed by generations of predecessors; material and spiritual values ​​recognized by everyone.

For example, in the program of B.A. Reisberg and A.S. Prutchenkov “Introduction to Economics. Fundamentals of economics and entrepreneurship. Fundamentals of Business" noted: what students should know (social knowledge should become individual):

- what economic laws are, their specific differences from the laws of the physical world;

II. According to the form of reflection:

1. Sign and verbal, which are presented in the form of signs, in the form of linguistic oral and written forms, in the form of formulas, theoretical rules and formulations.

2. Figurative, which are represented by specific images and can be perceived by the senses.

For example, the image of an entrepreneur, banker, manager, their appearance, behavior.

3. Materials that exist in objects of labor, literature, art.

For example, a portrait or sculpture of a banker.

4. Procedural, which are reflected in the current activities of people, in their practical skills, in various technologies, as a result of the labor process.

For example, in the B.A. program Reisberg and A.S. Prutchenkov “Introduction to Economics. Fundamentals of economics and entrepreneurship. Basics of Business" reflects that students should know:

- basic concepts and terms: gross national product, wages, profitability, unemployment, labor productivity, budget, taxes, banks, credit.

III. On the mental level:

1. Recognition of knowledge.

2. Reproduction of knowledge.

3. Understanding knowledge.

4. Application of knowledge in practical activities.

5. Automatic actions that are carried out at the level of intuition, unconscious, involuntary performance of actions.

6. Attitude to knowledge, which reflects one’s own view, one’s point of view on an object or phenomenon.

7. The need, which is expressed in the desire to learn, apply knowledge in practical activities and develop a stable skill in applying knowledge.

For example. Students should be able to:

- analyze the reasons for differences in wage levels;

- distinguish between sources and components of income;

- differentiate between the unemployed and the unemployed. (Program by L.L. Lyubimov, A.A. Mitskevich and others. “ Educational area"Economy").

IV. By area and subject of knowledge: humanitarian, mathematical, philosophical, living and inanimate nature, society, technology, art.

2nd group of skills. Methods of mental action (SUD). Classification of the court.

I. By the nature of the means of thinking: objective-effective, visual-figurative, abstract, intuitive.

For example. Money, functions of money: unit of account, medium of exchange, means of storage. (Program of S. Ravichev, T. Protasevich “Modern Economics”).

II. According to the logical process diagram: comparison, analysis, abstraction, generalization, synthesis, classification, induction, deduction, inversion, reflection, antipathy, hypothesis, experiment, verification, etc.).

For example. Distinguish and compare organizational and legal forms of entrepreneurship. (Program of L.L. Lyubimov, A.A. Mitskevich and others. “Educational field “Economics”).

III. According to the result form: creation of a new image, definition of a concept, judgment, conclusion, theorem, pattern, law, theory.

For example. Students find out the reasons for the emergence of the economic functions of the state and discover the reasons for the ineffectiveness of state activities. (Program of L.L. Lyubimov and N.A. Rannev “Fundamentals of Economic Knowledge”).

IV. By type of logic: rational-empirical and rational-theoretical.

V. According to the method of operation:

1. Abilities and skills of planning educational activities. The student is aware of the tasks of the educational process, knows how to set goals, has the skills of a rational way to complete a task, thinks through an algorithm of activities, can plan activities for a day, week, month, year, etc.

2. Abilities and skills in organizing your own educational activities. The student knows how to organize his own rational mode of work, can equip a workplace, and has skills and methods of mental activity.

3. Abilities and abilities to perceive information. The student knows how to work with various sources of information, has skills in working with a book, a dictionary, a computer, and manages his own attention, observation, memorization and reproduction.

4. Abilities and skills of mental activity. The student comprehends the educational material, identifies the main and essential, analyzes and synthesizes, abstracts and concretizes, classifies, generalizes, proves, constructs a story, argues the answer, formulates conclusions and conclusions, writes essays, solves problems and problems.

5. Abilities and skills of assessment and comprehension. The student has the skills of self-control and mutual control of the results of educational activities, understands his achievements, evaluates economic, environmental, aesthetic, ethical phenomena, knows how to check the correctness and strength of theoretical knowledge and practical skills, and conducts a reflective analysis.

For example. Students must:

- possess general cultural skills of a modern entrepreneur;

- be able to use various sources of information: reference books, legal documents, scientific literature;

- be able to draw up simple business documents;

- be able to educate yourself using the necessary literature. (Program by V.F. Merzlyakov “Fundamentals of Business”).

3rd group of skills. Self-governing mechanisms of personality (SGM). SUM classification.

