Research activities in the context of additional education. Teacher of additional education mod dod vgsyut. Highest qualification pedagogical standard
Chapter I. Educational and research activities in additional education as a pedagogical problem
§one. Socio-pedagogical prerequisites for development additional education.
§2. The essence of educational research activities students and the peculiarity of its content in additional education.
§3. Analysis of the pedagogical experience of organizing educational and research activities of students in the field of additional education.
Conclusions on the first chapter. ".
Chapter II. Designing the development of educational and research activities of students in the field of additional education
§one. Model of the organization of educational and research activities of students in additional education.
§2. The program "Youth, Science, Culture" as an organizational and pedagogical basis for the development of educational and research activities of students.
§3. Criteria and indicators of students' readiness for educational and research activities.
Conclusions on the second chapter.
Recommended list of dissertations
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Dissertation introduction (part of the abstract) on the topic "Pedagogical conditions for the development of educational and research activities of students in additional education"
The relevance of research. IN modern Russia during a rather short historical period, several attempts were made to reform the entire education system. Currently, we have entered a historical period of modernization of education, which is intended to create the preconditions for the country's dynamic development in the 21st century.
In accordance with the "Concept for the Modernization of Russian Education for the Period up to 2010" (2001), changes in the educational sphere are designed to accelerate Russia's entry into a qualitatively new state, where human resources are becoming the main source of growth. IN Russian society a new understanding of the role of education was established, and increasingly it began to be considered among the fundamental factors and guarantees as economic development and national security of the country, as well as ensuring fundamental human rights and freedoms, social security, professional mobility, business career and a high quality of life of an individual.
In the Main Directions of the Social and Economic Policy of the Government Russian Federation(2000) for the first time, education reform began to be seen as a prerequisite and driving force for the modernization of other vital areas of society, including primarily the economy.
Considering that as basic principles implementation of the Concept of modernization are: scientific substantiation of the choice of options for solving problems; model and experimental testing of these options, an evolutionary approach to the implementation of the decisions made in practice - the scientific understanding of the changes taking place in the developing system of additional education is of particular importance and relevance, since the field of additional education for children can be considered as the most innovative and dynamic, revealing broad development opportunities variable education.
In this regard, the theoretical substantiation of educational and research activities in the field of additional education for children is of great importance. It is in the system of additional education that there are tremendous opportunities for the development of educational and research activities of students, which in turn is one of the most promising means of developing cognitive motivation, self-determination of the individual, humanizing education, enriching the intellectual potential of society, which was especially noted in the decision of the board of the Ministry of Education “On development of educational and research activities of students in the system of additional education ”(1996).
The analysis of scientific and pedagogical literature has shown that the theoretical and methodological aspects of the development of the system of out-of-school education are sufficiently deeply considered, first of all, in the works of the founders of humanistic pedagogy P.P. Blonsky, V.P. Vakhterov,
A.U. Zelenko, N.K. Krupskoy, A.V. Lunacharsky, A.S. Makarenko, E.H. Medynsky, A.S. Prugavin, V.N. Soroka-Rossinsky, S.T. Shatsky and others.
In research on the problems of free time (E.G. Zborovsky, G.P. Orlov, V.N. Pimenova, R.A. Poddubnaya, etc.), the potential possibilities of this sphere for personal development are considered.
General theoretical questions of determining the place and role of institutions of additional (out-of-school) education in common system continuing education are considered in the works of Yu.K. Babanskiy,
V.P.Bespalko, V.A.Kan-Kalika, A.V. Nikandrov, V.A. Slastenina and others.
The didactic aspects of preparing a teacher for extracurricular and extracurricular work were reflected in the studies of F. S.A. Arkhangelsky, A.M. Doroshevich, M.E. Duranov, V.A. Orlova,
V.A.Polyakova, V.D. Putilina and others.
Psychological and pedagogical aspects of the activity approach to personality development are considered in the works of L.S. Vygotsky, V.V. Davydova, I.I. Ilyasova, A.M. Matyushkina, V.B. Olshansky, V.D. Shadrikov, V.A. Yakunin; the peculiarities of differentiation of school and out-of-school education and ways of their optimization are reflected in the works of P.P. Blonskoy, I. Ya. Lerner, V.G. Razumovsky, M.I. Skatkin; the theory and practice of social and professional self-determination of the individual was considered by V.A. Polyakov, S.N. Chistyakova, A. Ya. Zhurkina, issues of creative education and pedagogy of cooperation were developed by O.S. Gazman, A.I. Ivanov, V.A. Karakovsky, L.I. Malenkova, L.I. Novikova; the problem of standardization in general education is devoted to the works of B.C. Ledneva, M.V. Ryzhakova, V.V. Sudakova, S.E. Shishova; problems of management of educational systems in the unity of school and out-of-school education were studied by Yu.A. Konarzhevsky, M.N.
Kondakov, B.C. Lazarev, M.M. Potashnikov, P.V. Khudominskiy, T.I. Shamova.
The peculiarities of the development of the content, forms and methods of additional education are quite fully reflected in the works of V.A. Gorsky, A.Ya. Zhurkina, M.B. Koval, S.B. Saltseva, A.B. Fomina, A.I. Shchetinsky and others.
The problems of organizational and managerial support for the development of educational work in out-of-school and additional education institutions as one of the means of social self-determination are thoroughly considered in the dissertation research of V.V. Abraukhova, A.G. Andreichenko, O. I. Grekova, M.B. Koval, G.N. Popova, S.B. Poptsova, T.I. Sushchenko, H.A. Chernovoi, M.A. Valeeva and others.
Organizational and pedagogical problems of the development of the system of additional education for schoolchildren are reflected in a number of regulatory documents: the Law of the Russian Federation "On Education" (1992, 1995), decisions of the board of the Ministry of Education of the Russian Federation "On the strategy of development of state and municipal institutions of additional education for children "(May, 1994)," On the development of additional education for children in the conditions of a general educational institution "(November, 1994)," On the development of educational and research activities of students in the system of additional education "(1996)," On the main directions of development of upbringing in the system of variable education ”(1996); in the "Concept for the modernization of Russian education for the period up to 2010" (2001), in the Interdepartmental Program for the Development of Continuing Education (2001), in the resolution of the Moscow Government "On the plan of measures for the development of additional education for children in Moscow" (2002) and others.
The results of the analysis of the state of the system of additional education for children made it possible to reveal the following contradiction: on the one hand, in modern conditions, the actively developing potential of additional education requires an increase in its effectiveness through the development of new forms of additional education, in particular, the educational and research activities of students, on the other hand, it is not sufficiently developed scientific and methodological support of educational and research activities of students, the necessary pedagogical conditions for the development of this activity have not been identified. Thus, the problem of the study is to identify the pedagogical conditions for the development of educational and research activities of students, contributing to an increase in the effectiveness of additional education for children.
