Report “Extracurricular activities as an important condition for the implementation of federal state standards. Implementation of extracurricular activities in elementary school in accordance with the requirements of the Federal State Standards

With the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it received the status of an almost equal member of the educational process along with the classical curriculum. In addition, it became mandatory, which emphasized its importance in the new educational concept. One of the main tasks that extracurricular work at school was designed to solve was the opportunity to open access to additional forms of education to primary school children who, for various reasons, could not attend sports, music, and art schools. In addition, it is the extracurricular process that makes it possible to implement the notorious individual approach to the child, giving him the right to choose classes according to the content and form of delivery, taking into account his desires and interests.

Organization of extracurricular activities in accordance with Federal State Educational Standards

A student who studies without desire is a bird without wings.

Saadi

Regulatory Issues

• The Federal State Education Standard in paragraph 16 considers extracurricular activities as a full part of the educational process along with the mandatory curriculum.

The introduction of the new generation Federal State Standard provides for the widespread use of extracurricular activities

Extracurricular activities are all types of educational work that are not carried out in the form of a lesson.

• A methodological guide indicating the goals, content and algorithm for organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09–3564 “On extracurricular activities and the implementation of additional general education programs.”
• Order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373 “On the approval and implementation of the federal state educational standard for primary general education” establishes the total number of hours of extracurricular activities at the primary education level at up to 1,350 hours.
• Resolution of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 “On introducing amendments No. 3 to SanPiN 2.4.2.2821–10 “Sanitary and epidemiological requirements for the conditions and organization of training and maintenance in general education organizations” regulates the maximum permissible weekly load.

The meaning of extracurricular activities is to develop intellectual and creative abilities through project activities of schoolchildren

Please note that 10 hours is the maximum permissible weekly workload; unfortunately, the lower limit is not indicated, so local parents may be faced with a situation where an educational institution plans extracurricular activities, focusing on the maximum level of workload, referring to the requirements of the new standard At the same time, the letter clearly states that the school itself determines and regulates the volume of hours allocated for extracurricular activities in accordance with the characteristics and requirements of the general education program, taking into account the interests of students and the capabilities of the educational organization, as well as the amount of funding, using both educational and vacation time.

To create optimal conditions for the harmonious development of students, all areas of extracurricular work should be reflected in the basic general education program of the school, while it is important to note that participants in educational activities, who are students, teaching staff, as well as parents as legal representatives of children, retain the right to choose directions and forms of work.

Extracurricular activities are mandatory for an educational organization and are implemented in the interests of the harmonious and comprehensive development of the student’s personality.

Fascinating and educational quizzes and Olympiads introduce a spirit of competition between classes and allow children to experience the joy of victory.

Please note that an exception may be made for some categories of students and they may benefit from selective or complete exemption from compulsory attendance at extracurricular activities.

• In accordance with paragraph 7 of part 1 of Article 34 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”

• Children attending additional educational institutions, for example, sports, music, art schools, in this case, in these areas the child may not be present at extracurricular activities. The class teacher develops an individual route for the student’s extracurricular activities, after which a local act or, more simply put, an agreement is drawn up between the parents (legal representatives) of the child and the school administration represented by the director.
• The student’s health condition, which requires a special diet or control of general educational workload. In such a situation, exemption is issued upon the application of the parents addressed to the school director and medical certificates confirming the child’s need for a special approach to organizing the educational process.

Sample application addressed to the school principal.

• To the director ________ No.
  from

  Statement.

  I, ____________________________________________________________, parent _______________________________________________, student(s)

  The class, taking into account the child’s opinion, chose the following activities as extracurricular activities for the 2016–2017 school year:

  ___________________________________________________________________________________________________,

  Also, my child has already made his free choice of the type of extracurricular activity in accordance with the Federal State Educational Standard, and attends

  ___________________________________________________________________________________________________.

• In accordance with parts 1 and 3 of Article 44 of Federal Law N 273-FZ, parents of a minor have a preferential right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.

Thus, the student or his parents (legal representatives) retain the right to consider the programs offered by the school and choose directions and forms of extracurricular activities based on their requests.

If the school administration ignores the student’s legal right to make a choice and insists on compulsory attendance at all extracurricular activities, i.e., violates the legal rights and interests of the child, parents can contact the executive authorities of the constituent entity of the Russian Federation for clarification.

Directions and forms of extracurricular activities

Extracurricular activities are implemented by the educational organization along key vectors of student personality development:

• general intellectual;
• general cultural;
• spiritual and moral;
• social;
• sports and recreation.

The tour for primary schoolchildren was organized as part of the “Safety School” program, which is aimed at developing the skills of correct behavior in everyday life, in dangerous and emergency situations

The forms of extracurricular work should differ from the classroom-lesson form of organizing the educational process. The most popular forms of extracurricular activities:

• excursions;
• cool watch;
• electives and club work;
• round tables and scientific sections;
• role-playing and business games;
• Olympiads, quizzes and competitions;
• exhibitions and concerts;
• sports competitions and “Health Days”;
• holidays and theatrical performances;
• visiting the theater and art exhibitions;
• socially useful activities;
• social projects, for example, within the framework of environmental education.

Typically, the game consists of 8–12 stages of different forms: there are tasks and puzzles for attentiveness, logic, intelligence, motor activity, dexterity, as well as exercises for cohesion

By scale, forms of extracurricular work are divided into:

• Individual - the main goal is for the child to master the skills of self-organization and self-control, this can be the development of an individual project, the preparation of a story, a report, an amateur performance, design, etc. The possibility of using extracurricular activities for a more detailed consideration and consolidation of individual program points when studying general education items.
• Club - visiting clubs and sections of interest, revealing and improving the intellectual and creative potential of students.
• Mass traditional school events aimed at the moral and civic-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).

The guys showed a Christmas performance. On holidays, young actors were able to present the most valuable gift: they tried very hard, invested a piece of their soul, which means they shared their love with the audience

Tasks and ways of implementing extracurricular activities in primary school

The main tasks that extracurricular activities are designed to solve:

• improve the conditions for the development of the child’s personality by expanding and enriching the standard range of programs and forms of work;
• effectively distribute the teaching load, taking into account the individual intellectual and creative needs of students;
• contribute to the child’s favorable passage through the stage of adaptation to school life;
• provide remedial assistance to children experiencing learning difficulties.

Ways to carry out extracurricular activities:

• a variable part of the basic curriculum (20%) in the format of modules, special courses, and extracurricular activities;
• the school's extracurricular education system, based on additional programs that are developed by school teachers on the basis of original or sample programs recommended by the Ministry of Education and Science of the Russian Federation, and approved by order of the director;
• work of additional education institutions, such as sports, music, art schools;
• activities of extended day groups;
• activities of a teacher-organizer, a teacher-psychologist, a social teacher;
• classroom management (socially useful activities, excursions, competitions, projects).

Project activities help to achieve increased motivation for learning, the formation of scientific thinking, independent work and self-education skills, as well as the ability to present the results of one’s work

The extracurricular educational process is subject to a separate work plan, approved by the school management and agreed upon with parents (in the form of a survey), according to which a schedule of classes is developed, evenly distributed during the work week or on Saturdays. Classes have a pronounced individual focus, since when choosing forms of delivery, it is recommended to rely on modern innovative technologies, such as student project activities, research, experiment, etc.

An example of the selection of extracurricular activity programs for grades 1–2.

The program “A Healthy Mind in a Healthy Body” is designed to provide an opportunity to maintain the health of children while studying at school, to teach children to be healthy in body and soul

An algorithm for implementing an individual approach in choosing priority areas and forms of extracurricular activities for a child.

