Excursion is a form of educational work carried out. Excursion as a form of organization of educational activities of primary school students
A study tour is a form of organizing training in a natural landscape, production, museum, exhibition in order to observe and study by students various objects and phenomena of reality. characteristic feature classes - the study of objects is associated with the movement of students.
Excursions set the task of developing the abilities of students to act from cognitive positions in the world around them; directly perceive and study life phenomena and processes. Excursions help to form the emotional qualities of students: a sense of beauty, a sense of the joy of learning, a desire to be useful to society. In the field, forest, on the river, schoolchildren are in the world of nature, they learn to understand its beauty, and then reproduce what they see and feel in drawings, herbariums, poems, stories, crafts. Excursions to museums, exhibition halls, production facilities teach to understand works of art, to find beauty in everyday things and phenomena, to feel the beauty of human labor,
Each tour is associated with educational material different items. Excursions help students to cover the content of education comprehensively, to see the relationship of the phenomena and laws studied in different courses, to acquire the skills of their universal application. For example, work on the ground teaches you to apply the laws of geometry in practice, measurements, use the simplest devices and instruments, make sketches and record observations, collect thematic collections, and work with a map.
The tour provides an opportunity to formulate and solve problematic teaching methods. The problems themselves and the objects of knowledge during the excursion turn out to be more interesting for students than when they are speculatively studied within the classroom. At the same time, it is recommended to summarize the results of the excursion at the school desk,
The excursion enriches the teacher not only with new knowledge on the subject of study, but also about his students. In a natural and relaxed environment personal qualities children appear and develop faster.
The excursion group can include from 10 to 40 students, the duration of the educational excursion is from 40 to 90 minutes.
According to the content, educational excursions are divided into thematic and complex (survey). Thematic excursions are conducted in connection with the study of one or more interrelated topics of the academic subject, for example, "Studying the work of flowing water and wind" in the course of natural science. On the topic "Plants, animals and external environment» a multi-topic excursion can be conducted to study the plants and fauna of the native land.
Complex excursions cover interrelated topics of two or more academic subjects, for example, a complex excursion to the shore of a lake or river can be organized simultaneously on the topics “Formation of organic substances in leaves under the influence of light” (biology), “Causes of wind formation” (geography).
By place in the section under study, they distinguish introductory, accompanying and final excursions. Introductory excursions are held in order to acquaint students with a new training course or section for them. On such excursions, students receive visual representations and practical experience necessary for setting the goals of studying the unit. Accompanying excursions are designed to provide students with a deeper and more visual understanding of the topic being studied, problematization and practical significance of theoretical material.
Final excursions are held after studying the section of the program in order to generalize and systematize the material, to identify its connection with real processes and phenomena.
The tour needs to be prepared. The teacher preliminarily studies the excursion object, finds out its educational possibilities, determines the goals and objectives, the type and structure of the excursion, prepares problematic issues and tasks for students, establishes sources of information, selects the optimal combination of teaching methods and techniques, draws up an excursion plan, outlines a route of movement, prepares additional visual aids and necessary equipment (measuring tools, notebooks, pencils, herbarium folders, a camera, a compass), conducts an organizational conversation with students, during which he informs the date, place, purpose and objectives of the excursion, explains the rules of safety and behavior on the excursion, briefly characterizes the excursion object, advises how and what to watch, what to observe, how and what to record and photograph, how move along the route. The teacher distributes responsibilities among students; if necessary, divides them into groups, appoints group leaders, gives tasks for each group, appoints those responsible for the equipment; instructs students on the procedure for processing information and materials, compiling written reports, summarizing and reflecting.
During the tour, an introductory conversation is held, the purpose of the tour, tasks are reminded. After that, students begin to inspect the sightseeing objects and complete tasks: they make sketches, notes, highlight the features of objects, and summarize what they see.
The teacher during the excursion illustrates his story with demonstrations, carefully selecting excursion objects, directing the observation of students. At the end of the excursion, the teacher checks the work of the students, a final conversation is held. If necessary, students are encouraged to complete homework. Based on the materials of the excursion, it is possible to conduct a subsequent seminar or lesson.
A school trip is an effective form of learning that requires systematic application. Infrequent excursions do not allow children to develop the necessary skills for understanding reality and only discourage students. Therefore, excursions must be carried out regularly, providing them with carefully designed learning tasks, on which students report along with other test papers.
The development of the excursion form of education are expeditions - multi-day trips to collect folklore material, historical information, environmental situation, etc.
A) The essence of excursions as a form academic work. Types of excursions.
Along with the lessons, educational work at the school is carried out in the form of excursions. The word excursion (excursio) is of Latin origin and translated into Russian means a sortie, a visit to a place or object in order to study it. In this sense, an excursion is understood as such a form of organization of education in which students perceive and assimilate knowledge by going to the location of the studied objects (nature, factories, historical monuments) and directly familiarizing themselves with them.
Excursions are a very effective form of organization of educational work. In this regard, they perform the following functions.
First. With the help of excursions, the principle of visualization of education is realized, because in the process of their students, as noted above, they directly get acquainted with the objects and phenomena being studied.
Second. Excursions allow to raise the level of scientific education and strengthen its connection with life, with practice.
Third. Excursions contribute technical training, as they provide an opportunity to acquaint students with production, with the application of scientific knowledge in industry and agriculture.
Fourth. Excursions play important role in vocational guidance students for production activities and to familiarize them with the work of workers in industry and agriculture.
In the curricula for each subject, a mandatory list of excursions and their content should be established. From this point of view, all excursions conducted at the school are conditionally divided into several types.
The first type includes industrial excursions. These excursions are planned in the courses of physics, chemistry, mathematics, economic geography. They involve students visiting enterprises and agricultural facilities, new buildings, etc. Industrial excursions help to study the basics of modern production and contribute to the expansion of the technical horizons and labor education of students.
The second type is natural-scientific excursions. They are held to deepen knowledge in such subjects as botany, zoology, geography, etc. These are excursions to the field, to the forest, to the meadow, to the river, lake, to the zoo, etc.
The third type includes historical and literary excursions. These are excursions that are conducted in literature and history and involve going to historical places, visiting art exhibitions, art galleries, book depositories, archives, etc.
A special, fourth, type is local history excursions with the aim of studying the nature and history of the native land.
Finally, it is necessary to note the fifth type of excursions, which are called complex. These are excursions that are conducted on several subjects at the same time. For example, an excursion to a glass factory can be held simultaneously to deepen knowledge in physics, chemistry, mathematics, geography, and specific issues are studied for each of these subjects. The physicist and chemist introduce students to the application of these sciences in production, the mathematician reveals his questions, the geographer talks about the economic relations of the enterprise, etc.
However, the classification of educational excursions is also carried out depending on what didactic tasks are solved in the course of their conduct. From this point of view, there are two types of excursions. Excursions of the first type serve as a means of studying new material by students, excursions of the second type are used to consolidate the material that was previously studied in the classroom. For example, when studying the topic “Rivers” in the 6th grade in the course of geography, an excursion can be conducted in order to comprehend and assimilate new material. Students under the guidance of a teacher go to the river, and he explains to them the main questions about the course of the river, teaches them to determine the left and right banks, explains why one bank of the river, as a rule, is steep and the other is flat, etc. As you can see, the main task of this excursion is to visually communicate new knowledge to students.
But on the same topic, the excursion can be carried out in a different way. The teacher, using pictures and diagrams, sets out all these questions in the lesson, and then organizes an excursion to the river with the students in order to consolidate the material presented in the classroom.
b) Didactic foundations for conducting study tours. When conducting excursions, the most important task is to achieve a thorough understanding and a solid assimilation of the material being studied. The method of excursions should be subordinated to the solution of this problem.
AT general plan this technique includes:
a) preparation of the excursion;
b) the exit (departure) of students to the objects under study and the assimilation (reinforcement) of educational material on the topic of classes;
c) processing of excursion materials and summarizing its results.