The relevance of the problem, its insufficient development in theory, urgent requests of practice determined the choice of the topic of our research: "Pedagogical conditions for the development of educational and research activities of students in additional education."
Purpose of the study: to identify the pedagogical conditions for the development of educational and research activities of students in the field of additional education.
Object of research: educational and research activities of students in additional education.
Subject of research: content, forms and methods of educational and research activities of students in the system of additional education.
The research is based on the hypothesis that the educational and research activities of students in the field of additional education will be carried out more effectively if:
The educational and research activities of students in the field of additional education will be organized taking into account the cognitive, productive, developmental and axiological aspects and provide for the possibilities of all educational areas;
The development of educational and research activities of students will be carried out on the basis of active part-time forms of work during the transition to productive levels of education: heuristic and creative;
Criteria and indicators of students' readiness for educational and research activities will reflect the levels of additional education (creative, heuristic, reproductive, leisure-recreational).
Based on the hypothesis and objectives of the study, the following tasks were identified:
To develop a conceptual model of the organization of educational and research activities of students in additional education, including cognitive, productive, developmental and axiological aspects, an individual educational route, taking into account the possibilities of all educational areas .;
To develop a program for the development of educational and research activities of students in additional education, providing for active full-time and part-time forms of work, stimulating the transition of students from the reproductive level to the heuristic and creative.
Determine the criteria and indicators of the readiness of schoolchildren for educational and research activities in the field of additional education; to develop recommendations for the organization of educational and research activities of students in additional education.
The methodological basis of the study is: the concept of the content of lifelong education (I.Ya. Lerner, V.S. Lednev, A.M. Novikov, V.V. Kraevsky, etc.); theory of polytechnic education and labor training of students (P.R.Atutov, V.A.Polyakov, etc.); the theory of a systemic approach to the social and professional self-determination of students (S.Ya.Batyshev, S.N. Chistyakova, etc.); social and philosophical concept of free time (E.G. Zborovsky, G.P. Orlov, V.N. Pimenova, R.A. Poddubnaya); psychological concepts of personality development, set forth in the works of domestic researchers (L.S.Vygotsky, P.Ya. Galperin, A.M. Matyushkin, etc.); pedagogical foundations for the development of students' creative activity in extracurricular work (P.N. Andrianov, V.D. Putilin, etc.).
Research methods:
Analytical (analysis and synthesis of scientific and methodological literature);
Diagnostic (questionnaire, survey, method of expert assessments, observation);
Empirical (learning from experience, examination, monitoring);
Statistical (processing of research results);
Experimental (approbation of the model of the organization of educational and research activities of students in additional education).
The research was carried out on the basis of the Interregional Children's Scientific Creative Public Organization "Intelligence of the Future" and its 28 branches in various regions of Russia, on the basis of the Center for Scientific and Technical Creativity of Students "Evrika" (Obninsk). The study covered 1275 students and 98 experts (specialists from universities, research institutes, educational and cultural institutions).
The main stages of the study
At the first stage (1994-1996), the state of the problem under study in pedagogical theory and practice was studied; the methodology, theory and practice of extracurricular work and additional education, dissertations on the problem of research were analyzed, the conceptual apparatus of the study was formed, search and design activities were carried out to develop models of the content of additional education.
At the second stage (1997-1998), on the basis of a systematic approach, a model of the organization of educational and research activities of students in additional education and a program for the development of this activity were developed.
At the third stage (1999-2002), a model of organizing educational and research activities of students in the field of additional education was tested in supporting institutions of additional education (Moscow, Obninsk, Aldan of the Republic of Sakha-Yakutia) and in associations of children of the DNYU "Intelligence of the Future" in in Obninsk, Kaluga Region and 28 branches of various regions of Russia, a program for the development of educational and research activities of students on the territory of the Russian Federation, forms of summing up the results of creative, productive activities of children (conferences "Youth, Science, Culture", etc.) were tested.
The scientific novelty of the research lies in the fact that the cognitive, productive, developmental and axiological aspects of the organization of educational and research activities of students in additional education have been developed; levels of readiness of schoolchildren for research activities (leisure and recreational, reproductive, heuristic and creative); determined the criteria and indicators of students' readiness for educational and research activities; a program for the development of educational and research activities for various age stages has been developed and contains three stages (propaedeutic, search, research).
The theoretical significance of the research lies in the development of a conceptual model of the organization of educational and research activities of students in additional education, which is a modular structure that includes cognitive, productive, developmental and axiological modules; levels of organization of educational and research activities (creative, heuristic, reproductive, leisure and recreational); an individual educational route that takes into account the possibilities of all educational areas.
The practical significance of the research lies in the fact that the developed program for the development of educational and research activities of students is implemented at the federal level, its final form - the all-Russian conference of students "Youth, Science, Culture" is annually approved by the order of the Ministry of Education of the Russian Federation; active forms of summing up the results of educational and research activities of students have been developed (competition "Intellectual and creative marathon", conference "Youth, Science, Culture", Intellectual and creative tournament, etc.), recommendations have been developed for the heads of institutions of additional education and teachers on the organization of educational and research student activities.
The reliability of the results of the research carried out is ensured by the methodological validity of its initial positions; the use of complementary research methods adequate to the object, subject, goals and objectives of the research; quantitative and qualitative analysis of a significant amount of empirical material, the results of experimental work. The following are submitted for defense:
Pedagogical conditions for the development of educational and research activities of students in additional education: the content, forms and methods of organizing educational and research activities of students provide for cognitive, productive, developmental and axiological aspects; levels of research activity; the possibilities of all educational areas for a more effective organization of educational and research work of students;
The program for the development of educational and research activities of students, stimulating the transition of students from the reproductive level to the heuristic and creative, includes: active part-time forms of summing up the results of research and creative activities of students in the field of additional education (conferences, competitions, tournaments); a set of requirements for students' research work (research nature, novelty, relevance, competent and logical presentation of the material, etc.); principles of organization (openness of the program, individually differentiated approach, scientific and information and communication support of the program, creating a situation of success, integrativity, etc.);
The benchmarks for the further development of students are the criteria and indicators of the readiness of schoolchildren for educational and research activities.