• Stage 1. Parent meeting, the purpose of which is to present programs in all areas of extracurricular activities.
• Stage 2. The school psychologist diagnoses (tests) the level of intellectual and psychological readiness of students for systematic learning, as well as the child’s individual abilities and inclinations.
• Stage 3. Consultations with parents based on the results of the test study, provision of recommendations from a psychologist, individual discussion of the optimal development program for the child.
• Stage 4. Based on the recommendations of a psychologist and study of programs, parents make a voluntary, conscious choice of the volume and content of extracurricular work for their child.

To eliminate possible overloads, an individual plan for extracurricular activities is drawn up taking into account the sections and clubs that the child attends outside the general education school. The teacher has an electronic version of the extracurricular work schedule for each student and can make the necessary adjustments. Parents of students also have an individual route sheet for their child, so they have complete information about the whereabouts of the child during the day.

An example of an individual route for an elementary school student.

Parents are also given a kind of “homework”, i.e., recommendations for family education of the child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, watching children's educational programs. programs, documentaries. Control is carried out through conversations and observation of the child.

At scheduled parent-teacher meetings, the teacher conducts a survey to monitor the level of parents’ satisfaction with the quality of teaching and the results of extracurricular activities. A similar survey is carried out among children, the forms and areas of work that arouse the greatest interest among students are clarified. Based on the final findings, the teacher makes changes to the planning of extracurricular activities.

Extracurricular activities are recorded in a special journal, which contains information about the teacher, composition of students, time, form and content of classes. If an educational organization cannot implement extracurricular activities due to lack of staffing, then it is possible to attract the help of parents and use the opportunities of sports, music or art schools. Extracurricular work can also be carried out within school summer playgrounds or thematic shifts for children during the holidays, and can also be combined with the work of an extended day group, but in this case their schedules should not coincide.

In the summer, a children's language playground is traditionally organized for primary school students, which operates according to programs developed by school teachers

Controls extracurricular activities carried out by class teachers and school teachers, the head teacher for educational work or the head teacher for additional education, and he, in turn, is accountable to the school director.

Report forms:

• A report that includes a teacher’s work plan indicating hours, topics, forms, content and results of classes or events; individual route sheet for the child’s extracurricular activities; journal of extracurricular activities.
• Report of the teacher-organizer, teacher-psychologist, social teacher indicating the activities and results of the work carried out.
• Open classes, reporting concerts, exhibitions of works, presentations of all teachers participating in the extracurricular process.

Benefits for extracurricular work

As part of the modern concept of education, sets of textbooks and additional aids were developed for extracurricular activities on L.V.’s developmental education systems. Zankova, D.B. Elkonina, V.V. Davydov, a set of textbooks “School of the XXI century” edited by academician N.F. Vinogradova, set of textbooks “Harmony”. The manuals are independent textbooks for elective subjects (“Theater”, “Economics in Fairy Tales”, etc.), as well as additional materials for extracurricular reading and workbooks for individual work in the disciplines of the basic curriculum (reading book for the subject “Environment”) world"). The set of manuals is not mandatory; the teacher himself decides on the advisability of using them.

The team of authors proceeded from the humanistic belief that every child can achieve academic success if the necessary conditions are created. The main thing is to implement an individual approach to the child’s personality based on his life experience. The concept of a child’s life experience includes not only the characteristics of developmental psychology, but also a worldview that is formed under the influence of the surrounding natural and social environment. Such an environment can be a modern city with a fast pace of life and a developed information infrastructure, or it can be a village in the outback, with a calm, often patriarchal way of life in natural conditions. According to the authors' idea, every child should feel that the textbook was written personally for him, so that he could find answers to his questions in a language that he understands.

Description of several manuals on extracurricular activities for 2nd grade (textbooks, workbooks).

Photo gallery of extracurricular activities for 2nd grade

Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. Workbook by Generalov I.A. Theater Benenson E.P., Volnova E.V. Density and space Benenson E.P., Volnova E.V. World of lines Polyakov A.M. Transformations of words Smirnova T.V. The amazing adventures of Anya in the country of Chills Smirnova T.V. Belka and company. Economics for children in fairy tales and games Prosnyakova T.N. Butterflies. Encyclopedia of applied creativity technologies

Determining the results of extracurricular activities

Evaluation of the results of extracurricular activities is not recorded in the journal, since the results of extracurricular activities are not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving the three stages that the Federal State Educational Standards of NEO guides.

• The first stage involves children acquiring knowledge about acceptable norms of social behavior, the structure of society, and developing students’ understanding of everyday reality and the surrounding world of social relations between people. The relationship with teachers, who in the eyes of children are an authoritative source of social knowledge, is of great importance; it is important that the teacher’s personality is respected by students. Only in such conditions is it possible for the student to adopt the life experience of the teacher.
• The second stage determines the level of understanding of the significance of basic moral and spiritual values, which are the semantic core of the life of society, such as family, the value of human life, peace and stability, love of the Fatherland, respect for work, respect for nature, etc. For the pupil to achieve At the second stage, it is important to create a friendly social environment, built on the principles of solidarity and mutual understanding, the priority of democratic relations, and respect for the interests of the child. It is at school that a child receives his first serious experience of social adaptation; at this age, his self-esteem and picture of the world are formed, therefore it is extremely important that he receives a full-fledged experience that allows him to form the qualities of a worthy personality.
• The third stage raises one to the level of independent and responsible social action. The child goes beyond school life into the big social world, faces new challenges, learns to overcome new problems, solve problems of self-realization and self-determination, and finding his place in society.

An effective method for assessing a student’s achievements can be the “Portfolio” technique, which involves creating an individual folder with characteristics of personal character traits, indicating the interests and inclinations, and creative success of each child. Such a portfolio may include sections “My Hobbies”, “My Projects”, “Family”, “Friends”, “What I Am”, “Travel”, “My Achievements”. An interesting and revealing collection of works will be that will clearly demonstrate the progress of the child’s skills and mastery in one or another type of cognitive or artistic activity, search work, and can become a source of pride and inspiration. Let us note that the student himself takes part in the selection of materials that will compile his report, teachers and parents only help him, thus laying the skills of self-analysis, objective perception of the results of his efforts and adequate self-esteem that are so necessary in adult life.

Children are invited to fill out their personal folder, which will include a report on successes and creative achievements, as well as a self-analysis page, where the child will write the character qualities that he would like to develop in himself

Diagnostics are carried out at the beginning and end of the academic year for each area and include the following list of criteria:

• The degree of personal participation and activity in school affairs.
• General level of behavioral culture and good manners.
• Assessment of the degree of adequacy of self-esteem.
• Level of openness and sociability.
• Assessment of the level of physical and psychomotor development.
• Development of thinking, skills of mental operations of observation, synthesis and analysis, comparison, ability to highlight the main thing.
• Development of creative imagination, aesthetic perception of the world.

During the research process, the author’s testing methods are used:

• method V.V. Sinyavsky to identify organizational skills;
• A. Kriulina’s test for the development of interaction skills;
• game methods (game “Leader”);
• sociometric methods for assessing the psychological climate of the class.

A favorable atmosphere in the classroom is made up of the students’ relationships with each other, which can be assessed using sociometry

Extracurricular activity programs developed in accordance with the requirements of the Federal State Educational Standard

School teachers develop extracurricular activity programs based on original programs or other exemplary programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school director.