Let us consider these issues in more detail using the example of studying the topic “Internal combustion engine. The use of engines. On this topic, the programs provide for a production tour. What didactic provisions are implemented in this case?
Of great importance, first of all, is the preparatory work for the excursion and, in particular, a clear definition of its purpose. In this case, it consists in introducing students to the structure of modern internal combustion engines and their use in production.
The preparation of the excursion is also connected with the choice of the object of study. It may be the nearest car garage, where there are internal combustion engines and where it is possible to observe them in operation.
The third point of preparing the excursion is to pose specific questions to the students to which they should pay special attention. Such questions in this case are the following: how fuel is supplied to the combustion chambers, what is the purpose of the carburetor, cylinder, candles, etc.
Finally, when preparing an excursion, the teacher visits its object and decides who will act as a guide - himself or an employee of the enterprise. In the latter case, the teacher agrees with him on the purpose of the excursion and its content, as well as on the method of explaining the material.
The second stage is the content part of the tour, i.e. organization of educational work on the perception and assimilation (or consolidation) of the material being studied during its implementation. This is done with the help of a story, explanation, conversation and demonstration (display) of the most important parts and details of the object being studied. In this case, the excursion is conducted in order to consolidate the material that was studied in the lesson, so it begins with a brief survey of students: what are the main parts of an internal combustion engine? What role does the flywheel play in it? After the interview, the teacher shows all these parts and assemblies on a disassembled engine, and then a demonstration of its work is carried out.
During the excursion, it is necessary to take care of activating the thinking of students and encourage them to assimilate the material being studied. To this end, the teacher (guide) asks students about the principles of operation of an internal combustion engine, about how to convert rectilinear motion into rotational, etc. During the excursion, students make notes of the most important provisions of the topic, as well as drawings, sketches, etc. The tour ends with a summing up of its results, a generalization of the new things that students learned during the tour.
On the this example only general approaches to the preparation and conduct of the excursion are shown. If we are talking about excursions in literature, history or botany, then, of course, their conduct is distinguished by a number of specific features. Thus, a botanical tour may include the collection of various plants and the preparation of a school herbarium. In this case, it will be necessary to process the collected material and organize it. Historical and literary excursions may include meetings with participants in certain historical events, writers, etc. The summing up may be different. They can be expressed in the form of written reports, essays, conferences, as well as through the organization of exhibitions, etc. All these issues are discussed in more detail in the courses of private methods.
Thematic excursions are dedicated one certain topic programs. They introduce students to the practical application of the phenomena that are studied in the topic, or the manifestations of these phenomena in nature.
Complex excursions are held for similar topics of several academic subjects. For example, chemistry, physics, biology. Such a combination makes it possible to implement the principle intersubject communications and provides an effective solution to the problems associated with the organization and conduct of excursions. An example of such an excursion can be an excursion to the electrolysis shop of a metallurgical plant, where students get acquainted not only with the use of the chemical action of the current, but also with the chemical aspects of the technology.
introductory excursions are an introduction to the topic, their main task is to create a problematic of the topic, show the meaning of the topic and thereby interest students, encourage them to study educational material.
As a rule, excursions are carried out as final(generalizing). This type of excursion can be complex. Here the generalization of the learned material and its binding to practice is carried out.
The didactic effectiveness of the excursion essentially depends, first of all, on the correct choice of the object.
Choice object excursions are determined not only by the content of the topic, but also by the industrial and natural environment. And in equal conditions, the goal that is set by the teacher before the excursion is decisive.
- detailed acquaintance with the object of the excursion. Determination of those parts of the object or technological complex that are directly of interest in relation to this one;
- determination of the guide for the duration of the tour. The ideal case should be considered the case when the excursion is led by the teacher himself. But at industrial facilities, the erudition of a teacher may not be enough. Therefore, as a rule, in such cases, the tour is conducted by an employee of the enterprise, with whom a preliminary conciliatory conversation was held regarding the purpose of the tour and the level of preparedness of the students;
- determination and study of the route that will be used to move students from school to the object of the excursion;
- conducting a conversation with students, during which the students are informed of the topic and purpose of the excursion, the necessary theoretical material is repeated. Students receive questions that need to be answered during the tour.
4. At a certain time, students gather at school and under the guidance of a teacher go to the object of the excursion. It is advisable that the teacher be assisted by one of the older students, or another teacher. Given this, complex excursions are of particular interest in organizational terms, when students are led by several teachers.
Excursion as a form of education
1. The history of the formation and development of the excursion business in Russia
In pedagogy, much attention has long been paid to the observations of students in the natural environment.
The beginning of the development of the excursion business in Russia falls on the second half of the 18th century and is closely connected with the development of pedagogy. The advanced teachers of that time N.I. Novikov, F.I. Yankovich de Merievo, V.F. Zuev expressed ideas about the expediency of organizing “walks in nature” for children. These ideas were drawn from the works of the famous Czech teacher Ya.A. Comenius, who gave great importance visibility in the system of education and upbringing.
He elaborated in some detail the Comenius principle of visualization of education, which is of particular interest for the teaching of natural science. “It is necessary that the beginning of knowledge come from external senses (for there is nothing in our knowledge that was not previously in our sensory perception); therefore, the beginning of learning should begin instead of enumerating objects by means of words, with the contemplation of the objects themselves. And further: "... if they intend to introduce into students the true and correct knowledge of things, then it is absolutely necessary that everything be taught through one's own observation and sensual visibility."
He believed that the knowledge of any object, any phenomenon should begin with its direct perception by the senses. However, not always the teacher can organize the study of the objects themselves, the phenomena themselves. The Methodist suggested in this case “to use their replacement, i.e. copies or pictures prepared for educational purposes”, which must be understandable to the students and undoubtedly true. Carrying out visual teaching, the teacher, according to Comenius, must adhere to the following important rules: you must first perceive the subject as a whole, and then each part separately. The study of the parts of the subject must go in a certain sequence, from beginning to end, "so that the eye remains on each part so long until the whole subject is correctly grasped, in its various details." These tips on how to use visualization remain valuable for modern methods of natural science, and are also of great interest for developing requirements for conducting observations.
Let us consider the contribution of the next methodologist to the theory of excursion business - Academician Vasily Fedorovich Zuev (1754-1794), who created the textbook "Inscription of Natural History". This textbook is the best document that makes it possible to judge the content and methods of teaching school science at the dawn of the latter.
In a brief introduction, the author reveals the essence of natural history as a science and its main divisions: "Fossil Kingdom", "Vegetable Kingdom", "Animal Kingdom". The textbook itself consists of the same sections. The Fossil Kingdom section tells about lands, stones, salts, combustible substances, semi-metals, metals, fossils, mountains. The study of plants is proposed to begin with familiarization with some physiological processes occurring in the plant, with the structure of plants, with the use of plants by humans, i.e. the content of the textbook is imbued with the idea of linking science with practice. The section "Animal Kingdom" gives a brief general information about the structure and life of animals, and then their description by class. Moreover, when describing plants and animals of this class, only the most typical representatives are considered in detail. Then a description is given of forms that have some sharp deviations in comparison with those considered. Such a presentation of the material helps students to see the diversity and unity of wildlife on a small amount of educational material, to better assimilate the educational material.
V.F. Zuev did not disregard the methodology of teaching natural history. In the preface to his textbook, he gives brief instructions to the teacher on how to teach natural history. Here it is recommended to achieve an understanding of the educational material, to study objects of nature not from words, but from nature, or at least from its image. “When discussing a thing, the teacher shows it in nature itself, or at least in a picture.”
As you can see, V.F. Zuev put the most important views of Ya.A. Comenius for teaching.
The need to introduce natural science into schools was also dictated by the development of the natural sciences. Russian scientists - I.E. Dyadkovsky, P.F. Goryaninov, A.N. Beketov, K.F. Roulier and others - based on an experimental study of the laws of nature, formulated the most important theoretical principles that became the basis of the doctrine of the evolutionary development of nature. The demand to restore natural science at school was also put forward by scientists dealing with general issues of pedagogy. They argued that it is necessary to study nature from elementary school age, i.e. from 7 years old. In this regard, the works of Dr. Yastrebtsev are interesting.