Approbation of research results
The scientific provisions, conclusions and recommendations contained in the dissertation were discussed and received a positive assessment at the Russian open pedagogical forums "Education, Creativity, Development" in Obninsk and Moscow (1995, 1996, 1997, 1999, 2001, 2002), at the problem interdisciplinary seminar "Intellectual and creative talent "in Samara (1996), at a seminar-meeting of the heads of experimental sites" Methodological foundations of psychological and pedagogical research of the problems of additional education for children "in Dubna (1997), at a seminar-meeting of the heads of the Federal experimental sites in Moscow ( 1998), at the All-Russian scientific and practical conference in St. Petersburg "Problems of formation and development educational process in the institution of additional education for children "(1997), at the Republican seminar of directors of institutions of additional education on the topic" Actual problems of software and methodological support of additional education "in Naberezhnye Chelny (1998), at a seminar-conference on the problems of additional education in Aldan of the Republic of Sakha-Yakutia (1999, 2001), at pedagogical seminars in Moscow, Obninsk (1999, 2000, 2001, 2002).
Implementation of research results. The main provisions of the dissertation (the developed program for the development of educational and research activities of students, active forms of summing up the results of educational and research activities of students, and others) were used in the organization of the Federal Scientific and Educational Program "Youth, Science, Culture", approved
All-Russian public organization "National system for the development of scientific, creative and innovative activities of youth of Russia" Integration ", in the work of the All-Russian open conference of students" Youth, science, culture ", organized in accordance with the order of the Ministry of Education of the Russian Federation, in the work of the Interregional children's scientific creative public organization "Intelligence of the Future", included in the federal register of youth and children's organizations enjoying state support, and implementing programs awarded state grants named after M.V. Lomonosov (2001, 2002), in pedagogical activities at the faculty of teachers of additional education Ba-Labanovsky College.
Dissertation structure
The thesis consists of an introduction, two chapters, conclusion, bibliography and appendices.
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Conclusions on the second chapter
The developed model of the organization of educational and research activities of students in the field of additional education is a modular structure that includes the following components:
1) cognitive, productive, developmental and axiological modules; the allocated parity modules reflect the purposefulness, acceptability, controllability, integrativeness of the educational and research activities of students and give the process consistency, integrity and efficiency.
2) the levels of organization of educational and research activities of students (creative, heuristic, reproductive, leisure and recreational), taking into account the considered levels of the content of additional education; levels characterize the dynamics of the development of research activities.
3) an individual educational route that includes the possibilities of all educational areas;
4) criteria and indicators of students' readiness for research activities.
In particular, we carried out an experimental test of the model during the implementation of the program called "Youth, Science, Culture".
The developed program for the development of educational and research activities of students, based on part-time forms of summing up the results of the creative work of students in the field of additional education (conferences, competitions, tournaments), provides: a set of requirements for research work of students (research nature, novelty, relevance, literate and logical presentation of the material, etc.); principles of organization (openness of the program, individually differentiated approach, scientific and information and communication support of the program, creating a situation of success, integrativity, etc.); criteria and indicators of the readiness of schoolchildren for educational and research activities of students.
The program "Youth, Science, Culture" is one of the conditions for the development of educational and research activities of students in the field of additional education, allows you to include students in this activity at the productive levels (heuristic and creative), helps to motivate children to engage in educational research and creative activities.
Thus, the scientific and educational program "Youth, Science, Culture" forms the readiness of schoolchildren to perform educational and research activities, which is confirmed by testing for a number of indicators according to such criteria as cognitive, motivational-need, activity-practical, value-based communicative, while in the process of implementing the program, an increasing number of schoolchildren reach the highest (creative) level of readiness.
Conclusion
In modern conditions, during the period of modernization of education, the development of educational and research activities of students is of great importance.
Our research was aimed at determining the pedagogical conditions that ensure the development of educational and research activities of students in the field of additional education for children.
Based on the results of scientific and theoretical research and experimental work, we can state that the hypothesis put forward by us has been confirmed.
Based on the study, we can draw the following conclusions:
1. The pedagogical conditions for the development of educational and research activities of students in additional education are: content, forms and methods of organizing educational and research activities of students, including cognitive, productive, developmental and axiological aspects; levels of research activity; the possibilities of all educational areas for the organization of educational and research work of students;
The program for the development of educational and research activities of students, stimulating the transition of students from the reproductive level to the heuristic and creative, and providing: active part-time forms of summing up the results of research and creative activities of students in the field of additional education (conferences, competitions, tournaments); a set of requirements for students' research work (research nature, novelty, relevance, competent and logical presentation of the material, etc.); taking into account the principles of organization (openness of the program, individually differentiated approach, scientific and information and communication support of the program, creating a situation of success, integrativity, etc.);
The application of criteria and indicators of the readiness of schoolchildren for the educational and research activities of students, which not only reflect the result of the educational process, but also serve as guidelines for the further development of students.
2. The developed conceptual model of the organization of educational and research activities of students allows you to design and diagnose the development of this activity, taking into account the levels of additional education (leisure and recreational, reproductive, heuristic, creative), educational modules (cognitive, productive developmental, axiological), individual educational route of the student (with the maximum use of the capabilities of all educational areas and in-depth development of any of them at the choice of the student).
3. The developed program "Youth, Science, Culture", which has become federal, contributes in general to the development of educational and research activities of students in the regions of the Russian Federation, contributes to further differentiation and individualization of the content of additional education for children, social and professional self-determination of children. Developed and experimentally tested forms of summing up the results of the creative work of students in the field of additional education (competition "Intellectual and creative marathon", intellectual tournaments, the Russian conference of students "Youth, Science, Culture", etc.), including a variety of contests, performance of creative assignments, protection of projects, contribute to the transition of students to productive levels of education (heuristic and creative levels).
4. The identified criteria (cognitive, activity-practical, motivational-need, communicative-value) and indicators of students 'readiness for educational and research activities in additional education allow not only diagnosing students' readiness for research activities, but also contribute to the development of these activities.
The conducted research does not claim to be exhaustive and opens up prospects for further study and development of educational and research activities in the system of additional education along the way of improving pedagogical and information technologies... In particular, further research is needed to develop new forms and methods of teaching and research activities of students.
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Experience and method of circle work with children and adolescents "
Content1. Introduction
2. Creativity is a fascinating process of creating a new, individual "piece"
3. Characteristic age characteristics of children of different ages.
4. Folk traditions in the design of clothes and decoration of products
5. Conclusion
Man by nature is an artist.
He is everywhere, one way or another,
strive to contribute to your
life is beauty ...
Beautiful things bring up
creative imagination
people and respect for their work.
M. Gorky.
Out-of-school education of students is an important link in the education system and an indispensable condition for the successful implementation of an integrated approach to it.