A set of programs developed by the educational and methodological center “School 2100”:

1. “I will be a real reader” (authors E.V. Buneeva, O.V. Chindilova).
2. “I discover knowledge” (authors E.L. Melnikova, I.V. Kuznetsova).
3. “Learning to evaluate myself” (authors D.D. Danilov, I.V. Kuznetsova, E.V. Sizova).
4. “I’ll find out everything, I can do everything” (authors A.V. Goryachev, N.I. Iglina).
5. “Theater” (author I.A. Generalova).
6. “Rhetoric” (authors T.A. Ladyzhenskaya, N.V. Ladyzhenskaya and others)

Programs of the educational and methodological complex (curricula, methodological recommendations, textbooks, workbooks for independent and additional work) “Prospective Primary School”:

• “The Museum in Your Class” is a course in museum pedagogy that will prepare the child for the skills of independent perception and analysis of a work of art (image in the form of a reproduction).
• Scientific experimentation clubs “We and the world around us” - awakening interest in research activities.
• “Calculation and Design Bureau” - implements the tasks of getting to know the laws of the surrounding world using mathematical tools (schemes, drawings, construction from various materials). “What’s inside volcanoes?”, “Is there a lot of salt in sea water?”, “How far is it to Mars?”
• “Journey to the Computer Valley” - development of modern projects based on information technology. “Who am I?”, “Family tree”, “Funny letters”.
• “Nature of the native land” - acquaintance with the natural world of the small homeland.
• “World of Ecology” - the formation of environmental consciousness, the use of interdisciplinary connections.
• “City of Masters” is a complex of creative laboratories, mastering the skills of modeling, origami, design, learning the basics of design.

Key points:

• the relationship between the classroom and non-classroom parts of the program as a variable;
• expansion of the basic level;
• it is possible to develop other programs by school teachers, but with a focus on the content of the teaching and learning complex of the “Prospective Elementary School”.

The master class “Decorating confectionery products” was conducted for junior schoolchildren by college students and teachers

“City of Masters” program.

An example of sets of manuals developed by a team of authors of the educational complex “Perspective School” (R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc. .d.)

This set of manuals can be used in literary or mathematical circle classes, for independent work of students of the whole class, as well as in individual work in order to consolidate and deepen the educational material of the general education program, and prepare for olympiads and competitions.

Photo gallery of teaching aids for extracurricular activities of the educational complex “Prospective School”

T.A. Baykova Russian language O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Zakharova Mathematics in questions and tasks O.V. Zakharova Mathematics in practical tasks R.G. Churakova Mathematics. School Olympiad O.A. Zakharova Practical problems in mathematics

Examples of classes in areas of extracurricular activities

The game “On the Path of Goodness” (based on the plot of G.H. Andersen’s fairy tale “The Snow Queen”) - spiritual and moral direction

Goal: the formation of ethical ideas, awareness of the importance of the moral qualities of an individual, understanding the importance of confirming kind words and wishes with good deeds.

• formation of communication skills, development of correct perception of a real life situation, adequate assessment and reaction;
• promote a sense of friendly participation, support and mutual assistance, teach to value friendship and cherish warm relationships;
• to cultivate tolerant relationships with each other, built on respect and mercy and the desire to help others, to do good deeds;
• involvement in the world of universal human values.

Event plan:

• Guess the hero. The teacher describes the character in the fairy tale and asks the children to say his name.
• Each team is given a set of cards with the names of the heroes who need to be characterized.
• The children are asked to look at illustrations depicting scenes from life, and are asked to sort them according to the principle of good or bad and explain their decision.
• The next stage of the game will require the children to connect fragments of proverbs or aphorisms about good and evil according to their meaning.
• Children will have to write a wish on a postcard to their family, friends, teacher or fairy-tale character.

Video: Class hour for 4th grade “We are different - this is our wealth” - social direction

“Opening a children's cafe” - research direction, 2nd grade

Goal: development of children's initiative, creative imagination and modeling skills.

• developing the ability to set a task, plan activities, dividing them into stages;
• training in organizing teamwork in a group;
• development of attention, thinking, ability to reason, compare, see the reason for what is happening;
• improving intellectual and communication skills, awakening creative potential and research activity.

• The guys received an important and interesting task to design a cafe where children from all over the city could have fun celebrating holidays. The teacher precedes the assignment with a story in which the context is a problem that the children must independently identify and formulate.
• The planning stage is designed in the form of a game of cards that must be placed in the correct sequence (land lease issue, concluding contracts for the right to build, building materials, equipment, construction team, design, advertising, etc.).
• Children are given large sheets of whatman paper and pictures of furniture, flowers, dishes, interiors, etc. The children model their cafe cheerfully and cheerfully, accompanied by energetic music, and then present their stage of work.

Video: Class hour on the topic “Conflict” - social direction

“Healthy eating” project-presentation of the course “The ABC of Health”, 2nd grade - health direction

Purpose: to give an idea of ​​the principles and rules of healthy eating.

• develop the skills of attentive perception of the interlocutor’s speech, the ability to listen to the teacher or classmates;
• promote the acquisition of experience of self-esteem and self-analysis, free initiative and responsible behavior;
• develop the ability to conduct a conversation correctly, listen, engage in dialogue in a timely manner, keep the thread of the conversation, follow logic;
• learn to plan your actions, adjust preliminary plans depending on the situation, control your behavior and emotional reaction, and look for effective ways to overcome difficulties that arise.

Scenario:

• The teacher reads a letter from Carlson, in which he says that he is extremely ill and asks the guys to help him become cheerful and cheerful again.
• Determining the causes of the literary hero’s illness, discussing the problem of unhealthy diet and lifestyle.
• Carlson's recommendations for a speedy recovery: daily routine, healthy eating, physical activity, hygiene, etc.
• Guessing riddles, holding a discussion about unhealthy and healthy cuisine.
• Summing up, systematizing and generalizing the experience gained.

Video: Club “Technical Modeling” - a general intellectual direction

“Open space and architecture” - general cultural direction

Goal: to give an idea of ​​this type of art such as architecture, to master the skills of artistic drawing techniques using cardboard.

• explore the concept of open space and architecture;
• learn to depict the nature of their native places;
• master search skills for working with information;
• learn to express your opinion about works of art, show an emotional reaction;
• analyze the reasons for success or failure in achieving a goal;
• soberly evaluate your actions and make timely adjustments to plans, taking into account previously made mistakes.

Assignment: draw a picture on the theme “My favorite corner of nature.”

Game scenario:

• An exhibition of children's works in various genres of art is being prepared.
• "Who is bigger?". The children must carefully analyze the exhibited works and correctly determine their genre (natural, rural, urban, architectural landscape, open space). The name of each term is accompanied by a demonstration of the corresponding slide.
• Working with explanatory dictionaries, the teacher asks to find the word architecture.
• Discussion of future work, conversation around the theme of landscape, thinking over a suitable name for your drawing.
• Children begin to create. Using the thickest brushes, we paint the surface of the sheet, conveying the horizon line separating sky and earth. The teacher suggests experimenting with using cardboard as a drawing tool, for example, a wide strip of cardboard will help to depict a house with a slight movement of the hand, while narrower strips will be useful for drawing a window, doors or fence. Finally, with thin brushes we finish drawing the details of the landscape.

Homework: draw a sea or mountain landscape.

Video: Lesson of the “Little Genius” circle, solving inventive problems - general intellectual direction

Unfortunately, many parents perceive electives, class hours, gaming techniques and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the student’s activity outside the traditional form of the lesson that liberates and opens up new horizons of knowledge and experimentation for the child, interests and captivates, inspires confidence and helps him successfully realize himself, find his self, allows school to escape the routine of the daily monotony of monotonously changing each other. friend lessons. Let's hope that this promising innovation will nevertheless successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of teachers, will take root in Russian schools, to the delight of children and their parents.