Criticizing the education system of that time, he argued that children of 7-14 years old, who have concrete thinking, who do not know enough abstractions, are forced to study abstract sciences. “Is it not obvious harm,” he exclaims, “to accustom the child to writing ... about such things about which he still does not have a good idea.” And further: "The smaller the child, the greater the place in education should be occupied by information that passes to the mind through the children's own feelings." He considered natural science to be such a science, which, in his opinion, “should serve as the basis for all original teaching, because no science so completely meets all the conditions for a good mental education of children as natural history. In the thing itself: 1) of all the sciences, it is the most understandable for children; 2) it can be taught to children with a very early age; 3) it serves mental and physical development; 4) it equips with the knowledge that the given time requires. And further: " natural history accessible to a weak mind, but a strong mind will not find it too easy. At the same time, Yastrebtsev proves the importance of studying nature on excursions, walks, in the course of working with natural aids in the classroom.
Thus, the second quarter of the 19th century was not in vain for the methodology of teaching elementary natural science, if only because the ideas of V.F. Zuev. In addition, the question was raised about excursions into nature.
In the 60s. Petersburg Pedagogical Society is organized, in which the most prominent teachers of that time participate: K.D. Ushinsky, K.K. St. Hilaire, D.D. Semenov and others. At one of the meetings of the department of natural sciences, G. Hoffman outlined the program for teaching natural science at school. He proposed "to introduce pupils to natural bodies through visual instruction" starting at age 6. In 1861 and 1862 the 1st and 2nd congresses of teachers of natural sciences and natural scientists work. Both congresses expressed the demand for the obligatory nature of science in the curricula general education schools. Natural science, according to the participants, should consist of two parts: "1 - a preparatory or general course and 2 - a scientific or special course." We are interested in the structure and content of the preparatory course. It was short teaching about nature in general, without distinguishing between separate sciences. Moreover, the study of nature was proposed to begin with local fossils, plants and animals. Such a propaedeutic course in the first three grades of gymnasiums was supposed to be introduced into the study of natural science and geography in the upper grades.
Many authors have raised the question of mental development students in the process of studying school subjects, especially natural science. The question of the structure and content of the initial natural science was being decided: it should not have been geology, botany, or zoology, but be a single subject. It was in this way that man's knowledge of nature proceeded. A large role was assigned to visibility in teaching. Therefore, observations in nature and experiments, collecting exhibits and compiling a herbarium and collections were promoted. The excursion was put forward as a form of learning, as a special type of lesson.
Many teachers, who highly appreciate the educational and educational value of studying nature, not only included excursions in their educational activities, but also did a lot to develop the methodology for conducting them. One of them was Konstantin Dmitrievich Ushinsky. Developing a methodology for the initial teaching of the native language, he expressed and practically implemented a number of valuable provisions in the methodology of teaching natural science and geography for elementary school.
First of all, Ushinsky put the sciences of nature in the first place in terms of educational and educational impact on the child, because. natural sciences "begin to occupy the child's mind first of all ... It is difficult to find any other subject of teaching more than natural sciences capable of developing mental abilities and strengthening their strength in a child." And further: "Natural sciences most of all contribute to logical development, ... give many-sided development to all spiritual abilities." First of all, for the teaching of natural science, it is very important that the necessary is "such a teaching that is not based on abstract ideas and words, but on specific images directly perceived by the child." It follows from this that visualization is of great importance in the formation of knowledge. Many of Ushinsky's works are devoted to substantiating the principle of visualization. “The main advantage of her (visibility) consists precisely in the fact that it completely imperceptibly introduces children into science through the surrounding and already familiar images of reality. And further: “Children's nature clearly requires visibility. Teach a child some five words unknown to him, and he will long and vainly suffer over them; but associate twenty such words with pictures, and the child will learn them on the fly.
Closely related to the justification of the principle of visualization is the question of observations in nature, the importance of observation as a quality of personality. In this regard, Ushinsky gives interesting recommendations for conducting observations: one must “look sharply at the upcoming object, noticing its features” , to see the object "from all sides and in the environment of those relations in which it is placed." The correctness of thinking, the correctness of conclusions depends on how the student observes the object. “Hence follows the obligation for initial education - to teach the child correctly and enrich his soul with possibly complete, true, vivid images, which then become elements of his thought process.” Consequently, visibility and the ability to observe also provide material for logical thinking, the development of which in children Ushinsky also pays much attention. “To teach a child to reason in such lively and faithful images means to lay a solid foundation for his logic: all our conclusions are made up of the images we perceive, and the more true, fuller and brighter these images are, the more correct the conclusions come out.” For the development of logical thinking, according to Ushinsky, there is no more useful objects, ... as objects of natural history. The logic of nature is the most accessible logic for children.
A big role in the formation of conscious knowledge K.D. Ushinsky set aside comparisons. "... comparison, as you know, is the best exercise that develops and strengthens the mind." And further: "Comparison ... is the most essential act of consciousness, without which consciousness itself, and consequently, the entire conscious life of a person, is impossible."
In his recommendations, K.D. Ushinsky devotes a prominent place to the study of the surroundings of the school by younger students, changes in the seasons, explaining this, firstly, by the proximity and accessibility of the material for learning. Secondly, this material close to the student provides good preparation for understanding the essence of objects, phenomena, events that will be offered to him for study in high school, but which can forever be visually presented to the student. Interestingly, he recommends starting the study of the surroundings of the school with drawing a plan. He finds this exercise very useful because “accustoms the child to the most vigilant observation, strict order in thoughts and strict accuracy in expressions.” Working with a plan, in his opinion, is a good preparation for studying geography in high school.
Another prominent teacher of the 19th century was Alexander Yakovlevich Gerd (1841-1888). His views are of particular interest to us, because he is rightfully considered the founder of the Russian methodology of elementary natural science. AND I. Gerd also made a huge contribution to the development of the content of this subject.
He believed that the role of natural science in the development of a child's observation is great. The degree of development of logical thinking largely depends on this quality.
“Thinking and inferring without learning to observe is impossible”, “... almost the only tool for mental and moral development is our external feelings. A person with subtle external senses has enormous advantages in comparison with a person with unsophisticated feelings. He is incomparably more perceptive and resourceful, penetrates deeper into everything, and therefore works more thoroughly; derives great benefit from everything; finds interest and takes a lively part where the other remains completely indifferent. Therefore, Gerd believes that in the natural science program "the goal - the development of students' ability to distinguish, describe and compare bodies, should be elevated to a broader goal - to teach intelligently to observe, independently turn to nature to solve available problems."
A. Gerd opposed such a technique in which students receive ready-made knowledge from a textbook or from the words of a teacher. It is necessary that the student himself participated in the acquisition of knowledge. As we can see, Gerd came close to the question of the "research method", the problems of which will be solved already in the 20th century.
Through all his works, the thought runs like a red thread that it is necessary to study nature with the wide use of visualization and, in particular, natural objects; conduct lessons, if possible, in nature itself. “The teaching of natural science should, if possible, begin in a garden, in a forest, in the field, in the swamp. Like K.D. Ushinsky, Gerd elevates visualization to the most important principle of teaching natural science, and, mainly, primary, when logical thinking is not yet sufficiently developed in children.
He considered observation to be the most important method for studying nature by younger schoolchildren: "... teaching natural sciences cannot be fruitful, limited to descriptions and drawings alone, that it, especially in the initial course, should come from direct observation of natural bodies." And further: “All real knowledge has been acquired by mankind through observations, comparisons and experiments with the help of gradually expanding conclusions and generalizations. Only in this way, and not in any way by reading articles, can this knowledge be usefully transferred to children.