One of the main tasks of additional education is to help the school give children solid knowledge, develop children's artistic creativity, and distract them from the street. It is very important that in addition to educational, classes in studios and circles have considerable educational and vocational guidance. Along with expanding their horizons and replenishing the stock of knowledge, acquiring new skills and abilities, schoolchildren get an idea of a particular profession.
Teachers of additional education, including myself, have to deal with different age groups of children in their work. It is clear that the forms and methods of work, both educational and upbringing, are different at this or that age stage. Therefore, the main thing in the age-related approach in working with children is to take into account the characteristics of the child's personality as a whole, with not some of its aspects and qualities.
It is not easy to find effective forms of continuing education work to collect, summarize and disseminate best practices. There are no methods in this matter, since children's out-of-school institutions work in different ways, depending on the conditions, material base, capabilities, etc.
Various forms and means of additional education bring up children and adolescents in the spirit of collectivism and camaraderie, raise them to be honest, hardworking, cheerful, self-confident people who see goals and are able to set them, ready to overcome difficulties, professionally oriented to certain professions. In this regard, the development of the creative abilities of children is of great importance. And it is folk traditions, folk art, creativity, culture that have a huge impact and help.
Creativity is a fascinating process of creating a new, individual "piece"
Folk art occupies a special place in the national culture of the country. It reflects the originality, artistic genius of the people: its poetry, fantasy, imaginative thinking. The wise prostate of views and feelings, praises the best features of the national character - courage, humanity, devotion to civic duty, the Motherland, honesty, heroic strength, optimism.
For centuries, people have been striving to express their attitude to life, love of nature, and their understanding of beauty in an artistic form. Products of decorative and applied arts, which are seen by children, reveal to them the richness of the culture of the people, help them to learn the customs passed down from generation to generation, teach them to understand and love beauty, introduce them to work according to the laws of beauty.
Modeling clothes is one of the areas of applied art that creates a kind of aesthetic environment for a person, allowing him to feel organically and naturally in a particular environment. Those. the suit not only serves to protect a person from adverse climatic conditions, but also satisfying the practical needs of a person, decorates his life, emotionally adjusts the soul of a person. This is where the nature of the art of clothing is revealed.
Modeling clothes is a creative stage in creating a variety of models, creating an artistic material shell, shaping appearance person. The source of the artistic idea, the soil that feeds the artist's imagination, is of great importance for creativity. It is the surrounding reality - nature, production, events of social and cultural life of today and past times. One of such sources deserves the deepest attention - the heritage of the material culture of the past: household items, clothing, folk applied art.
A special place here belongs to folk costumes. It is the folk costume that has absorbed the whole storehouse of folk art: here is the color scale, the combination of different colors belonging to a particular people; here and ornamental embroidery in various techniques. And finally - the application, which I pay special attention to in the classroom. It gives an opportunity to reveal the creative thought of a child and to embody his fantasies in products made of rags. And I can speak about this with confidence, since I have a great experience of working as a teacher of additional education.
Since 1986 I have been working as the head of a circle in the House of Pioneers, and then as a teacher of additional education at the Center for Children's Creativity. I run the "Cutting and Sewing" studio on the basis of which the "Samotsvety" Fashion Theater was created. The experience is already enough to be able to do some kind of analysis of work with children.
Studying in my studio, the pupils expand their knowledge and improve their skills in the field of designing, modeling clothes, obtained in technology lessons at school. But my main task is not only to organize the children's leisure time, to distract them from the street, but also to teach them the ability to think, develop a creative approach, use reference and periodical literature.
For example: setting the task for girls to choose a model, I pursue the goal of teaching them to think critically, to develop aesthetic taste, practical orientation. Thus, the creative nature of the tasks for the children develops their interest in the case being studied.
The next very important point that I try to take into account is the connection of disciplines, the prospects of training. Also Ya.A. Kamensky wrote:
"Everything that is in mutual connection must be taught in the same mutual connection."
When studying the topic "The Source of Creativity", I give the girls the task to create models themselves according to the given themes or mottos ("We are youth", "Seasons", "Spring", "Childhood", etc.) Children draw, and draw creatively, and it is very important, in my opinion, to see the world with my own eyes. Then, based on these sketches, they create independent models, i.e. they model, sew, decorate the finished product. Creating individual models in the classroom, I try to create an atmosphere of creativity and let the children understand and feel what a lot of work is behind each thing, how much labor and soul are invested, and how many different professions are involved in making clothes.
Thus, before getting the finished suit, in the process of work we use drawing, modeling, the basics of drawing when designing, mathematics (when calculating the formulas necessary for constructing patterns), knowledge of elementary biology when measuring a figure, chemistry (the composition of modern fibers that make up fabric , its properties of shrinkage or stretching), cut and assembly of the product.
And yet the main form of my work is practice and an individual approach to each child. Of course, I also use common forms of presenting material - lectures, conversations, note-taking. At the same time, I certainly have to deal with a number of objective and subjective factors that I have to reckon with. Thus, I build the entire learning process in the "Cutting and Sewing" and "Modeling and Designing Clothes" circles on the creative potential of the students. And creativity is always associated with the creation of some kind of product - a product. And only in the process of making a product does the development of the child's artistic abilities take place.
In the lessons of the "Cutting and Sewing" circle, a wide scope opens up for the development and expression of the child's artistic taste. By introducing children to creative work in any form of art, we develop their creativity and aesthetic taste, broaden their horizons, and foster a culture of artistic perception.
Characteristic age characteristics of children of different ages.
When choosing the form of conducting a lesson, it is necessary to take into account the individual and age characteristics of students, their potential capabilities.
Girls from 9 to 18 years old are engaged in my studio
This helps me to conduct the study of the material in a certain sequence and achieve the intended purpose of the work.
Thus, children under the age of 11 have a pronounced desire for independence, a passion for completing tasks. At the same time - an uncritical attitude to the result of their work. Therefore, in the first year of studying this age group Do they make household items: napkins, kettle warmers, kitchen kits, scraps of souvenirs, sew clothes for dolls and simple things? Skirts, sundresses, blouses. With them, I process the techniques of a technical sequence, and also introduce you to simple types of finishes, such as: applique (in various techniques), embroidery (with the simplest stitches: buttonhole, stalk and chain stitches). It is very important in working with children of this age group that the result of the work is not only immediately visible, but that the children get used to creative artistic work, to accuracy and strive for the final result. It is from this age group that I conduct conversations on folk ornaments in applications from different materials... I give an idea of the color. I teach children the simplest sewing skills. Children of primary school age are characterized by mobility, curiosity, emotionality, inability to concentrate their attention on one thing for a long time. Based on this psychological characteristic, the main form of the lesson is the game. Here is one example: We sew on a doll. In order for the child to have an interest in work, we start the game in the studio. The doll came, chose the fabric, ordered the product, received the finished dress. The game is usually occupied by pairs. With children of this age, I do not use purely "theoretical" teaching methods, because lectures on theoretical issues are difficult for them to perceive. We consider these issues individually in the process of practical work. Since the capabilities of children are different, we evaluate each work according to the final result, and each child receives his portion of praise.