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Borisevich Varvara
Report “Extracurricular activities as an important condition for the implementation of the Federal State Educational Standard”

1 slide. In accordance with the federal state educational standard for the education of students with mental retardation (intellectual impairment) adapted basic general education program being implemented educational Organization through lesson and extracurricular activities.

2 slide. Extracurricular activities - educational activities, aimed at achieving the results of mastering AOOP, carried out in forms other than classroom teaching. Essence and main purpose extracurricular activities is to provide additional conditions for the development of interests, inclinations, abilities of students with mental retardation (intellectual impairments, organization of their free time.

3 slide. Purpose extracurricular activities is - creation conditions for the child to demonstrate and develop his interests on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

4 slide. Extracurricular activities solves the following tasks:

Ensure favorable adaptation of the child at school;

Optimize students' workload;

Improve conditions for child development;

Take into account the age and individual characteristics of students.

5 slide. For organization extracurricular activities certain conditions:

Parent request;

Availability of educational and material base;

Availability of trained personnel;

Compliance with SanPiNs, requirements for class shifts and scheduling;

The educational institution independently chooses the forms, means and methods of organization extracurricular activities in accordance with the charter and the Law of the Russian Federation "About Education"

6 slide. Kinds extracurricular activities within the framework of the main directions, except for correctional and developmental, are not enshrined in the requirements of the Standard. For their implementation in an educational organization there may be recommended: gaming, leisure and entertainment, artistic creativity, social creativity, labor, socially useful, sports and recreational, tourism and local history, etc.

7 SLIDE. Forms of organization extracurricular activities varied and their choice is determined by general education organization: excursions, clubs, sections, competitions, holidays, socially useful practices, competitions, quizzes, conversations, cultural trips to the theater, festivals, games (role-playing, business, etc., tourist trips, etc. During the period vacation to continue extracurricular activities the possibilities of organizing students’ recreation and their health, thematic camp shifts, summer schools created on the basis of general education organizations and organizations of additional education for children are used.

8 slide. Depending on the capabilities of the educational organization, the characteristics of the surrounding society extracurricular activities can be carried out according to various schemes, including number:

Directly in a general education organization like a full-day school;

Together with organizations for additional education of children, sports facilities, cultural organizations;

In collaboration with other organizations and with the participation of teachers of general education organizations (combined circuit).

Slide 9 Based on tasks, forms and content extracurricular activities can be carried out through:

Educational institution curriculum,

Additional educational programs of the institution;

Organization activities extended day groups;

Educational program of the class teacher.

Organization extracurricular activities involve, that all pedagogical workers of general education organizations take part in this work (teachers-defectologists, teachers of extended day groups, educators, teachers-speech therapists, educational psychologists, social pedagogues, etc., as well as medical workers.

10 slide. In the requirements for the structure of AOOP (option 1) determined that extracurricular activities organized in 5 areas of development personalities:

Spiritual and moral;

Social;

Correctional and developmental;

General cultural;

Sports and recreation.

These directions are a substantive guideline for program development extracurricular activities. Due to extracurricular activities are implemented for the first year, we have focused on priority areas taking into account real conditions, characteristics of students, needs of students and their parents (legal representatives).

11 slide. Programs extracurricular activities according to AOEP option 1:

"I'm exploring the world"- the program is aimed at expanding students’ knowledge of the world around them, expanding their vocabulary and enriching their vocabulary. There are children in the class who did not attend preschool and were raised in families, and there are also children whose families speak two languages. The program helps students learn more about the phenomena of the surrounding reality, about the rules of behavior in public places, about animals and plants. Classes on extracurricular activities take place in the form of games, thematic conversations, creative activities.

"Mathematical steps"- the program is aimed at consolidating and expanding the knowledge acquired in mathematics lessons, since from the moment of entry Federal State Educational Standard The number of hours in this subject has been reduced from 5 to 3 hours per week. Classes are held in a playful way, a large number of visual materials and interesting tasks for the development of logical thinking are used.

12 slide. An educational program has also been developed for 1st grade students. activities, which being implemented class teacher and contributes to the achievement of set goals and objectives. The class actively takes part in school-wide sports, recreational and festive events.

13 slide. Thematic discussions are held in the class about politeness, the rules of good manners and behavior in public places. Quizzes and classroom hours on fairy tales and stories.

Slide 14 Children enjoy attending arts and crafts classes and taking part in competitions.

Slide 15 A dynamic break in the fresh air is also organized for 1st grade students.

16 slide. In the requirements for the structure of AOOP (option 2) determined that extracurricular activities organized in 6 areas of development personalities:

Social-emotional;

Sports and recreation;

Creative;

Moral;

Cognitive;

General cultural.

17 slide. Priority directions implementation of extracurricular activities students studying under AOEP option 2 selected: creative – "Color World". A program aimed at the emotional and aesthetic development of students through familiarity with color and shape. During these classes, children become familiar with various simple drawing techniques, basic colors and shapes, and draw elementary phenomena and objects. (grass, fruits and vegetables, colorful balls)

Slide 19 social-emotional – "Look, it's me"– the program is aimed at developing communication and speech skills using means of verbal and non-verbal communication, the ability to use them in the process of social interaction. Students become familiar with the basic rules of behavior and communication in the classroom through role-playing games, conversations, quizzes. Objectives of this course:

Training in communication and cooperation skills;

Formation of students’ skills in speech etiquette and culture of behavior;

Development of communication skills in the communication process;

Introduction to the world of human relations, moral values, personality formation.

20 slide. educational – general cultural – "I speak". The program aims to achieve the following goals:

Maximum inclusion of students in the educational process to familiarize themselves with the outside world and develop speech;

Formation of the types available to them activities(elementary educational, gaming, communication activities, observation, subject-practical, labor);

Developing the ability to collectively activities;

Generating interest in the lesson.

Tasks that are solved in the process of teaching students following:

Form initial ideas about yourself and your immediate social environment ( "Me and an adult", "It's me", "I am at school")

Arouse interest in the diversity of the surrounding world (the world of people, animals, plants, natural phenomena;

Learn to establish simple family relationships between people (father, mother, me, grandmother, grandfather);

Create conditions for the emergence of children’s speech activity and the use of learned speech material in everyday life, in lessons, in games, in self-care and in everyday life;

Provide the necessary motivation for communication and speech through the creation of communication situations, support the desire to communicate;

Form and expand vocabulary related to the content of emotional, everyday, subject, gaming and work experience;

Form an idea of ​​the parts of your own body, their purpose, location;

To form basic ideas about household items necessary in human life.

21 slides. Important to keep in mind, What extracurricular activities- this is by no means a mechanical addition to basic general education, designed to compensate for the shortcomings of working with children.

School after school should become a world of creativity, manifestation and disclosure by each child of his interests and hobbies. This will make it possible to turn extracurricular activities into a full-fledged space of upbringing and education.

Extracurricular (extracurricular) activities of schoolchildren are one of the innovations of the Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes a mandatory element of school education and sets the teaching staff the task of organizing a developmental environment for students.

The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is considered as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: academic and extracurricular.

The main goals of extracurricular activities according to the Federal State Educational Standard are the creation of conditions for students to achieve the social experience necessary for life in society and the formation of a value system accepted by society, the creation of conditions for the multifaceted development and socialization of each student, the creation of an educational environment that ensures the activation of social and intellectual interests of students in their free time , the development of a healthy, creatively growing personality with developed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities, the implementation of volunteer initiatives.