1. Needs. Needs are the fundamental properties of an individual, expressing his need for something and being the source of a person’s mental strength and activity. Needs are divided into material (food, clothing, housing), spiritual (aesthetic pleasures), physiological and social (in communication, work, social activities, knowledge, self-determination, self-affirmation, self-education, self-education, self-improvement).

2. Focus. Direction is a set of stable and relatively situation-independent motives that orient the actions and actions of an individual. It includes interests, views, social attitudes, value orientations, beliefs, moral and ethical principles, and worldview.

3. Self-concept. A person’s self-concept is a stable, conscious and experienced system of a person’s ideas about himself, on the basis of which he builds his behavior. The self-concept includes a system of human qualities: I like, I am capable, I am needed, I can, I create, I know, I manage, I own.

For example. Students must answer the questions:

- Is people's desire for increased well-being the driving force? economic development humanity;

- is it beneficial to be honest?

- what paradox lies at the heart of a market economy. (Program by V.I. Lipsits and L.V. Antonova “Fundamentals of Economic Knowledge”).

4th group of skills. Emotional and moral sphere (EMS). Classification of SEN.

1. Aesthetic education: a sense of beauty, the ability to see and understand beauty, familiarization with literature, music, art, dance, theater, cinema.

2. Education of moral qualities: freedom, dignity, honor, responsibility, conscience, shame, love, kindness, economic and environmental culture, will, virtue.

For example. Emotional relationships. Rules for using compliments. Culture of relationships between men and women. Table culture. Appearance of a business person. (Program by V.F. Merzlyakov “Fundamentals of Business”).

5th group of skills. Activity-practical sphere (APS). Classification of SDP.

1. Labor knowledge, skills and abilities: natural sciences, polytechnics, operational ones, craftsmanship, work culture.

2. Hard work: activity, diligence, need, readiness, consciousness, diligence, will.

3. Labor morality: attitude to work, relationships in the process of activity, career orientation, incentives, values, attitude to performance results.

For example. Workshops: Am I fit to be a manager? How to get and use a loan. How to calculate the price of a product. Estimation of expected risk. (Program of B.A. Reisberg and A.S. Prutchenkov “Introduction to Economics. Fundamentals of Economics and Entrepreneurship. Fundamentals of Business”).

The economics curriculum, which takes into account the knowledge, skills and abilities of students, the methods of their mental actions, the mechanisms of personal self-government, the emotional-moral and activity-practical spheres, is aimed at development of personal competencies in the field of economics.

Psychological analysis has shown that a huge number of pedagogical actions forms a relatively small list of basic skills that are implemented in teaching practice. These skills include the following: cognitive, constructive, communicative Andorganizational. The formation of these skills is a long process: the foundations are laid in childhood, and then in the process of learning, communication, and work, they are further developed and improved. At the same time, the most important and responsible period is the period of study in pedagogical educational institutions, when, on the one hand, professional training and education of the student is carried out, and on the other, the process of self-education and self-education.

Cognitive skills and abilities

The process of teaching and educating students requires the teacher to have a deep knowledge of the child’s psyche, an understanding of his mental states, the ability to select the information necessary for lessons and educational activities, and to control his own activities and behavior. Here cognitive (gnostic) skills come to the aid of the teacher. An indispensable condition for the formation of cognitive pedagogical skills is the sufficient development of perception, attention, thinking, imagination and memory. This means that cognitive skills form the general intellectual basis of a teacher’s professional work.

This is, first of all, training pedagogical observation, developing the ability to quickly and accurately record the internal state of students based on the smallest external manifestations; the development of pedagogical memory, creative imagination, which allows one to “complete” those phenomena of the pedagogical situation that are inaccessible to direct observation; finally, developing the ability to constantly control oneself, one’s words, actions, etc.

As we see, cognitive skills are “addressed” to students and affect the content of the educational process and the teacher himself. Depending on the focus, these skills have different forms of manifestation. In relation to students, this is pedagogical observation, the ability to do didactic and logical processing of scientific and social information, and in relation to oneself – self-control and self-regulation. These manifestations are based on the same thinking processes - analysis and synthesis, and the corresponding techniques: comparison, juxtaposition, specification, generalization, etc.

Self-education of cognitive skills is, first of all, mental self-education. Many people believe that mental abilities cannot be developed; intelligence comes from nature. Meanwhile, intelligence and the ability to think are not given to anyone by birth. They are assimilated by the individual, “belong” to her, she has the right to dispose of them - to develop them or not to develop them.