At each lesson, in a playful way, we repeat safety techniques in order to know it by heart. We need this because our work is combined with a needle, with sewing machines (manual, scissors and electric), as well as with an electric iron. Students will need the skills to use these devices in later life. It is unlikely that an adult woman will forget these simple rules, learned in the classroom of our circle, and leave the iron on, or not stick a needle into a schoolgirl.
Children aged 12-14 are more self-critical, trying to analyze their work, but are often indecisive and tend to imitate.
The methodology for teaching older children is different. Adolescents are characterized by numerous shifts in physical, intellectual, emotional appearance, a desire to feel like adults as soon as possible, they have an increased interest in communication. And if junior schoolchildren ask the question: “How quickly will I do this or that thing?” without thinking about the quality of the product. Older girls are already striving to make the product with high quality, sometimes at a good level, putting diligence and accuracy into the product. The main form of classes with adolescents is a combination of individual and group forms. Here I often use conversations, lectures, reasoning. I practice meeting with honey. workers, a beautician, with a teacher of the Fine Art Studio. With these girls, I pay more attention to folk arts and crafts, which introduces children to the rich world of objects and images that are distinguished by a riot of colors and a variety of forms. This arouses keen interest, emotional response and activates the creative activity of children, the desire to reflect in their own way what they see in a drawing or application, which in turn contributes to the formation of a personality, fosters in children an interest and love for the art of their people.
Studying in the studio helps students to prove themselves in school from the very first year of study. They try everywhere to find applications for their skills in socially useful work. Passion for business gradually increases the individual abilities of each child, his creative potential grows, interest in the history of the emergence of clothes, in modeling, increases, improving his skills, there is a need to work.
For several years now I have been working under the Rainbow program. Where the teaching of children "from simple to complex" is reflected in the color spectrum. Throughout the training, together with technological training, there is an acquaintance with artistic, literary and musical works. Thus, in the studio, children receive not only labor and professional qualities, but also become familiar with art, get acquainted with the work of other circles of the Central House of Theaters. Over the course of many years of work, experience shows that in order to consolidate this knowledge and better perception, a child needs to express himself. And the best self-expression for children is drawing. Therefore, after joint classes with a literary circle, with an art studio, students draw their models - autumn, winter, spring; mood, etc. In these drawings, the child is revealed as an artist - a fashion designer for whom nature, literature, folk costume, and folklore are the source of creativity.
Folk traditions in the design of clothing and the decoration of products
Modeling clothes, developing models, sketches is a complex creative process. It requires knowledge of the basic laws and rules of modeling. At all stages of clothing modeling, not only the style and trends of fashion are taken into account, but also issues related to the process of its manufacture are resolved, processing methods are determined in accordance with the available equipment and technological properties of materials. The distinctive features of modern fashion are versatility, functionality and democracy. It helps to find ways and means of improving the individual qualities of a person, educating him on the best examples of Russian and national culture, taking into account modern design.
When teaching clothing design or modeling, I tend to have conversations with students. So, for example, studying the construction of a one-piece sleeve on the basis of a folk shirt, I tried to give information on the history and theory of costume, on the national Bashkir and Russian art, the art of other peoples inhabiting our country. Since the folk shirt was cut in rectangles, and its design completely depended on the width of the canvas, the structural lines of this product were straight, one-piece. Clothes designed on such a basis easily "get used" today, fully corresponds to the tastes of young people, the type of their activity, recreation, sports activities, etc. The decorativeness of color combinations, characteristic of folk art, is constantly reflected in the modeling of children's and youth clothing. This process proceeds mainly in two directions:
1.imitation of folk models
2.creative development
The existence of the first direction is evidenced by such works, which basically repeat the form and decorative structure of folk clothing, household items or separate parts.
Making a pouch with applique in the Bashkir ornament, the students repeated the shape of the folk pouch, using the ornament and color used by folk art. Folk decorative and applied art has great potential for a variable interpretation of the composition of the ornament, which is distinguished by the symmetry and balance of its elements. Application is the easiest and most affordable way to create artwork that preserves the realistic basis of the image itself. This makes it possible to widely use the application not only for decoration purposes (in the manufacture of visual aids, souvenirs, decorations for festive and other costumes), but also in the creation of paintings, panels, ornaments, etc.
When studying applique, you can tell the girls a little history that applique is one of the most ancient ways of decorating clothes, shoes, household items, and home, still used by many nations. The appearance of the application refers to the earliest times and is associated with the appearance of a screed, a seam on clothes made of animal skins. The evolution of the applique can be traced from the images in the monuments of art of the ancient civilizations of Asia, Europe, America. The earliest of the surviving applications of the Pazaryk burial mounds (5th-3rd centuries BC) are noted for their high artistic skill.
Telling the circle members about the origin of the application, about historical cultural monuments, the students expand their horizons, interest in creative work, familiarizing themselves with true folk art, but also there is an interest in such subjects as history and geography. After all, many types of modern clothing borrowed their names from the area where they once began to be made. When studying the construction of the "Skirt - trousers" drawing, the girls were keenly interested in where the Austrian city of Bruges is located, where a long time ago, coarse woolen fabric "bruges" began to be made, from which coarse men's clothing was sewn, later called trousers.
The study of monuments of folk architecture, wooden house carving, folk crafts, macrame allows artists to create original patterns of fabrics, they find new lines in a suit, in decorative and artistic design of clothes.
The simple texture of flax has long coexisted with the same simple trimmings of braid, braided or knitted lace, embroidery. The folk costume, combining nobility and simplicity, richness of finishes and bright colors, suggested the motives for new solutions in fabrics and gave impetus to the creation of original finishes. Finishing is an element of composition and a means of expressiveness of clothing. Modern youth clothing is characterized by a wide variety of finishes. The decoration can be either permanent (embroidery, lace, ruffles, edging, knuckles, inlays, etc.) or removable (collars, ties, bows, frills, etc.).
Being engaged in decorative and artistic design of products, girls get a deep understanding of the culture and art of their ancestors and themselves become the successors of the traditions of the masters of the past.
Pupils who attend classes at the CDT already today are distinguished by artistic taste, imagination, and observation. They absorb new concepts for themselves, see people in their own way, their gait, manner of dress, characters. They can realize themselves not only as creators of models, but also as fashion models. This opportunity is given to girls by the "Fashion Theater" organized on the basis of our circle.