Extracurricular activities of schoolchildren are a set of all types of activities of schoolchildren, in which, in accordance with the main educational program of an educational institution, the tasks of education and socialization, the development of interests, and the formation of universal educational activities are solved.

Extracurricular activities are an integral part of the educational process at school, allowing the requirements of the federal state educational standard to be fully realized. The features of this component of the educational process are: providing students with a wide range of activities aimed at their development; as well as the independence of the educational institution in the process of filling extracurricular activities with specific content.

According to the requirements of the Federal State Educational Standard for basic general education, extracurricular activities organized in areas of personal development (sports and recreational, spiritual and moral, social, general intellectual, general cultural).

Goals of extracurricular activities

Creating conditions for the development and education of students’ personalities, ensuring the formation of the foundations of civic identity: a sense of belonging and pride in their homeland, respect for the history and culture of the people, nurturing the child’s morality, mastering basic social roles, norms and rules.

Creation of an educational environment that ensures the activation of social and intellectual interests of students in their free time, the development of a healthy personality with developed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities.

Objectives of extracurricular activities

1. Organization of socially useful and leisure activities for students in close interaction with society.
2. Involving students in a variety of extracurricular activities.
3. Organizing student employment during free time from studying.
4. Development of skills in organizing and implementing cooperation with teachers, peers, parents, and older children in solving common problems.
5. Development of a positive attitude towards basic social values ​​(person, family, Fatherland, nature, peace, knowledge, work, culture) for the formation of a healthy lifestyle.

My class has been following the Federal State Educational Standard since the first grade. This is the third year in basic school. Extracurricular activities, like the activities of students within lessons, are aimed at achieving results in mastering the main educational program. But first of all, it is the achievement of personal and meta-subject results. This also determines the specifics of extracurricular activities, during which the student must not only and not so much learn, but learn to act, feel, make decisions, etc. Every year, when developing a program of extracurricular activities, we maintain directions and use different forms.

So, for example, in the first year we tried to cover all five areas through club work at school - 10 hours a week. I won’t lie, it was hard for everyone: schoolchildren, parents, teachers. But everything new and unexplored always causes difficulties. We successfully completed fifth grade. The most successful programs for the children were “Tourism”, “Local History”, “I am a Researcher”. The research activities of schoolchildren required familiarization with the basics of creating projects and research papers, so only two works were the best. Since I teach Russian language and literature classes in this class, the works were on literary studies, they were published on the “Student’s Portfolio” website.

In the second year we continued the circle work, because... Most extracurricular activity programs were designed for two years of study. And again, research activities bore fruit. The guys, having mastered the basics, became researchers in biology, history, and, of course, literature. The works are published on the school website and on the “Student Portfolio” website.

This school year, the goal of the program was to create conditions for children to express and develop their interests on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

Objectives of organizing extracurricular activities

1. Development of spiritual and moral guidelines for life choices, instilling respect for elders and others.

2. Expanding the scope of communication with society, assistance in self-determination, acquisition of social knowledge, primary understanding of social reality and everyday life, assistance in finding “oneself.”

3. Personal development of students, development of intelligence.

4. Development of general cultural abilities, aesthetic knowledge, development of experience in creative activity, creative abilities.

5. Improving the process of physical education and promoting a healthy lifestyle and a safe lifestyle.

6. Formation of ecological culture.

All events are held in close connection with the library, museum, Children's Art Center, children's sports school, and music school. It must be said that all the activities carried out are at a high level, which can already be said about the results and effects of extracurricular activities

Results of extracurricular activities

1. The “social order” of today’s and tomorrow’s society for a basic school graduate consists of the following components:

Love for your land, its culture and spiritual traditions;

Awareness and understanding of the values ​​of human life, family, civil society, the multinational Russian people, humanity;

Respect for other people, the ability to conduct constructive dialogue, achieve mutual understanding, and cooperate to achieve common results.

2. Personal results

Orientation in the system of moral norms and values;

Orientation in the features of social relations and interactions, establishing the relationship between social and political events;

Consciousness, recognition of the high value of life in all things? manifestations; knowledge of the basics of a healthy and safe lifestyle.

Civic patriotism, love for the Motherland, a sense of pride in one’s country;

Respect for history, cultural and historical monuments;

Respect for the individual and e? dignity, friendly attitude towards others, intolerance to any types of violence and readiness to resist them;

Respect for family values, love of nature, recognition of the value of health, one’s own and other people, etc.

3. Communication results:

Coordination of various positions in cooperation;

Formulation and argumentation of one’s own opinion and position;

Argumentation of one’s point of view, the ability to defend one’s position in a manner that is not hostile to opponents;

Adequate use of speech to plan and regulate one’s activities;

Ability to work in a group - establish working relationships.

4. Cognitive results:

Implementation of design and research activities;

Observation and experiment under the guidance of a teacher;

Implementation of advanced information search using library resources and the Internet.

Principles and features of organizing extracurricular activities

1. The principle of success and social significance. The efforts of the organizers of extracurricular activities are aimed at developing in children the need to achieve success. It is important that the results achieved by the child are not only personally significant, but also valuable for others, especially for his classmates, members of the school team, and representatives of the immediate social environment of the educational institution.

2. The principle of social order.

3. The principle of integrity.

4. The principle of the personal-activity approach.

5. The principle of child-centrism (the personality is at the center).

6. The principle of humanistic orientation. The interests and needs of children are taken into account to the maximum extent, the processes of formation and manifestation of individuality and subjectivity of schoolchildren are supported.

7. The principle of variability. A wide range of types (directions), forms and methods of organizing extracurricular activities are cultivated, providing children with real opportunities for free choice and voluntary participation in it, testing their strengths and abilities in various types of activities, searching for their own niche to satisfy needs, desires, interests.

8. The principle of creativity. In extracurricular activities, teachers support the development of children’s creative activity and desire to engage in individual and collective life creativity.

Educational results and effects of extracurricular activities

The educational result of extracurricular activities is the direct spiritual and moral acquisition of the child through his participation in one or another type of extracurricular activity. The educational results of schoolchildren’s extracurricular activities are divided into three levels:

The first level is the student’s acquisition of social knowledge, a primary understanding of social reality and everyday life. To achieve this level, student-teacher interaction is of particular importance;

The second level is for the student to gain experience and a positive attitude towards the basic values ​​of society, a value-based attitude towards social reality as a whole. To achieve this level, interaction between schoolchildren at the class level is of particular importance. Achieved in a child-friendly environment.

The third level is for the student to gain experience of independent social action. To achieve this level, the student’s interaction with social actors outside of school is important. Achieved in interaction with social actors.

A laconic formulation of three levels of results of extracurricular activities of schoolchildren:

Level 1 – the student knows and understands social life;

Level 2 – the student values ​​social life;

Level 3 – the student acts independently in social life.

Achieving all three levels of extracurricular activity results increases the likelihood of the educational effects of this activity (the effects of raising and socializing children), in particular:

Formation of communicative, ethical, social, civic competence of schoolchildren;

Formation of sociocultural identity in children: country (Russian), ethnic, cultural, gender, etc.

As part of extracurricular activities for the 110th anniversary of the birth of M.A. Sholokhov, an event was held in the first half of the year in the form of a literary and musical lounge “Cossack gatherings”. This is an integrated event: subjects - literature, music, extracurricular activities. The work experience of two teachers in the regional component is presented: a music teacher and a literature teacher.