Of course, the presence of natural features is beyond doubt. But even in this case, the ability to think cannot be formed if a person has not mastered the appropriate methods of thinking, memorization, imagination, etc., developed by society.

The main way of self-education of cognitive skills is known - exercises for the development of relevant mental operations: observation, comparison, analysis, generalization, memorization, transformation in the imagination, etc. The process and methods of self-education of cognitive skills will be discussed in more detail in subsequent chapters.

Constructive skills

Constructive skills, just like cognitive ones, perform indicative functions; they seem to be ahead of the teacher’s practical actions. Their purpose is to build an image of the final result of the activity and draw up an action plan to achieve the goal. No matter how simple these actions may seem, mastering them requires a lot of time and effort, and intellectual effort at that. Before being implemented on paper, the project and plan must take shape in your head. Here you cannot do without appropriate exercises, without appropriate practice. This means that self-education and self-management of constructive skills is one of the substantive tasks of professional and pedagogical self-education.

The main way to master constructive skills is practical, based on the development of mental processes. He had a vivid and active imagination, which made it possible to easily model in his mind the image of the expected result of training or education, and had logical thinking, which allowed him to develop the “technology” of the pedagogical process, he could clearly formulate goals for self-improvement of constructive skills, etc.

There are certain exercises for developing the ability to mentally model pedagogical goals and results, exercises in drawing up plans, etc.

Communication skills

Communication skills - the ability to communicate, exchange information and, on this basis, establish pedagogically appropriate relationships with participants in the pedagogical process. The main means of communication are words and speech, facial expressions and gestures. Sometimes various visual aids and technical means are used.

What are the main components of the communication process, what should you learn, what should you cultivate? First of all, the perception and understanding of another person, but at the same time the ability to “present oneself” and express oneself. Secondly, the ability to bring together points of view - your own and your interlocutor's, moods, to cause, in the words of K. S. Stanislavsky, a “couple of communication.” Thirdly, the ability to manage communication and make the necessary adjustments to it. Once mastered, these skills act as a generalized personality trait - sociability.

It should be emphasized that in pedagogical communication both the ability to understand another person and the ability to express oneself are equally important. These skills are not initially given to the teacher in ready-made form. The spontaneously formed experience of communicative activity requires improvement. The main condition for this is self-education, the conscious efforts of the teacher aimed at developing his communicative qualities.

How to do it?

The process of self-education and development of these qualities will be discussed in detail below. Here we indicate only its main directions.

First of all, a certain theoretical awareness is required, and then individual practice and experience. All elements of social communication are available for learning and practice. You can learn to be relaxed in communication, skills of making contacts, managing communication, skills of perceiving and understanding another person, self-presentation and all other elements of communication. Of course, for this you need to know the characteristics of your communication abilities and be able to set specific tasks for yourself.

Information skills

Information skills are not usually identified as independent pedagogical skills. They are usually considered only as a means of communication. Indeed, communication cannot occur without the transfer of information. However, informing in the process of training and education also has an important independent function - the function of transmitting socio-historical experience to new generations. The legitimacy of considering information pedagogical skills as independent is also justified by the fact that communication skills are only a condition that increases the effect of the educational process, while information skills not only increase the effect, but are also a necessary attribute of training and education.

When developing a teacher’s information skills, voice staging, diction practice, expressiveness and emotional coloring of speech, its culture and style, including special (mathematical, historical, etc.) and professional business, are of no small importance. The university does not always manage to solve these problems, so teachers often have to complete their studies themselves. This is not always done professionally; as a result, some teachers form and reinforce incorrect and even harmful habits.

Meanwhile, if you know how to work on yourself, you can achieve great success. In the book by Academician M.V. Nechkina “Studies on Lecturers” we read about the secrets of the lecturing skills of the famous historian V.O. Klyuchevsky. He taught: “When speaking publicly, do not appeal to the ears or the mind of the listeners, but speak in such a way that, while listening to you, they do not hear your words, but see your subject and feel your moment. The imagination and heart of the listeners, without you and better than you, will cope with their minds. When developing an idea in a speech, you must first put its diagram into the mind of the listener, then present it to the imagination in a visual comparison, and finally, on a soft lyrical lining, carefully place it on the listening heart, and then the listener is your prisoner of war and will not run away from you, even when you set him free, he will remain your obedient client forever.” And above the word “scheme” he wrote: “Brief. minted. aphorisms."

As we see, the secrets of verbal influence are not only in the physical sound, but also in the influence on the imagination, feelings and thoughts, in the organization of “inner vision”, “inner listening”, in the coincidence of the thoughts of the speaker and the perceiver, in their, so to speak, empathy.