With the help of the administration of the CDT, we purchase fabrics, necessary accessories and create creative clothing collections. A product made by the girl with her own hand, which is complete not only from an artistic point of view, but also undoubtedly a bright, emotional stimulus for the further improvement of the child. The acquired skills allow you to make more complex things for yourself and your loved ones. And in the classroom, work according to the principle: "I learned it myself - teach another."
Since very little time is allotted to the lessons of service labor at school, classes in the CDT studios help students to find and deepen their knowledge more, to join the creative heritage of the people, and also to determine their work orientation.
I believe that it is the manufacture and sewing of clothes in the national tradition, artistic creativity and labor activity that are in close interaction. In the process of creating a product, artistic skills are most fully and harmoniously intertwined with labor skills, a flight of imagination, a wealth of imagination with thoughtful painstaking work, which allows you to personally see its results. And this develops such qualities in children as: perseverance, accuracy, hard work, creative activity, patience. “No matter how modern, fast and powerful sewing machines are, the basis of true craftsmanship is in handmade". Samples of folk art that have come down to us are the result of a hand-made method. As soon as we try to reproduce the original, we involuntarily return to manual labor. The use of folk art motifs in modern clothing design should be based on a number of requirements that I set myself before embarking on a particular topic. It:
1. Study of the source, its specifics and principles.
2. Knowledge of the foundations of creativity, its artistic - figurative nature.
3. Ability to see artistically, enrich your experience.
4.knowledge of the technical capabilities of garments production
5. Follow the changes in fashion trends, styles, taking into account the requirements of the present.
The active work of the Clothes Designing and Modeling studio promotes and fosters the diligence of students, expands their polytechnic horizons, fosters aesthetic culture, and the development of the ability to perceive and feel beauty. Studying in a circle, girls will be able to deepen their knowledge and skills in a matter of interest to them and apply them in socially useful work at school and at home. We do not set ourselves the goal of making every child a professional in one or another area of artistic creation. We only give him the opportunity to reveal his individual creative abilities, learn to see the beauty around him, not to forget our roots, but to continue the traditions of folk art, to awaken love for work, i.e. to lay in the child the foundations of a creator and creator, a hardworking and purposeful member of our society - these qualities are necessary in any profession.
In each lesson, I strive to awaken interest and joy in working with fabric, I try to make the child perform certain complex operations on his own and be proud of the work done. I strive to instill an interest in tailoring. Of course, I understand that not many will become tailors, cutters, technologists or designers of the sewing business, but my extensive work experience suggests that many of my pupils have learned the knowledge taught in our studio very useful in adult life, which they still use today. since.
Additional education is currently defining its place in the educational space in a new way. It is an organic component of the Russian education system, as it is closely related to school education.
Additional education for children, as A.K. Brudnov, is an organic unity of knowledge, creativity, communication between children and adults, which is based on curiosity and passion for the free search for the path to mastery and comprehension of the meaning of life.
The development of a pupil's personal qualities with the aim of his successful life is today becoming a defining direction in modern education.
“It is precisely this aspiration of the civilized world,” according to N.L. Goloviznina, - in our country, the process of evolutionary modification of the entire system of extracurricular work, its transition to a new qualitative state - additional education, is largely determined in our country. In a new way, as required by reality, the place and significance of institutions of additional education is being determined. Historians and researchers of the issue A.K. Brudnov, V.A. Gorsky, L.Yu. Lyashko speaks about the rejection of the stereotype of “secondary” education in relation to basic, point to many advantages over the latter in creating conditions for the formation of the child's own ideas about himself and the world around him.
Additional education in modern conditions is a significant component of the educational system.
A child, coming to institutions of additional education, chooses for himself the business to which his soul lies most of all, in which he can become successful. The pupil seeks to realize his inclinations here and to reveal his abilities in this or that kind of activity. And one of such important and interesting things for him is research work.
The research activity of children in the system of additional education is one of the means of influencing the spiritual development of the younger generation. This creative process is reflected in the following forms: educational and research activities and research itself.
“Educational and research activity is understood as such a form of organization of educational work, which is associated with the student's solution of a creative, research problem with a previously unknown result and assuming the presence of the main stages characteristic of scientific research: statement of the problem, acquaintance with the literature on this problem, mastering the research methodology, collecting one's own material, its analysis, generalization, conclusions ", - says the Concept of additional education.
Actually, research activity presupposes greater independence of students both in the choice of topics, and in the processing of the collected material, and in the choice of methods.
Pupils of the local history circle "Rosinka" and the literary studio "Luchik" of the Center for Out-of-School Work, having made a decision to study the cultural traditions of their Potapov farmers, identified for themselves the creative components of a successful children's individual and collective research. These are independent creative work, and meetings with old-timers of the farm and masters of arts and crafts, and events of different levels, and excursions, and exhibitions, and expositions, and children's drawings, and museum lessons, and mini-museums, and a historical corner of local history, and a room of Cossack life ( Attachment 1). And a piece of the heart of each of the pupils is put into all this. In addition to this work, the guys clearly defined the stages of research, since the research activity of the pupils of the creative associations "Rosinka" and "Luchiki" is a harmonious scientific process that has its own stages.
Table 1. The main stages of the scientific research of pupils.
In turn, the thinking skills and skills acquired by pupils in the process of research activities are an important process.
Students, carrying out research activities, acquire the necessary skills and abilities, form their research culture.
Table 2. Components of pupils' research culture. 
Thinking skills and abilities help students build a logical chain of their judgments.
Table 3. Thinking skills and abilities of pupils. 
So, purposefully acquiring skills and research skills, some pupils of the creative associations "Rosinka" and "Luchik" choose for themselves educational research work, while others - actually research work.
Table 4. Types of pupils' research work. 
Educational and research work is carried out by pupils under the constant supervision of the teacher and using such a method of collecting and processing data that is most acceptable for children. This is how, preparing their research on the cultural traditions of native Donetsk residents, the pupils of the creative associations "Rosinka" and "Luchik" define museum pedagogy as one of the main methods for themselves. The guys, together with the head of Rosinka and Luchik, have collected interesting local history material about the life and cultural traditions of Donetsk residents ( application).
Educational and research work for the pupils of the local history circle "Rosinka" and the literary studio "Luchik" is a kind of exercise on a given topic, when a child hones his skills and knowledge necessary for performing independent research in the future.
And the actual research work, implying greater independence of students both in choosing a topic and in choosing methods and in processing the collected material, is carried out by students who already have some experience in research activities. And the teacher here acts as a consultant, and, if necessary, helps children at various stages of the research work.