The purpose of the event: to create conditions for the child to express and develop his interests on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions of the Don region. Without false modesty, I will say that we achieved our goal. Since this is the Federal State Educational Standard, the tasks, first of all, were aimed at forming a UUD. Especially of a personal nature - familiarization with national traditions, the study of Cossack culture (folklore: songs, proverbs) - everything was presented in diversity. Particular attention was paid to the anthem of the Rostov region and the Don Army, as one of the symbols of the region, instilling pride in one’s small homeland. We are proud to be born and live here.

From the student’s performance of the anthem, the depth of penetration into the meaning of the words was visible; it was no coincidence that the performance was a cappella. Particular emphasis is placed on the joint performance of students and teachers, because nothing influences education more than the personal example of a teacher or any adult. Returning to the Federal State Educational Standard, I will say that we especially paid attention to the activity basis of the event, the variety of forms: immersion in the life of the Cossacks - “Cossack Upper Room”, introduction to customs - gathering a Cossack on a campaign, making tea, expanding the scope of communication - two teachers, close cooperation and students, and teachers.

All stages were optimally filled with content, and a variety of educational methods were used. Each student participated to varying degrees. No one was left on the sidelines, and it was the will of the learner.

The event went smoothly and at a pace; the schoolchildren were undoubtedly active, cheerful, cheerful, and showed genuine interest. Quite a high emotional state.

Reflection, which is now a mandatory element for both students and teachers, took place quickly, concisely, and sincerely. I am sure that no one remained indifferent; everyone had a trace of the event in their souls.

In conclusion, I would like to say that extracurricular activities should be interesting to students, only then can they bring tangible positive results. And therefore, the most important task of teachers is to make extracurricular activities useful and attractive for every student.

Literature

1. Federal state educational standard of basic general education. Art. 13.

2. Extracurricular activities of schoolchildren. Methodological designer: a manual for teachers./D.V.Grigoriev, P.V.Stepanov. - M.: Education, 2010.

3. Law of the Russian Federation “On Education” dated December 29. 2012 No. 273-FZ.

4. The concept of spiritual and moral development and education of the personality of a Russian citizen.

5. National educational initiative “Our New School”.

6. Federal State Educational Standard for basic general education - Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 (registered by the Ministry of Justice of Russia on February 1, 2011, reg. No. 19644).

7. Approximate basic educational program of basic general education.

Extracurricular activities in the conditions of the Federal State Educational Standard.

Introduction

The Russian education system of the 21st century recognizes the need to return to original domestic traditions in the field of educating the younger generation. Over the past few centuries, our country has accumulated vast experience in moral education; educational methods have been developed and successfully implemented that make it possible to continuously monitor qualitative changes in the development of a child’s personality. However, in recent decades, significant changes have been observed in the educational process in the goals and content of the activities of the subjects of education.

The modern domestic system of educating the younger generation is characterized by a variety of educational practices, variability of psychological and pedagogical technologies; subjects of the educational process are given greater freedom in choosing methods of educational work for children. The education development strategy involves a comprehensive, interconnected change in all components of the educational system, its educational and educational components. The creation of each school’s own unique educational system is actively declared.

And at the beginning of the 21st century, the Russian pedagogical community came to the understanding that it was education that should be given priority attention in the education system. It is necessary to raise a new generation of people worthy of being called citizens of Russia, who love their family, their work, the Fatherland, and who are ready to fulfill their civic duty.

The issue of organizing extracurricular activities comes first.

In the context of a demographic decline, the transition to regulatory funding, and growing competition between educational institutions, countries today encourage their leaders to pay the most serious and close attention to the problem of modernizing the educational process in general education system. Education is one of the most important components of education in the interests of the individual, society, and state.

The modernization process is intended to direct the efforts of the teaching staff to create such a model of an open educational environment of the school, which comprehensively takes into account the essence, content, organization, as well as the conditions and factors of the productive process of education, combined in the following guidelines:

1. Education for personality development. It is through education that one can provide such components of human life as practical skills, critical thinking, knowledge, communication standards and the basics of physical health.

2. Education for knowledge of the surrounding world and the processes occurring in it. Education helps to develop in a person the ability to: develop and pass on cultural heritage to future generations, to be tolerant and open to understanding and cooperation with people of different views.

Education for the development of creativity. Education is a necessary condition for personal self-development.

Education for the future will increase the degree of adaptation of graduates to an ever-changing world and ensure their ability to transform it.

5. Quality of education involves increased requirements for teachers, their qualifications, constant professional growth, provision of a variety of variable programs and methods of educational work that will meet the individual needs of the student and teacher.

Diversification of educational activities. Educational activities should be varied, flexible, able to quickly respond to changes in the surrounding world.

Personification of education. The teacher should be encouraged in his desire to use a variety of internal resources and have all the conditions for self-expression in the process of purposeful educational activities.

8. Humanization of the educational process.

However, speaking about the development of the educational system of a comprehensive school, one cannot fail to touch upon the problem of preserving national traditions in education. The educational system of a school, ideally, should be based on the value orientations and motives of behavior of the nation, formed over the thousand-year history of the development of the state; rely on their own pedagogical traditions that correspond to the Russian mentality. Currently, these issues are just beginning to be recognized. The “consumer society” that has formed over the past 20 years promotes new personal qualities necessary for survival in market conditions (inflated self-esteem, greed, aggressiveness, enterprise, etc.), while displacing categories such as “spirituality”, “ conciliarity”, “morality”, “universal human values”, “patriotism”, “civicism”, “collectivism”.

Therefore, today, as the main idea for the development of education, the need to change the educational paradigm is put forward, the essence of which is the implementation of humanistic ideas and nationally significant guidelines for education.

Humanization of the educational process requires compliance with a number of conditions, among which, first of all, we note the following:

a) recognition of the student’s personality as an intrinsic value, understanding and acceptance of the uniqueness and originality of each subject of the educational process;

b) the development of each individual and the entire new generation of youth as subjects of culture and their own life creativity, from the position of self-determination, self-affirmation, self-realization;

c) providing assistance to children and youth in the development of their inclinations and abilities, in the formation of their national identity;

d) social protection and protection of health, dignity and rights,
social environment of life of pupils;

e) familiarization of subjects of the educational process with the values ​​of universal and national culture.

Consequently, in the educational process of the school, the main attention should be paid to the creation of an effective system of socialization of children and youth (taking into account the social characteristics of each region), focused on the formation of citizenship, patriotism, a healthy lifestyle and other positive qualities of a young contemporary.

The acute contradiction between the new system of requirements and the capabilities and abilities of a currently existing personality gives rise to the need to develop in a young person and the younger generation in general such a quality as vitality ness.

Viability is the ability of a person (generation) to survive, without degrading, in the “harsh” and deteriorating conditions of the social and natural environment, to develop and rise spiritually, to reproduce and raise offspring who are no less viable in biological and social terms. The task of a viable person is to become an individual, to form his own life attitudes, to assert himself, to realize his inclinations and creative potential, while transforming the environment in his own interests, without destroying or destroying it. In sociocultural terms, vitality is manifested in the extent to which an individual and a generation meets the urgent needs of society at a given historical stage and the extent to which they can take responsibility for its future.

No less significant today seems to be the idea of ​​forming national (civic) identity personality in the educational process, allowing to ensure:

formation of civil and cultural identity of students as citizens of Russia;

achieving social consolidation and harmony in conditions of growing social, ethnic, religious and cultural diversity of a multinational state;

Spiritual and moral development of the individual based on the assimilation of universal moral norms and values ​​and the formation of moral competence;

Formation of legal culture and socio-political competence among schoolchildren; formation of an active life position, independence and the ability to act in accordance with the legal and socio-political system of the state;

education of patriotism;

education of tolerant consciousness.