However, the whole question is how to achieve this. One of these methods is “thinking out loud,” when the listener becomes a witness and participant in the birth of a thought. He simultaneously assimilates both the content of the information and the logic of the lecturer’s thinking. This is what a teacher says when presenting problematic educational material.

A textbook example was the lecture by K. A. Timiryazev on the life of plants, which he gave at the Polytechnic Museum. The secret of its success is that the lecturer was able to mobilize the imagination and thought of the listeners, they thought, doubted and discovered the truth with him. (More details about this lecture can be found in K. A. Timiryazev’s book “The Life of Plants.”)

I. P. Pavlov masterfully mastered the art of teaching. He turned his lectures into lively conversations about the observed experience. Sometimes he seemed to pose questions to himself and then answer them, revealing to the listeners the most significant aspects of the topic. A characteristic feature of Pavlov's lectures was the peculiar expressiveness of his speech. He did not utter memorized phrases. He thought and created in plain sight. And it is no coincidence that many of his expressions have entered the terminology of physiological science. These are “imaginary feeding”, “ignition juice”, “guard center”, “mosaic” of excited and inhibited points in the cerebral cortex, “alloy” of innate and acquired properties, etc.

Staging your voice, practicing diction, intonation, mastering the technique of semantic and logical pauses, etc. - all these are very important issues in the art of verbal influence. Who doesn’t know that even an affectionate word can be pronounced in such a way that it will be perceived as an insult.

The tonal colors of speech have a huge information load. One can imagine the charm of D. I. Mendeleev’s speech if one of the composers - the scientist’s contemporaries said that he could set these lectures to music.

Speech sounds false if its pace does not match the content. Is it possible to speak quickly about actions and processes that take place very slowly and for a long time, and, conversely, to speak in a drawn-out manner about phenomena that occur instantly? Who doesn’t know how tiring it is to listen to the monotonous speech of a teacher or lecturer? True, some qualities of speech, for example, voice timbre, do not depend on a person’s will. Nature has gifted people in different ways. But everyone who has a healthy speech apparatus, with appropriate work, can achieve good speech culture. This is another task of a teacher’s professional self-education.

Organizational skills

Organizational skills play a special role in the work of a teacher. Training and education, organizing the cognitive activity of students is a special case of management. Therefore, we can say that organizational skills combine all other pedagogical skills. A teacher cannot be a good organizer without having well-developed cognitive skills and pedagogical thinking, without the ability to foresee and plan, understand and communicate with another person, convince him, etc. At the same time, organizational skills also have specific characteristics. In its simplest form, this is the ability to: 1) assign work, give orders, 2) monitor the execution of the task, 3) summarize the results of what has been done and evaluate them. These seemingly simplest actions require certain abilities and personality traits. Such qualities, according to L. I. Umansky, include the following:

General psychological characteristics: the orientation of the individual and his preparedness in the field of organized activity.

Some other general qualities: sociability, activity, efficiency, etc.

3. Organizational abilities in the narrow sense:

a) the ability to take into account the psychological characteristics of a person, a group of people, i.e. organizational sense (selectivity of attention to psychological objects);

b) the ability to infect and charge others with one’s energy. To do this, you need to master the techniques of psychological influence, be able to apply psychological knowledge when solving organizational problems;

c) inclination, readiness for organizational activities, ability to maintain psychological tact, sense of proportion.

Such an analysis is very valuable because it provides a holistic approach to the organizational skills and abilities of an individual.

For self-educational work on improving organizational skills, the teacher, first of all, needs to assess the degree of development of each of these components, identify in which of them there are gaps, etc. Studying one’s organizational skills gives an objectively correct picture, on the basis of which it is not difficult to formulate and set specific goals for self-education. In each case these problems will be solved differently. If a person has a clear inclination towards performing activities, the desire to engage in self-education of organizational skills may not arise. This is an indicator of unsuitability for teaching work.

It’s another matter if unpreparedness for organizational activities is revealed, and general organizational properties are not subject to doubt. It is always possible to complete your studies and prepare in this particular area.

Difficulties for self-education include insufficient sociability and initiative, personal disorganization, inability to express oneself and influence others, etc.

The main way of self-education of organizational skills is one - practice, exercises. No matter what “basic” psychological data a teacher possesses for organizational activity, he cannot become a capable organizer without mastering the methods and techniques of organizational activity developed by society. And this can be achieved by studying the relevant special psychological literature, studying the experience of organizational work of other teachers, and by mastering special exercises.