Working on the study, the pupils set for themselves a goal and tasks that they can realize, and open them up in an accessible way. The guys clearly formulate for themselves the idea of what the research is for, divide these tasks into types for themselves.
Research activities are aimed at disclosing creativity of each pupil, because it creates a single intellectual, developing, personality-forming space with opportunities for self-education, self-education of a child in the context of modernization of additional education.
To show your “I”, to show your creativity is very important for a child. “It doesn't matter what kind of creativity the child is engaged in,” emphasizes A.V. Worster - if only he created, if only his whole personality was included in this action: abilities, feelings, reason. Everything will come in handy, everything in the classroom will be further developed, and all this will help later in any other adult professional activity» .
The research activity of pupils of additional education, as their author's achievement, gives the child the opportunity to realize his creative potential.
As a result of creativity, a wonderful study is born about the people of Donetsk - about the decorative and applied creativity of native Potapovites.
The heart of the little researcher will not remain indifferent to the material that he himself has collected about the simple and amazing people living next to him. Learning beautiful things through familiarizing with traditions folk culture, the child discovers the beauty in himself. He becomes kinder and wiser, he wants to create, to realize his inclinations. And here, according to A.V. Vorster, the presence of an authoritative teacher, who creates conditions for the child's creative self-expression, may come in handy more than ever and teach to overcome the difficulties that stand in the way of a growing up child.
This is how the research work of the pupils of the local history circle "Rosinka" and the literary studio "Luchik" was born on the topic: "Traditions of artistic flax weaving - invaluable experience of decorative and applied art." The creative collective work of the students was awarded with certificates of the district, regional, regional levels: the certificate of the Center for extracurricular activities (2007), the diploma of the regional festival of arts "Donskaya Palitra" (2007), the certificate of DANUI (2008), the diploma of the regional festival " The strings of the soul "(2009) ( application).
In modern conditions, it becomes very important and necessary to have a sufficient number of creatively developed children who are clearly aware of their abilities, desires and know how to achieve the set goal. And the knowledge, abilities, skills that are developed by creative associations of institutions of additional education will certainly be useful to pupils in life. The child will need both the skill of creativity and mastery of creative techniques. And all this will become a wonderful moving force in the very activity of the pupil in adult life.
Bibliography
- Yu.P. Azarov The art of educating. - M., 1985.
- Brudnov A.K. The concept of additional education for children. // Out-of-school student. - 1996. No. 1.
- A.V. Vorster The role of institutions of additional education in the development of creative abilities of the child. // Extras. arr. - 2006. No. 2.
- Goloviznina N.L. Educational and research activities as a promising means of educating a creative personality. // Supplementary obr. –2002. No. 8.
- Museum lessons in educational institutions / Comp. L.A. Pershina and others - Volgodonsk, 2005.
- Pershina L.A. and other Modern pedagogical technologies in the practice of teachers of additional education. - Volgodonsk, 2004.
- Solevko G.K. Social educational technologies. - M., 2005.
- Fine T.A. Step-by-step actions to form the research culture of schoolchildren. - M., 2004.
Research activitiesas a condition for the development of the personality of a gifted child in conditions of additional education
Additional education teacher, methodologist Babarykina Irina Vasilievna
Omsk - 2012
One of the pressing problems modern society is the formation of a personality, ready not only to live in changing social and economic conditions, but also to actively influence the existing reality, changing it for the better.
Certain requirements for such a person come to the fore - creative, active, socially responsible, highly educated, with a well-developed intellect. In this regard, the problem of preserving the intellectual and creative potential of gifted children is very important and relevant.
A distinctive feature of a gifted child is exploratory search activity. It is important to channel it in a positive social direction. The child's own research practice allows this to be done in the most natural and optimal way.
Analysis of creativity from the standpoint of activity, process and product shows that a gifted child should be able to set himself a goal, a problem, learn to see the necessary and necessary future, organize his activities, remember, think, master communication skills that are necessary to adapt to the environment and activity as such. It is these qualities that are formed in the process of research activity.
The research activity of students is associated, first of all, with the solution of a creative, research problem with a previously unknown solution. It assumes the presence of the main stages characteristic of research in scientific field: statement of the problem, study of the theory devoted to this issue, selection of research methods and practical mastery of them, collection of their own material, its analysis and generalization, scientific commentary, own conclusions.
Research search activity is manifested by a child in various types of activities: sports, design, art, communication, organizational, etc. Such pupils need to help master the experience of the culture of search, ie. experience of intellectual creativity, research activities. For this in educational institution should be created additional conditions, which have a beneficial effect on the consolidation of signs of intellectual giftedness in pupils, their social development and upbringing.
Solve this problem possible during the implementation of the project, the direct participants of which will be the students themselves. For example, the project of CRTD and Yu "House of Pioneers" "Intellectual and Creative Center" Development "will allow to satisfy and develop the increased research activity of pupils, ensuring the formation of independent research activities.
One of the objectives of the project is to create conditions for the development of research abilities of pupils in design and research activities. The participation of pupils in research activities is a stepping stone on the path to becoming a creatively independent personality, oriented in society. For a gifted child, all his activities are a serious process.
The Center is constantly in the process of improving the forms of organizing research activities of students, it is planned to organize and conduct a research conference. Competitions of research works of students "Stars" and "Erudite", intellectual and creative games and marathons are held annually.
The analysis of the competition works shows that the guys skillfully select research methods, they quickly master the culture of designing research papers. In addition, students learn to build a system of arguments, defend their point of view in public defense.
The result - the achievements of the pupils - confirms the correctness of the chosen strategy of activity. Students see the interdependence of the goal, content and result of their work, they are most objective about failures (rather, they evaluate them from the perspective of achieving the goal). They learn to regulate their behavior in various situations faster, become more sociable, boldly take on the role of a leader and enjoy working in a team.
Thus, these guys more successfully master the experience of social interaction, learn to correlate their own capabilities with personal interests, of course, on the basis of this, build more daring plans for the future. The intellectual activity of pupils is manifested in their participation in research and intellectual-creative mass events municipal, regional and all-Russian levels.
A pupil can achieve a significant result in research activity only with the qualified help of a teacher. Therefore, in the project "Intellectual and Creative Center" Development ", much attention is paid to the preparation of the teachers themselves of the Center for the organization of research activities of pupils.
Teachers master the methods of research and experiment, get acquainted with the latest theoretical developments in the field of psychology of thinking and creativity, master the latest technology exchange experiences. The Center has a permanent system of consultations, a series of seminars has been developed. Teachers learn to activate and develop children's giftedness, manage the learning process and control it, build social and pedagogical interaction with gifted child, to be fully proficient in diagnostic tools. The development of the research activity of gifted children is also laid down in the content of educational programs.