Based on the formulated ideas, it is assumed that the educational space of a comprehensive school should be focused on achieving general educational goals, among which the most relevant are the following:

Orientation of the individual towards humanistic attitudes and meaningful life values ​​in the new socio-political and economic conditions of the country’s life, determination of one’s place and goals in life, formation of self-awareness and humanistically oriented higher needs;

Formation of national identity, citizenship, patriotism, respect for law and order, internal freedom and self-esteem;

Fostering the need of young people to master the values ​​of universal and national culture, the formation of aesthetic ideals, the desire for
creating and enhancing the values ​​of spiritual culture, participation in the cultural life of the country;

introducing young people to universal moral norms, national traditions, codes of professional honor and moral values ​​of relevant social strata and groups, developing adequate self-esteem of the results of their activities;

identification and development of inclinations, formation on their basis of general and specific abilities, individuality of the individual, enhancement of his creative potential and ability for self-development;

nurturing the need for work as the first necessity of life, the highest life value and the main way to achieve success in life, determination and entrepreneurship, competitiveness in all spheres of life;

nurturing the need for physical education and a healthy lifestyle, the desire to create a family, procreation, material security and education of the new generation in the spirit of humanism and democracy.

Today we are witnessing the modernization of the education system in Russia, and it should be recognized that the effectiveness of this process directly depends on its compliance with the cultural and educational traditions of Russian pedagogical thought. The state and society are increasingly beginning to realize what harmful consequences the tendency to prefer material values ​​can lead to. Raising a spiritually rich personality with a highly developed sense of civic duty and patriotism , understanding one's own responsibility to the family, society, and the state - this is the social order of Russian society of the 21st century.

History has proven that the educational system formed in society ensures that children acquire certain abilities, moral norms and spiritual guidelines; it is effective only for existence in a given specific society. With the country's transition to a new socio-political system, outdated means and methods of organizing educational work become unproductive, and a transformation of the entire educational system is required.

Therefore, today for an educational institution the issue of organizing extracurricular activities comes first . It is now that students should be involved in research projects, creative activities, and sporting events, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. This opportunity is provided by the Federal State Educational Standard of the second generation (FSES).

Extracurricular activities of schoolchildren - a concept that unites all types of activities of schoolchildren (except for academic ones), in which it is possible and appropriate to solve the problems of their upbringing and socialization (D.V. Grigoriev, P.V. Stepanov, “Extracurricular activities of schoolchildren. Methodological designer: a manual for teachers.- M.: Education, 2010., ").

Extracurricular activities are an integral part of the educational process and one of the forms of organizing students’ free time. It is understood today primarily as activities organized outside of school hours to meet the needs of students for meaningful leisure, their participation in self-government and socially useful activities.

Currently, in connection with the transition to new standards of the second generation, extracurricular activities are being improved.

Extracurricular (extracurricular) activities of schoolchildren are one of the innovations of the Federal State Educational Standard of the second generation. According to the draft of the new Basic Curriculum, it becomes a mandatory element of school education and sets the teaching staff the task of organizing a developmental environment for students.

The fundamental difference between educational standards of the second generation is their increased focus on educational outcomes as a system-forming component of the design of standards. The new Federal State Educational Standard specifies the relationship between education and upbringing: upbringing is considered as the mission of education, as a value-oriented process. It should cover and permeate all types of educational activities: academic and extracurricular.

The main goals of extracurricular activities according to the Federal State Educational Standard are:

creating conditions for students to achieve what is necessary for life in

society of social experience and the formation of accepted society

value systems;

creating conditions for the multifaceted development and socialization of each student;

creation of an educational environment that ensures the activation of social and intellectual interests of students in their free time;

development of a healthy, creatively growing personality with developed civic responsibility and legal self-awareness, prepared for life in new conditions, capable of socially significant practical activities and the implementation of volunteer initiatives.

In practice, when organizing extracurricular activities, many problematic issues arise. For example, the distribution of extracurricular hours in the schedule, the effective use of external resources, etc.

Extracurricular activities of schoolchildren are a set of all types of activities of schoolchildren, in which, in accordance with the basic educational program of an educational institution, the tasks of education and socialization, the development of interests, and the formation of universal educational activities are solved.

Extracurricular activities are an integral part of the educational process at school, allowing the requirements of the federal state educational standard to be fully realized. The features of this component of the educational process are: providing students with a wide range of activities aimed at their development; as well as the independence of the educational institution in the process of filling extracurricular activities with specific content.

On the one hand, organizing extracurricular activities for schools is not new. The system of educational work of the school has always included a set of activities aimed at achieving certain educational goals and objectives. The activities of creative, intellectual, and sports associations were also organized on the basis of the school. However, education often comes down to conducting events and is actually separated from the social and information environment, from the content of the child’s activities at school, in the family, in a peer group, in society. Thus, the main task of teachers carrying out extracurricular work is the formation of the student’s personality, which is a fundamental condition for his self-determination in a particular sociocultural situation. The school's interest in solving the problem of extracurricular activities is explained not only by its inclusion in the curriculum, but by a different view of educational results. If subject results are achieved in the process of mastering school disciplines, then in achieving meta-subject, and especially personal results - values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests and motives.

Extracurricular activities allow the child to develop as an individual.

General school affairs according to the educational system program, they are included in the general annual cyclogram and are a component of extracurricular activities. Preparation for participation and participation in a school-wide event allows the child to master universal methods of activity (competencies) and demonstrate the level of their development. The child’s participation in school activities is carried out on a voluntary basis, in accordance with interests and inclinations.

Extracurricular activities in the main areas include the following forms of work:

1.Spiritual and moral

Leading forms of activity:

Conversations, games of moral and spiritual content.

Handicrafts and all types of creative artistic activities for children.

Holding joint celebrations between the school and the community.

Use of audio recordings and technical teaching aids.

Excursions, targeted walks (to the district, to the regional center).

Children's charity.

Thematic evenings with an aesthetic focus (painting, music, poetry).

Organization of exhibitions (joint activities of children and parents).

Organization of joint experience of events by adults and children.

2. Educational

Leading forms of activity:

Quizzes, educational games and conversations;

Children's research projects;

Extracurricular events with a cognitive focus (olympiads, intellectual marathons);

Subject weeks, holidays, Knowledge lessons, competitions.

3. Project activities

Project development.

Sports and recreation

Leading forms of activity:

School-wide sports and physical education and recreation

events: school sports tournaments, competitions, Health Days.

Monitoring compliance with sanitary and hygienic requirements.

Designing safety corners, conducting instruction for children. Thematic conversations, conversations - meetings with medical workers, school paramedic.

Sports competitions in the classroom, quizzes, projects

Encouraging students who demonstrate a responsible attitude towards sports, demonstrating the sports achievements of class students.

Promotion and registration of class students in sports sections.

Organization of weekend trips,

Hiking trips.

Artistic and aesthetic

Leading forms of activity:

Cultural trips to theaters, museums, libraries, exhibitions;

Concerts, performances, holidays at the class and school level;

Art exhibitions, art festivals, performances in the classroom, school;

Festive decoration of school and classrooms.

Socially beneficial activities

Leading forms of activity:

Work within the framework of the project “Improvement of the school grounds”;

School landscaping work;

Organization of duty in classes;

Career guidance conversations, meetings with representatives of different professions;

Exhibitions of crafts and children's creativity;

Labor landings, subbotniks;

Role-playing games.

Expected Results

∙ introduction of effective forms of organizing recreation, health improvement and employment for children;

∙ improving psychological and social comfort in a single educational space;

∙ strengthening the health of students;

∙ development of creative activity of each child;

∙ strengthening the connection between family and school.