Gerd not only put forward observations as the most important method of studying nature, and observation as the most valuable quality of a person, but also gave interesting recommendations on the method of conducting observations, and determined some requirements for observations. “Observations should be as complete as possible and not limited to one outward signs…. Observations should not be fragmentary ... Finally, observations should not be monotonous. But in order for observations to be effective enough, it is necessary to direct the observations of children: constantly draw "the attention of the child to one or another side of the impression and in this way isolate it and make the child perceive it more fully, more clearly." It is also very important in the process of observation to encourage children to compare, highlight the features of objects. Indicating the need for thoroughness: observations, focusing attention on the observed objects. Gerd warns the educator that "observation is by no means an easy science." In fact, observations require from the student and teacher certain efforts of attention, will, and patience. Gerd is not limited to theoretical provisions on observations as a method of knowing nature. He provides detailed materials for observations of various objects of inanimate and animate nature, highlights the forms of organization. Thus, Gerd developed such a method of observations in nature, which ensures their completeness, consistency, their gradual expansion and deepening.
Gerd's contribution to the development of such forms of teaching elementary science as subject lessons and excursions is great.
Attaching great importance to subject lessons, Gerd nevertheless notes that the collections provide information that is far from complete, because “dead plants and animals represent only one moment in the development of organisms and do not acquaint them with their life, ... preserved in alcohol, lose their colors; fragile fixed parts of dried specimens are inaccessible to all-round observation. But even if children work with living plants and animals, then in this case they do not receive “neither the slightest idea about the mutual relationship of animals to plants, as well as the dependence of plants on the soil, so that children should learn this information from textbooks or take it on faith from the words of the teacher. That is why it is necessary to take children out of the city, into the field, into the forest to the swamp; it is necessary that they independently observe the bodies of all three kingdoms of nature, in their natural setting, get acquainted with the life and development of organisms - in a word, excursions are necessary. It can be seen from the foregoing that Gerd considers the excursion one of the important forms of education, that this is such a form when the student receives knowledge about nature in nature itself, finds the interconnections of the components of nature, which occupies a prominent place on the excursion. independent work students. Another very important conclusion follows from this statement: without introducing the term " environmental education”, Gerd, in fact, already at the end of the 19th century quite clearly raised the question of the need for its implementation.
Gerd attached great importance to the method of conducting excursions. He points out that the teacher needs to thoroughly familiarize himself with the place of the excursion in advance, outline the objects for study. For the success of excursions, it is very important that the teacher himself study nature and love this activity. Gerd put forward the position that excursions should be carried out not only in spring and autumn, but also in winter, that winter excursions would greatly enliven the teaching of natural science at this time of the year. In the book “The First Lessons of Mineralogy”, in the article “A Tree in Winter”, Gerd gave detailed recommendations for an appropriate excursion.
Thus, by the end of the 19th century, a certain opinion had developed about elementary natural science and geography, not as educational subjects that introduce the classification of natural objects and geographical nomenclature, subjects “adapted to memory training,” but about educational subjects that provide knowledge about nature in their connections and dependencies, which play a huge role in the education and development of students. The order of arrangement of educational material is determined, thoughts are expressed about the expediency of integration. Substantiated are such principles of primary natural science as the principle of visibility and local history, the question is raised about the need to implement the principles of environmental and practical orientation. Observations and experiment are put forward as the leading methods of teaching natural science, the role of verbal methods and the specifics of their application in the study of primary natural science. Clear requirements have been developed for such a form of organization as a subject lesson. An excursion has been put forward as a specific type of natural science lesson. The first textbooks for elementary science education and independent teaching aids.
At the beginning of the 20th century, famous teachers and methodologists D.N. Kaigorodov, V.V. Polovtsev, E.A. Zvyagintsev, N.G. Tarasov, S.P. Arzhanov, N.P. Antsiferov, I.M. Grevs, B.E. Raykov began to organize the material on excursion communication. They laid the foundation for the development of questions of the theory and methodology of the excursion business based on the generalization of the experience of excursion work with students.
The most significant event in the development of the method of excursion business during this period was the publication in 1910 of the book by B.E. Raikov "School excursions, their meaning and organization". For the first time, the main principles of the methodology for conducting school trips mainly on natural science topics, as well as other subject excursions, taking into account the program requirements of the school of that time.
One of the methodologists was Dmitry Nikiforovich Kaigorodov (1846-1924), who compiled a well-designed program for the first three classes. This program offered to study nature in "dormitories" (commonwealths), which D.N. Kaigorodov developed six for the school: forest, field, garden, meadow, park, river. In his opinion, all of them in nature act "as hostels of certain plants and animals with their various interactions with each other, in connection with inorganic nature (soil, coast, bottom) and in connection with the seasons." The study of these "dormitories" must pass through all three classes, mainly on excursions. "Without a broad development of the system of excursions, it is impossible to properly teach to know nature."
He read that reading articles about nature should be preceded by acquaintance with the subject itself in the course of observations and experiments. In the works of Professor D.N. Kaigorod's excursion from an ordinary, "secondary" form of education gradually moved to a leading position. He noted the dryness, the uncreative nature of his contemporary methods of teaching natural history, and therefore proposed replacing textbooks and exams with more informative, live excursions into nature. He himself began to conduct regular phenological observations with the recording of data in a notebook (which laid the foundation for the Russian Phenological Network, which bears his name), and was actively working with children. The professor offered a diverse thematic, mainly pedagogical range of excursions, taking into account the "wholeness" of nature and seasonality.
The ecological aspect of getting acquainted with the outside world, associated with the identification of interdependencies existing in nature, the formation of knowledge about it as a single one, was reflected in the program introduced in Russian gymnasiums, compiled by Kaigorodov: nature is not studied in separate blocks (not Live nature, flora, fauna), and for six "dormitories" - a forest, a garden, a field, a meadow, a river, a park, a river (complex). At the same time, each community had to be studied in accordance with the principle of seasonality, as it became more complex.
Consider the experience of the famous methodologist V.P. Vakhterov (1853-1924). He was of the opinion that an independent subject of natural science was unnecessary in elementary school, but believed that reading articles about nature should be preceded by acquaintance with the subject itself in the course of observations and experiments.
About such a system of studying nature, he wrote: “In practice, in a folk school, we would use this method in the following way. Our class reading book contains articles about air, heat, plants, minerals, and the human body. There are articles of a geographical nature. Let's not read about air without at least doing the experiments described in our book The World in Stories. Let's not read about crystals without showing crystal salt, alum, salt, sugar, etc." V.P. Vakhterov prepared books for reading “The World in Stories for Children” for grades 1-3, which included articles providing natural science information. Many articles describe experiments, there are illustrations. Despite the narrowness of the views of the representatives of this direction, we must give them their due in that they opposed the exclusively verbal communication in folk schools of knowledge about nature, justified the need to apply in educational process various kinds of visual aids not only for obtaining knowledge from natural science and geography, but also for the development of the student's personality; once again emphasized the importance of excursions in order to “see nature itself in the forest, in the meadow, in nature”, put forward the idea of conducting lessons in the air, expressed the correct view and gave specific developments of subject lessons.
Consider the experience of another methodologist. L.S. Sevruk (1867-1918) prepared a natural science textbook for junior schoolchildren "Initial Natural Science Course". In it, like in Gerd, the educational material was arranged in the following order: inanimate nature (earth, air, water) - wildlife (plants, animals). Having accepted this order, Sevruk substantiated it by the fact that it allows revealing the interconnections in nature. "As acquaintance with the phenomena of inanimate nature prepares for understanding the phenomena of living nature, so acquaintance with the structure and manifestation of life in plants makes it more accessible to understand the structure of the body of animals and the administration of their organs."
The question of revealing relationships in nature was understood, as shown above, by many scientists - methodologists. But Valerian Viktorovich Polovtsov played a special role in this. He developed the so-called biological method”, the essence of which was that when studying objects of nature, both living and inanimate, interconnections and relationships should be revealed. Under the influence of these ideas already at that time in school textbooks included material on relationships and interdependencies in nature.