Indeed, society today needs creative, competitive people. Given the realities modern world, we understand that they should not only know a lot, but also be able to love their homeland, be humane and attentive to each other. Therefore, in the system of additional education, it is necessary to develop the intellectual and creative potential of gifted children and their early positive socialization.
The social usefulness of one's own capabilities should be felt by the child and bring him satisfaction. And mastering the experience of research, an integral part of our educational practice, will allow us to take a fresh look at the issues of the development of children's giftedness and build an optimal educational route for pupils from signs of giftedness to creative independence.
Literature:
1. Bose E. How to develop giftedness / per. with him. K.A. Petrosyan. - Rostov n / a: Phoenix, 2008 .-- 189 p.
2. Glotova G.A. Creatively gifted person. Problems and research methods: textbook. - Yekaterinburg: USU Publishing House, 1999 .-- 128 p.
3. Parts O.S. Pedagogy of children's giftedness: development in creativity: study guide - Omsk: Publishing house of OmGPU, 2010. - 120 p.
4. Leites NS Age endowments and individual differences. M .; Voronezh, 2003, S. 50-53.
Olga A. Artemievskikh
Position: additional education teacher
Educational institution: MBUDO "Station of young naturalists"
Locality: Krasnoufimsk city, Sverdlovsk region
Material name: Article
Subject:"Organization of design and research activities with children of primary school age in an institution of additional education"
Date of publication: 08.05.2017
Section: additional education
"Organization of design and research activities with
children of primary school age in the institution
additional education "
Olga A. Artemievskikh, methodologist
Municipal budgetary institution
additional education
"Station of Young Naturalists"
GO Krasnoufimsk
Key
the words:
design
research
activity,
pedagogical
technology, junior school age, paleontology.
Additional education institutions, like schools, are concerned about
today the search for new educational content. One of the forms is
design
research
activity. In conditions
additional
education, there is no rigid framework for the classroom-lesson system, so the choice
subject matter
and issues
projects
and research
students occurs at the time of choosing the direction of additional
educational activities taking into account the age characteristics of children.
The project method is a pedagogical technology that is not focused on
integration of factual knowledge, and their application and acquisition of new,
therefore, a project is always a creative activity. Active inclusion
the child in the creation of certain projects gives him the opportunity to master
human
activities
sociocultural
environment. Main
task of the method
projects
is an
study
together with the teacher the surrounding life... Everything the guys do they have to
plan,
execute,
analyze,
naturally, to understand why they did it.
The program in the project method is built as a series of interrelated
moments arising from certain tasks. Guys need to learn
build their activities together with others, find, gain knowledge,
the necessary
fulfillment
solving their life tasks, building relationships with each other, learning
get
the necessary
on your own,
jointly
concentrating
living and vital material, learning to understand through trials in realities
Experience in project activities.
Design
activity
institution
systemic
character. From an individual study of a project on a topic, subject, to
group
research
broad
areas
knowledge. Last year, with students for 4 years under the program "The World Around
the head
whom
prepared
paleontology "Mysteries of the Perm Sea". As part of the work on the project
was put
about the main
involvement
project
research activities. Science paleontology, with the help of its
forms and methods of studying objects gives a lot of scope for conducting
various studies.
it is known - everything new causes in children
informative
motivates
aspiration
propels
self-education, activates creative activity. In this creative
process
value
was given
pedagogy
cooperation,
parents
educators
became
active
participants
assistants in the work on the project.
The first meeting of the guys with the prehistoric world happened on the first
learning.
have been
excursions
"Fossilized
hidden treasures
Perm Sea "
in the Krasnoufimsky Museum of Local Lore and thought that
the Earth was not always the way we are used to seeing it. How did it start
life on the planet? What animals inhabited it, how they looked and in what
lived in the climate? Why is the Permian period relevant to our
city? We had a lot of questions that I would like
get an answer. Therefore, we came up with the idea of creating the project "Riddles
Of the Perm Sea ", so that students can learn a lot about the Perm
period and the science of paleontology.
We talked with the parents and decided to present this project to
the form of a collective information and research project with the release
to create an animated film that could help
complementing
study
A joint work plan helped us organize a joint
activity
Stages of work on the project:
1.Preparatory stage
2. Modeling
3. Operational
4. Registration of project results
5. Public presentation of the result.
At the preparatory stage we set ourselves problematic
have formulated
initiative-creative
parents,
have developed
program of actions for the period of the project. The starting point for the creation of our
the project was visited back in September, the Klyuchikovsky quarry, where we
exhibits .
appeared
c o z d and i
paleontological exposition.
In the second stage we developed a project, defined goals and objectives
analyzed
accomplished
developed a program of our further actions and distributed the volume
forthcoming
asked
learner
to work
parents
try
answer the question: “What do we know about the paleontological past of our
the edges? And do we know anything without attracting additional sources? "
After collecting information, we had a lesson "The Perm Sea - what
do we know about him? ", where each child told about what he knows about
Permian . We visited several cognitive activities and master
- classes in our local history museum ,
talked to paleontologists -
amateurs
met
profession
paleontologist
framework intellectually
creative
games. Held
questioning.
The third stage is activity... At this stage, we were collecting
serious information
preparation
cartoon
methodical
analyzed
documentary
archival
sources,
Internet resources,
periodic
paleontology and history of the Permian period .
Together with this we prepared
the future
cartoon
plasticine
Perm Sea , prepared the scenery of the future sea, learned to work in
programs "Film Studio Windows
"Sound Recording",
allowing
create cartoon masterpieces .
The fourth stage - registration of results... The next step for
registration
results
project
activities: methodological
manuals for studying the flora and fauna of the Perm Sea - puzzles "Trilobite",
coloring pages for children "Inhabitants of the Perm Sea", educational games for
junior schoolchildren "Find out who I am?", the creation of the cartoon "Riddles
Perm
drawing up
photo report,
discussion
presentation of the results.
The final
stage
public
presentation of the result of work on the project, which was presented at
municipal project competition and All-Russian competition"The first steps
into science ", where our students with their project" Riddles of the Perm
seas ”took first place.
paleontology
huge
material
understanding
modern
vegetable
animal
provides
unique
opportunity
assimilation
inexhaustible
information
resources,
acquisitions
develops
intelligence,
inquisitiveness
curious
purposefulness, desire and ability to cognize the stone chronicle of the Earth.
The introduction of design and research technologies helps our
institution of additional education to improve the quality of education in
institution, to achieve creative success, and most importantly to attract
children to new form activities, and teach them to see what they have not previously
noticed or simply did not understand.