Conclusion

We agree that the educational system is a complex and lengthy process, since ongoing changes in the life of society, an educational institution, a class, and a student require constant adjustments to the initially created model.

Modern educational practice in schools indicates that educational problems require a comprehensive solution. Today, educational work is not only the responsibility of the education system, it is the sphere of interests of all subjects of social life of the city, region, and state. Education is intended to become one of the main mechanisms of social development and the formation of the culture of the nation as a whole.

The introduction of new educational standards led to a change in views on educational work. These changes are associated not only with the setting of a new pedagogical goal of education, these changes are associated primarily with the personality of the teacher himself, with a change in his views on the very concept of “education.” Only a “winged” teacher can raise a “winged” child, only a happy one can raise a happy one, and only a modern one can raise a modern one.

Indeed, school after school is a world of creativity, manifestation and disclosure by each child of his interests, his hobbies, his “I”. A child, making a choice, freely expresses his will and reveals himself as a person. It is important to interest him in after-school activities so that the school becomes a second home for him, which will make it possible to turn extracurricular activities into a full-fledged space for upbringing and education.

And this is confirmed by the words of W. Glasser “... a person will never succeed in life in the broad sense of the word if one day he does not know success in something important to him... If a child manages to succeed in school, he has every chance of success in life "

Literature

1. Extracurricular activities of schoolchildren in the context of the second generation Federal State Educational Standards / Compiled by S. V. Nizova, E. L. Kharchevnikova. - Vladimir, VIPKRO, 2010.-32p.

2. Grigoriev D. V., Stepanov P. V. “Extracurricular activities of schoolchildren. Methodical designer: a manual for teachers" - M.: "Prosveshchenie", 2010,

3. Nedvetskaya M.N. “Modernization of the school educational system. Analysis. Directions. Content. Toolkit" TC "PERSPECTIVE" - M. 2011

4. Federal State Educational Standard for Primary General Education / Ministry of Education and Science of Russia. Federation - M.: “Enlightenment”, 2010.

5. Feshchenko T.S. Handbook for the deputy director for educational work. Toolkit/ TC "PERSPECTIVE" - M. 2011

6. Chernousova F.P. “Monitoring and diagnostics in managing the educational process at school.” / TC "PERSPECTIVE" - M. 2011

Description of the presentation by individual slides:

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Slide description:

Extracurricular activities in questions and answers Author: Teacher of GBPOU "SSPK" Lebakina N. A. MINISTRY OF EDUCATION AND SCIENCE OF THE SAMARA REGION STATE BUDGETARY PROFESSIONAL EDUCATIONAL INSTITUTION OF THE SAMARA REGION "SAMARA SOCIAL PEDAGOGICAL COLLEGE" o. Samara, 2017

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What is meant by extracurricular activities? Extracurricular activities within the framework of the implementation of the Federal State Educational Standard should be understood as educational activities carried out in forms other than classroom activities and aimed at achieving the planned results of mastering the main educational program

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What is the main purpose of extracurricular activities? Extracurricular activities, as well as the activities of students within the framework of lessons, are aimed at achieving results in mastering the main educational program. But first of all, it is the achievement of personal and meta-subject results. This also determines the specifics of extracurricular activities, during which the student not only and not so much must learn, but learn to act, feel, make decisions, etc. If subject results are achieved in the process of mastering school disciplines, then in achieving meta-subject, and especially personal results – values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests and motives.

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What are the main tasks of extracurricular activities? Objectives of extracurricular activities: to ensure favorable adaptation of the child at school; optimize students' workload; improve conditions for child development; take into account the age and individual characteristics of the student.

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What regulatory documents regulate the organization of extracurricular activities? Law of the Russian Federation “On Education” (as amended); Federal State Educational Standard for Primary General Education; Federal requirements for educational institutions regarding the minimum equipment of the educational process and educational equipment; SanPiN 2.4.2. 2821 – 10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions”; Sanitary and epidemiological rules and regulations “Sanitary and epidemiological requirements for institutions of additional education SanPiN 2.4.4.1251-03”

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Federal requirements for educational institutions in terms of protecting the health of students and pupils; The concept of spiritual and moral education of Russian schoolchildren; Program for education and socialization of students (primary general education); Requirements for the conditions for the implementation of the basic educational program of primary general education (hygienic requirements); Methodological materials on the organization of extracurricular activities in educational institutions implementing general education programs of primary general education.

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What local acts of educational institutions ensure the implementation of extracurricular activities within the framework of the Federal State Educational Standard of NEO? Charter of the educational institution; Internal regulations of an educational institution; Agreement between the educational institution and the founder; Regulations on the forms of self-government of an educational institution; Agreement on cooperation between general education institutions and institutions of additional education for children; Regulations on the extended day group (“full day school”);

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Job descriptions of employees of educational institutions Orders on approval of work programs of training courses, disciplines (modules); Regulations on the distribution of the incentive part of the wage fund for employees of an educational institution; Provisions on various infrastructure facilities of the institution, taking into account federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of classrooms.

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How many hours are allocated for organizing extracurricular activities? The number of hours allocated for extracurricular activities is not fixed, which allows rational planning of students’ employment during the day. Total number of hours at IEO level Up to 1350 hours Number of hours per year Up to 338 hours Number of hours per week Up to 10 hours

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Are all students required to attend all extracurricular activities? The hours allocated for extracurricular activities are used at the request of students. The number of extracurricular activities courses attended is chosen by the student himself and his parents (legal representatives).

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What are the basic principles of organizing extracurricular activities? Basic principles of organizing extracurricular activities: taking into account age characteristics; combination of individual and collective forms of work; connection between theory and practice; accessibility and visibility; inclusion in an active life position.

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What models of extracurricular activities exist? Based on the basic model, several main types of organizational models of extracurricular activities can be proposed: a model of additional education (based on the institutional and (or) municipal system of additional education for children); full-day school model; optimization model (based on optimization of all internal resources of an educational institution); innovative educational model.

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What conditions for organizing extracurricular activities should be taken into account in educational institutions? scientific and methodological support (Methodological Council, ShMO, PDS, etc.); logistics (equipping classrooms, gym, leisure center, etc.); information support (availability of modern multimedia equipment and Internet access); external relations and partnerships (cooperation with parole, cultural and sports institutions, parents).

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What areas of extracurricular activities are enshrined in the Federal State Educational Standard of NEO? sports and recreation; spiritual and moral; social; general intellectual; general cultural.

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What types of extracurricular activities are there? play activities; cognitive activity; problem-value communication; leisure and entertainment activities; artistic creativity; social creativity; work activity; sports and recreational activities; tourism and local history activities.

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What forms of organization of extracurricular activities exist? Extracurricular activities are organized in such forms as excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices and others. Classroom training should not be more than 50%

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What are the main results of extracurricular activities? The educational results of schoolchildren’s extracurricular activities are distributed across three levels. The first level of results is the student’s acquisition of social knowledge (about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life. The second level of results is the student’s gaining experience and a positive attitude towards the basic values ​​of society (person, family, Fatherland, nature, peace, knowledge, work, culture), and a value-based attitude towards social reality as a whole. The third level of results is the student gaining experience of independent social action.

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What are the main methods for diagnosing the effectiveness of extracurricular activities? The purpose of the diagnosis is to find out whether and to what extent those types of extracurricular activities in which the schoolchild is engaged are educative. Objects of diagnosis: the personality of the student himself, the children's team, the professional position of the teacher. Diagnostic methods: observation, questioning, testing.