Among the most interesting problems solved during this period in the field of teaching natural science, one should recognize the question of the "research method". Its essence lies in the fact that the student receives knowledge not from the words of the teacher, but in the course of an independent search and discovery of this knowledge. At the same time, his thinking process goes through the following stages: 1) observation and questioning; 2) construction of conjectural solutions; 3) the study of conjectural solutions and the choice of one of them as the most probable; 4) verification of the hypothesis and its final approval. The student in the learning process is placed in the position of the subject of activity. The course of his "research" is a process of logical thinking from observation to conclusion. Therefore, the application of the research method in teaching practice contributes to the development of logical thinking. The research method, moreover, corresponds to the "nature of the child", since The child is by nature an explorer.
The problem of excursions was also developed by other teachers. Under the influence of the research method, the nature of excursions changed: from purely illustrative, they became research. Excursions had such a positive impact on the educational process that they brought to life the creation of special excursion biological stations. The first such biostation was created in Pavlovsk in 1910 by V.F. Moldengauer.
At the beginning of the 20th century, the first works of Konstantin Pavlovich Yagodovsky (1877-1943) appeared. He advocates the widespread use of visualization in the classroom. At the same time, he puts the subject visibility in the first place, when the subject is in the hands of the student.
A prominent place in the study of the nature of K.P. Yagodovsky assigns direct children's observations in nature, which not only give "bright impressions", but also develop the student's observation skills. However, observations give a positive effect only when the student is active, when the student himself explores the subject, and the teacher directs him. research activities. In this regard, the scientist gives interesting recommendations for conducting observations, for conducting laboratory lessons and practical exercises. Special place in the study of natural science in elementary school is given to excursions. Excursions, in his opinion, should also be of an exploratory nature. Interestingly, K.P. Yagodovsky opposes such excursions, when children are told only the names of natural objects. Should not be encouraged similar questions the children themselves. It is necessary to direct the student’s attention to the characteristics of plants and animals, to develop in the student the ability to see these features: “... organizing excursions to get acquainted with the life of plants and animals, we will remember that our role, the role of a leader, is not to tell children as much as possible names, but in teaching to see and understand the life of nature.
Since for geography at the beginning of the 20th century the question of the difference between science and an academic subject was acute, serious attention was paid to this problem in numerous works. The authors convincingly argued the need for a preparatory course in geography, which would prepare for the study of geography in high school. They called this course differently: homeland studies (A. Sokolov), homeland studies (E.Yu. Petri), etc., but in essence they all assigned for the student to study that small corner where his student "there was an opportunity for personal and visual acquaintance with all the phenomena of nature."
Quite clearly defined the tasks of the preparatory course A.F. Sokolov: “... it helps the child 1) navigate the plan and map; 2) from direct concrete ideas to create concepts about the main elements of the landscape, such as: river, coast, stone, mountain, etc.; 3) get the grounds for comparisons of the native area with other countries; 4) to study the cartographic ways of designating a known piece of land in order to subsequently base the understanding of the map on this; 5) awaken observational ability, a sense of the beauty of nature and refine the cognitive ability. In a word, the initial geographical knowledge should consist of some general geographical concepts and knowledge of the nature surrounding the school area. In the process of forming initial geographical knowledge, it is necessary to widely use direct observations, which, according to A. Sokolov, are the highest degree of visibility. Geographic excursions serve as one of the forms of organizing children's observations. Methodists-geographers, like natural scientists, advocate the widespread use of visualization, develop its content and purpose in the educational process.
Thus, in the pre-revolutionary period active methods teaching science were recognized as observation and experiment, which are used in the positions of the "research method". In this regard, experiments were transferred from the hands of the teacher to the hands of the student, and observations increasingly became an independent activity of students. Theoretical foundations and specific recommendations for practical work and excursions were developed.
The method of excursions has undergone a peculiar evolution: excursions become an obligatory part of the educational process, become a system in the initial natural science and take on a research character. Methods of teaching elementary natural sciences and geography appeared, which set out not only practical, but also theoretical issues.
October Revolution 1917 brought significant changes to the way schools were organized in Russia. school goals and pedagogical science were now determined by the decrees of the Soviet government, the program of the Communist Party, adopted at the Eighth Congress. In these documents, the requirement was put forward to link education with productive labor. The school was supposed to prepare comprehensively developed members of communist society on the basis of general and polytechnic education. A curriculum was adopted, according to which natural science was introduced into school from the 2nd grade. Such an early study of nature was due to its great educational impact on the child, the practical role of knowledge about it. Therefore, the task was put forward of forming "skills useful in life, as well as developing the desire to improve one's life, preparing for an understanding of the simplest phenomena in agriculture." Along with defining the content of knowledge, the programs contained a number of requirements for teaching elementary science. For example, the Petrograd programs pointed out the need to study nature in nature itself. “The main principle of school natural science is the principle of direct study of objects and natural phenomena: the objects and phenomena themselves are studied, and not words and books about them.”
A large role was assigned to excursions and practical exercises in the laboratory, in the garden, in the field, etc. Excursions were an obligatory element of teaching natural science. These requirements were widely reflected in the then published methodological literature. They were discussed at congresses and conferences of natural scientists. The problems of using the research method in the educational process continued to be developed. A significant contribution was made to the disclosure of the essence and application of this method in the real educational process.
Interestingly, B.E. Raikov strongly argued the need to use the research method in elementary school: in children of primary school age, the process of forming mental abilities is intensively going on, the basic skills and abilities of logical thinking are being laid. But the ability to think logically can be formed if the child is systematically placed before the solution of certain logical problems, before the need to draw conclusions, generalizations and conclusions.
Excursions have acquired great significance in their development. They continued to be exploratory in nature, but became more widespread, curriculum both extracurricular and extracurricular. The first excursion biological station created before the revolution near Petrograd contributed to the opening of similar biological stations everywhere. In Moscow, the first biological station was organized by V.F. Natalie, and a few months later another biostation was opened in Sokolniki. Its founder was B.V. Vsesvyatsky. This biological station continues to operate in our time. Starting with the introduction of excursions into the education system, biostations soon began to conduct a wide range of methodical work among teachers, supplied schools with various visual aids made by children. In addition, the biological stations were a good place for extracurricular activities for children, laying the foundation for the youth movement. Under the influence and with the direct assistance of biological stations, corners of wildlife began to be created in schools. Children themselves took care of the inhabitants of the corners and acquired useful skills in caring for plants and animals. In many schools, corners of wildlife have become the basis for the work of youth circles.
The scope of the excursion movement brought to life numerous and very interesting excursion literature: V.F. Natalie. "Natural Science in new school»; B.E. Raikov. "Issues of excursion business" and "Methods and techniques of excursions"; B.V. Vsesvyatsky. “Closer to Nature”, etc. It developed general questions of the method of conducting excursions, as well as the content of individual excursion topics.
So, by the end of 1922, there appeared government programs, which subsequently changed almost every year. It was not until 1927 that stable programs were created. In them academic subjects how independent school disciplines lost their status. Acquaintance of children with nature was envisaged from the first grade: only separate information about inanimate and living nature was reported. In the second grade, children got acquainted with the changes in nature during the seasons. The content of the third grade program was information about the main elements of the geographical landscape, about the impact of man on nature. Research was recognized as the main method of studying nature. Therefore, short-term and long-term excursions, experiments, practical work and socially useful work of students. The study of nature had to be closely connected with local history.
Therefore, the programs of observations in nature developed in those years, practical work and experiments are of interest even today, excursions have not only become stronger as research, but a new type of excursion has appeared - production. The local lore principle received a new interpretation. Now its essence was not limited only to the study of the nature of its region, but was supplemented by the study of the labor of people, the use of the nature of this region in the economy. The research method was supported and actively introduced into the practice of the school. An important point was the implementation of the connection between education and life, with productive work, which was the basis for the formation and further recognition and development of the polytechnic principle. After the decrees of 1931 and 1932. subjects were restored. In the first year of training, children got acquainted with the seasonal changes in nature. Material about the summer was included in the summer assignments. Already in the program it is indicated that all educational material in the first grade is worked out on the basis of direct observations of children.
With the introduction of natural science as an independent subject in the lower grades of the school, the question of textbooks for students was raised. In grades I and II, children had to acquire knowledge about nature in a purely practical way, in the process of independent observations, on excursions, subject lessons, in the course of working with plants and animals in a corner of wildlife, at an educational and experimental site. Therefore, it was recognized that natural science textbooks for grades I and II were not needed. A special textbook was prepared for grade III (author V.A. Tetyurev). The titles of the topics in the textbook corresponded to the program. Scientific articles were its main component. However, the textbook was overloaded with educational material, which was practically not adapted to the age of the students. The book performed a purely informational function, there were no questions and tasks in it, there were not even hints of guidance. cognitive activity students. Poorly developed practical orientation course. The author only described the use of objects of nature by man in his practical activities, but did not direct the practical activities of students. True, experiments were described in the textbook, but in all cases their results were detailed. This approach did not arouse interest in setting up experiments, and often in the practice of the school, experiments were replaced by reading a textbook about them. At the same time, this was the first experience of creating science textbooks for ten-year-old children, which undoubtedly played a positive role in the development of science textbooks later on.
From 1936/37 school year natural science was excluded from classes I and II, and from 1945/46 from class III as well. Children began to receive knowledge about nature in the lessons of their native language through explanatory reading of articles on natural history. Special hours were allocated for excursions, subject lessons. Demands were put forward that it was mandatory to conduct observations in nature, to study nature in connection with work on a training and experimental site. However, they were not a special program, but included in the mother tongue program, which made them even more optional for practice. The development of the methods of natural science was carried out only in relation to the fourth grade, where the course “Inanimate Nature” and “Geography” was retained first, then “Natural Studies”.
With the release of stable textbooks on natural history, research in the field of elementary science education did not stop. The content, structure and methodological apparatus of textbooks continued to be checked, which enabled the authors to periodically correct textbooks and programs. The problem of the content and methods of observation in nature was intensively investigated. The result of these studies was the creation of "Diaries of Observations" for each elementary school grade. The authors of the "diaries" were G.N. Akvileva, Z.A. Klepinina, L.P. Chistova. Almost simultaneously with the diaries, methodological recommendations for teachers and tables on natural history for each class were published. In parallel, intensive work was carried out to prepare and retrain teachers to teach the new subject "Natural Studies".
2. Types, content of nature excursions, their structure
Consider the interpretation of the term "excursion", given in various dictionaries and encyclopedias.
The word "tour" comes from the Latin "excursio". This word entered the Russian language in the 19th century. and originally meant "running out, military raid", then - "sally, trip." Later, this word was modified according to the type of names to “iya” (excursion + iya).
An excursion (from Latin excursio - a trip) is a form of organization of the educational process that allows you to make observations, directly study various objects, phenomena and processes in natural or artificially created conditions, thereby developing cognitive activity elementary school student, i.e. "Nature is studied in nature."
“Excursion is a special form of educational and extracurricular work, in which Team work teacher-guide and schoolchildren-tourists led by him in the process of studying the phenomena of reality observed in natural conditions (factory, collective farm, monuments of history and culture, memorable places, nature, etc.) or in specially created collection repositories (museum, exhibition) "
The earliest (1882) interpretation of this term is given by V. Dahl: "Excursion - tunneling, walking, going out to search for something, to collect herbs, etc."
In the Small Soviet Encyclopedia, the term is disclosed as follows: "Excursion - a collective visit to any locality, industrial enterprises, state farms, museums, etc., mainly for scientific or educational purposes."
In the Explanatory Dictionary of the Russian Language, the word "excursion" is explained as "a collective trip or walk with a scientific, educational or entertainment purpose."
The Great Soviet Encyclopedia gives the following definition: “Excursion is a visit to objects of interest (cultural monuments, museums, enterprises, terrain, etc.), the form and method of acquiring knowledge. It is carried out, as a rule, collectively under the guidance of a specialist guide.
Other interpretations of a later time are not original and do not add anything to the previously made characteristics. The excursion is based on the direct perception of the objects and phenomena being studied by children in a natural or artificially created environment. And therefore it can be carried out both during the lesson (lesson-excursion) and outside the classroom (considered as an independent form or variety of extracurricular activities). Its content is determined curricula.
Actions during the tour are divided into two parts: the activities of the guide and the activities of sightseers. The activity of sightseers finds its expression in such active forms as observation, study, research of objects.
Specific features of the tour include:
a) rapid assimilation of knowledge by students with the help of movement in space (a type of active-motor study of knowledge);
b) sightseeing of the object;
c) a way of synthetically studying the world, mainly through analysis;
d) method of subject study;
e) emotionality.
Thus, the excursion develops: the ability to look and accurately perceive the appearance of the observed object (“sharpness and accuracy of the gaze”); quickness of judgment; initiative and curiosity; the art of foreseeing phenomena and accelerating the activity of constructive imagination; and also contributes to the development of subtle and sensitive attention.
Bibliography:
sightseeing natural science school nature
1. Primary School 2006 №2
Primary school 2009 №10
Primary school 2007 №6
Philosophical encyclopedic Dictionary- M., 1983
Simonovsky A.E. "Development creative thinking children"
Primary school 2009 №7
Pleshakov's program "Green world around us" - M., 2003
Collection of programs. Part II
G.N. Akvileva, Z.A. Klepinin "Methods of teaching natural science in elementary school" - M., 2004
E.F. Kozina, E.N. Stepanyan "Methods of teaching natural science"
ON THE. Sedov "Cultural and educational tourism" #"justify">. Ushinsky K.D. Collected works in 11 volumes. Volume 6-M, 1952
Ushinsky K.D. collected works in 11 volumes. Volume 5-M,
Gerd A.Ya. "Selected Pedagogical Works" - M, 1953
Emelyanov B.B. "Tour guide" - M., 2007
. "Small soviet encyclopedia"- M., 1931, v. 10
. "Explanatory Dictionary of the Russian Language" / ed. L.N. Ushakova - M., 1940
Great Soviet Encyclopedia - M., 1978, v. 29
19. « Fundamentals of zoological excursions» #"justify">20. A.S. Nekhlyudova, V.I. Sevastyanov "Field practice in natural history" - M., 1986
Primary school 2002 №5
Primary school 2007 №7
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Classification is the distribution of objects, phenomena, concepts into classes, departments, categories, depending on their common features.
This question has always been in the center of attention of excursion workers and scientists - excursionists.
V. A. Gerd speaks about his attempt to build a working classification of the forms of excursion work:
“Our goal will be to divide excursions into groups and subgroups and highlight those main features that determine the nature of the excursion, that is, help the leader navigate all aspects of its development. This selection of the main features will give us several central types of excursions, to which intermediate classificatory unclear excursions will adjoin.
50 years ago there was another classification proposed by B. E. Raikov. He singled out six main features of the excursion, which reflected the direction and content of the excursion work in the twenties.
1. Division by duration: a) one-day,
b) overnight stay,
in) multi-day.
2. By content: a) natural geographical,
b) Humanities,
in) production.
3. By volume: a) on one specific topic
b) on a few related topics
in) integrated or complex.
4. By order: a) research type,
b) of illustrative type.
5. By logical construction: a) analytical,
b) synthetic.
6. According to the composition of the participants: a) school,
b) preschool,
in) extracurricular.
There are currently no multi-day tours. Events of this type do not have the necessary excursion signs. These are trips along local weekend routes, hiking trips or multi-day transport trips.
It is impossible to divide excursions into analytical and synthetic ones. Analysis is usually used in every excursion. The division of excursions according to the composition of participants became more difficult.
In the past, attempts have been repeatedly made to more clearly define the group of excursions, which B.E. Raikov named, on assignment. According to the method of preparing and conducting the excursions, they were subdivided into the main types: illustrative and commentary; educational and research; mixed or illustrative-research, sometimes called "observational". Some scientists divide excursions into two groups: a) demonstrating objects and b) explanatory objects.
The first group included aesthetic, historical, artistic, ethnographic, technical and economic excursions, during which the tourists directly contemplated objects selected for a specific purpose.
The second group included excursions on literary topics, where works of art are used not as an object for revealing the content, but as an illustration of the biography of the writer, to characterize his work.
Until the beginning of the sixties (ITU, 1960, vol. 10, p. 769), excursions were divided into cultural-historical, artistic, natural-science, industrial and local history excursions.
Currently, in the system of the Central Council for Tourism and Excursions, the classification is generally accepted, which is based on the division of excursions into the following: groups: by content, by composition of participants, by venue, by method of movement, by form of conduct.
Each of these groups has its own specific features. The study and accounting of these features enable excursion workers to correctly attribute the excursion to one or another group.
Sightseeing tours are usually multi-dark. It is no coincidence that they are called multifaceted. These include: “The past, present and future of Perm”, “On the historical and memorable places of Velikiye Luki”, “Roslavl is a city of military and labor glory”, “I am proud of you, my Smolensk region”, “Stavropol is the center of the order-bearing region ”, “Donetsk, its past and present day”, “Yaremcha - the pearl of the Carpathians”.
In a sightseeing (multi-faceted) excursion, historical and modern materials are usually used. Such an excursion is built on the display of objects that are very different in form and content. These are monuments of history and culture, buildings and structures, natural objects, places of significant events, elements of the improvement of the city, workers' settlement, industrial and agricultural enterprises, construction sites. In sightseeing tours, events are described in close-up. Such excursions give general idea about the city, region, region, republic as a whole.
The chronological framework of the sightseeing tour is, in most cases, the time of existence of a given city from the first mention of it to the present day. It also discusses the prospects for the development of the city.
Thematic tour is always devoted to the disclosure of one topic. The historical excursion is based on a significant event or several events united by one theme, sometimes a longer period of time, a certain era in the historical development of society. If this is an excursion on an architectural theme, then the most interesting works of architecture located on the streets and squares of the city, and in a big city - the architecture of the 18th or 19th century, the architectural ensemble, architectural monuments, can become the subject of study.
Clarity in the definition of the topic, correctly outlined chronological framework and, in accordance with this, the selection of material carried out play an important role in its assimilation by the tourists, in the effectiveness of the event as a whole,
At present, out of 17,000 themes developed in trade union excursion institutions, more than 15,000 are thematic excursions.
Thematic excursions are divided into eight groups: historical, historical-revolutionary, military-historical, production-economic, natural history, art history, literary and architectural-urban planning.
Each of the listed eight thematic excursion groups, in turn, is subdivided according to the content into certain subgroups. Thus, historical excursions, representing the largest group, can be divided into subgroups according to the main periods: the history of the country in the pre-revolutionary period and the history of the country from the Great October Socialist Revolution to the present day. Subgroups are also distinguished with a narrower chronological framework, for example, excursions that reveal the events of the first half of the 19th century, or events in the life of this region after the end of the Great Patriotic War of 1941-1945.
Archaeological excursions are built on showing material historical sources - monuments of the distant past, discovered in the excavation sites of ancient settlements, burials, settlements, etc. Material sources are production tools and material goods created with their use: buildings, weapons, works of art, labor, jewelry and other items created as a result of human labor. For example, an excursion prepared by the Sevastopol travel agency and excursions to Chersonese, founded in the 5th century BC. e. Three tiers of fortress walls were excavated here - Greek, Roman and Byzantine, part of the theater, plumbing, bathhouse, workshops, wineries, residential buildings, streets; outbuildings. In Armenia, the excavations of the Urartian city of Teishebaini and the ancient fortress of Garni, in Uzbekistan, the excavations of Afrasiab, in Tajikistan, the ancient Penjikent, became a sightseeing object.
An independent group among archaeological topics is made up of excursions to ancient Russian cities (Moscow, Novgorod, Smolensk).
The two most numerous subgroups of historical excursions in terms of subject matter: historical-revolutionary and military-historical, according to the classification, are considered as separate groups. Within each of them, their subgroups can be distinguished. So, a group of excursions on historical and revolutionary topics is divided into subgroups that combine excursions:
Leninist themes, including excursions to places related to the life and work of V.I. Lenin, to the Central Museum of V.I. Lenin and its local branches, to memorial Leninist museums - such as the V.I. Lenin in Vyborg, a room in Smolny, a house in Ilyichev, "Shed" and "Hut" in Razliv, House-Museum in Ufa, House-Museum in Shushenskoye, Lenin's office and apartment in the Kremlin. For example, “Ulyanovsk is the birthplace of V.I. Lenin”, “Lenin in Siberian exile”, “V. I. Lenin and his associates in Nizhny Novgorod”, “Kokushkino - the place of the first exile of V. I. Ulyanov”;
historical and party themes, revealing glorious way The Communist Party of the Soviet Union - from small Marxist circles and groups to a multi-million army - the vanguard of the builders of communism. This also includes topics on the history of republican, regional, regional, city, party organizations, as well as excursions to places of revolutionary events. For example, “Heroism of the Revolutionary Underground”, “Women in the Revolution”, “Roslavl in Three Revolutions”, “Gorlovka during the First Russian Revolution”, “Great October in Sevastopol”;
about the associates of V. I. Lenin - veterans of the Leninist guard - N. E. Bauman, M. I. Kalinin, N. K. Krupskaya, F. E. Dzerzhinsky, S. M. Kirov, V. V. Kuibyshev, G. K. Ordzhonikidze, Ya. M. Sverdlov, M. V. Frunze and others. For example, “Companions of V. I. Lenin in Omsk”, “M. I. Kalinin in his native land "(Kashin - Upper Trinity)," N. K. Krupskaya in Ufa”;
about the leaders of the international communist movement, about outstanding fighters for peace;
on the history of Soviet trade unions and the Leninist Komsomol;
about the formation and strengthening Soviet state about the building of communism in our country. For example, “Kazan steps into tomorrow”, “Streets remember, praise, teach” (Pskov), “Vitebsk during the years of Soviet power”, “City and Time” (Orsha).
Military historical excursions are divided into the following types: to memorable places where military events took place; with a display of military engineering structures (fortresses, towers, bridges, ditches, earthen ramparts); in places associated with exploits folk heroes; to military-historical, memorial and local history museums.
Production excursions are divided into production-historical, production-economic and production-technical. Production-historical ones reveal the history of the enterprise, show the biography of the plant, factory, transport hub, a certain period of development of the enterprise, for example, post-war or in this five-year period.
Production and economic reveal such issues as the cost of production, labor productivity, the scientific organization of labor, the struggle for high quality products.
Production and technical departments provide a demonstration of the technological process, the work of individual workshops and sections. Such excursions are held for employees of related enterprises, managers and engineering and technical workers. Their task is to promote advanced production experience, the achievements of science and technology in production and, ultimately, to improve the skills of the excursion participants.
Specialized industrial excursions are allocated to a special subgroup, which are held, for example, for the purpose of vocational guidance for adolescents. The main content of such excursions is devoted to a detailed, comprehensive display of one or two leading professions. This will also include excursions for trade union workers and activists showing the organization of socialist competition and the movement for a communist attitude to work, culture and life of the production team. For homogeneous groups connected by the interests of one profession, excursions are held showing the system of training and advanced training of personnel at the enterprise, the work of the service for organizing technical control over the quality of products, and the organization of labor at individual production sites.
Natural history excursions are divided into geological ones, which give an idea of earth's crust and deeper spheres of the Earth;
zoogeographic - about the animal world of the area;
botanical - about the life and development of plants;
hydrogeological - acquaintance with the water resources of the region, rivers, lakes, other reservoirs;
landscape - excursions to parks, groves, forests, forests located in the suburbs.
Art history excursions include the following groups of excursions:
theatrical, historical and musical, with the display of works of monumental sculpture, excursions to art galleries, museums, workshops of artists and sculptors, exhibition halls, folk art crafts, places of life and work of artists and artists. Typical for these groups are such excursion topics: “V. I. Surikov in Krasnoyarsk”, “Soviet Artists in Leningrad”, “Here N.A. Rimsky-Korsakov Lived” (Tikhvin) “Andrei Rublev and Old Russian Art” (Moscow), “Krestets Patterns” - to the art line factory (Novgorod), "Theatrical Perm", "To the craftsmen".
Literary excursions are usually grouped as follows:
literary and biographical to places that keep the memory of the life and work of the writer, playwright. These are monographic excursions “V. V. Mayakovsky in Sochi”, “N. G. Chernyshevsky in St. Petersburg”, “Dramaturg A. N. Ostrovsky in Moscow”, “In the footsteps of the great kobzar” (Orsk), “To the homeland of Musa Jalil”, “Childhood and youth of M. Gorky”;
historical and literary, revealing certain periods in the development of Russian and Soviet literature, its development in this region "Literary Moscow", "On the literary places of Penza", "Classic writers in the Orenburg region";
literary and artistic. These are poetic and textual excursions, for example: "White Nights" (Leningrad). Or excursions to places that are reflected in the works of this or that writer - “In the footsteps of the heroes of Mikhail Sholokhov”, “The city of Orel in the works of N. S. Leskov”, “In places of P. P. Bazhov’s fairy tales”, “In places Turgenev's Notes of a Hunter.
For excursions on architectural and urban planning topics, the most common classification is: excursions related to the display of architectural monuments of a certain period; excursions that give an idea of the work of one architect; tours introducing the layout and development of cities according to master plans, tours of new buildings - a demonstration of modern architecture and the progress of construction of buildings and entire areas. The last excursions are sometimes referred to by practitioners as a group of industrial excursions.
Thematic tours almost do not exist in isolation. Elements of historical excursions penetrate into architectural and urban planning themes. Historical-revolutionary and military-historical themes serve as the basis for an in-depth analysis of works of fine art during art history excursions. Elements of natural history excursions find their place in the excursions of almost every group of thematic excursions. However, this circumstance should not interfere with the classification of excursions on such a basis as their content.
According to the composition of the participants. The classification of excursions according to the composition of participants is caused by the need to make certain changes in the content of events, the methodology and technique of their conduct, and the duration.
Excursions are conducted for an adult audience and for children; for the local population and for tourists coming to this region; for urban and rural population; for organized groups at the request of trade union committees of enterprises in institutions and for single visitors (unorganized population) at the expense of personal funds of workers.
Features of servicing each of these groups are discussed in the chapter "Differentiated approach to excursion services."
By venue Excursions differ - urban, suburban, industrial and museum.
Urban - provides for showing the entire city or one of its parts, for example, the old part or the area of new buildings, called "Cheryomushki". A city tour can be devoted to a detailed acquaintance with one of the administrative districts, one of the city streets or squares.
City tours are sightseeing and thematic. The tour desk also organizes guided tours. In this case, the tour of the city is combined with a visit to the museum of historical-revolutionary, local history, military-historical, artistic and inspection of a certain part of its exposition. At the same time, one of the subtopics of the excursion is revealed in the museum.
A country excursion, as its name says, is organized outside the city, the distance to the final destination usually does not exceed one hundred kilometers. However, in some cases, the mileage of such excursions increases (Moscow - Suzdal, Minsk - Brest, Tallinn - Leningrad).
Country tour has several types. The first is that the tour is conducted only at the final destination, for example, in the city of Klin, where the tourists visit the House-Museum of the composer P. I. Tchaikovsky. The second - the tour is carried out on the way, if there are monuments not far from the highway, on the basis of which a sightseeing or thematic tour can be built. This species is typical for natural history excursions in the vicinity of cities. The third type is built on a combination of an excursion on the way with an excursion at the final destination. At the same time, the excursion at the final point is conducted by the guide of the excursion institution hosting the group, or a museum employee. On the way, the tour is led by the guide of the bureau that organized the trip. Such are almost all day trips of groups sent by small tour agencies to large industrial and cultural centers.
Out-of-town excursions are divided into overview and thematic. The sightseeing tour combines a number of sub-themes: the history of the region, economics, culture, science, and nature. In cases where the route passes through the territory of several administrative districts (oblasts, territories), a comprehensive description is given in the excursion, comparative data are used. Venues for production tours are:
plants, factories, combines, associations, coal mines, peat extraction;
construction of industrial, residential and cultural facilities, overpasses, canals;
collective farms, state farms, breeding plants, agricultural machinery enterprises;
railway stations, railway stations, sea and river trading ports, airports, subways;
research and design institutes, laboratories, scientific centers.
The object of display in production tours can be both the enterprise as a whole and its separate workshop, department, farm. It is not recommended to organize excursions to underground mines and mines, food industry enterprises.
Museum excursions are carried out by the excursion institutions of the trade unions on a large scale. According to their profile, that is, their relation to a certain branch of production, science, art, museums are divided into historical - general historical, historical-revolutionary, military-historical, archaeological, ethnographic; art history-fine arts, theatrical, musical, applied arts; technical-polytechnic, technical branch (communications, transport, construction, agriculture, mechanical engineering, etc.), natural science - zoological, botanical, geological.
In addition to the museums of the above profiles, there are complex museums, most of which are local history museums.
Memorial museums constitute a special group. The expositions of such a museum reveal important historical event or the life and work (for a certain period) of prominent state, political, public and military figures, writers, artists, composers, scientists, folk heroes. Such museums are being created in the territories where the events took place, and on the basis of former estates, houses and apartments.
By way of travel excursions are on foot and using various modes of transport. The advantage of pedestrian ones is that they are more sightseeing, as they create the necessary pace of movement, providing favorable conditions for showing and telling.
Transport - overwhelmingly bus - excursions, which seem to consist of two parts: analysis of excursion objects - monuments of history and culture at stops with an exit from the bus and a story on the way between objects, most often associated with the characteristics of monuments and memorable places, past which the bus is currently passing or near which it has made a stop (if they are examined from the bus window). At the same time, it is important not to turn the excursion story into ordinary travel information, into brief factual information, a shallow answer to the question “What is this?”.
Many excursion establishments use not only buses for excursions, but also trolleybuses, trams, as well as river boats, railway trains, airplanes and helicopters, and in the cities of Moscow, Kyiv and Tashkent, travel and excursion agencies use trains as transport in city excursions metro.
According to the form excursions can be different: excursion-excursions, excursion-walk, excursion-lesson, excursion with the use of films, excursion-discussion, excursion-concert, "excursion performance", educational excursion, trial excursion.
Excursion-extras have been held since the first years of the establishment of Soviet power. In one of the books published more than fifty years ago at the dawn of the development of the Soviet excursion business, it is said: “For mass excursions, their mass character, crowdedness is typical, first of all. They can be built differently internally. It can be one crowded mass, a crowd making one excursion. It can be many groups, each of which has its own task, its own plan. But since they come together, they are largely subject to the same characteristic, mass character.
For mass excursions of the distant past, cheerful processions with posters and banners accompanied by a brass band were characteristic. At present, the content of the concept of excursion-extras has become clearer. Its participants move along the route simultaneously on 10-30 buses. In addition to visiting the objects, the content of the excursion includes holding a rally at one of the monuments (burial sites), at the sites of revolutionary or military events, organizing meetings with participants in these events, including elements of theatricalization (amateur performances), war games, etc. for example, in the clubs of Leningrad, a "Day of revolutionary and military traditions" is held, in Minsk - a "Day of a young excursionist".
Excursion-walk combines elements of general education with elements of recreation. Venue - forest, suburban grove, city park or garden, by sea, river, lake on a motor ship. In this type of excursions, a significant place is occupied by the independent communication of the excursionist with the objects of the show. This is how many natural history excursions are built. In a number of bureaus, excursion content is included in a trip to the forest for mushrooms, berries, on a youth trip to places of revolutionary, military and labor glory of the Soviet people, on therapeutic walks for vacationers in health resorts (terenkur). At the same time, an ordinary event, the purpose of which is relaxation or treatment, includes acquaintance with nature, showing sightseeing places, historical and cultural monuments.
Recently, excursions in which films are used have become widespread. A regular excursion begins with watching a newsreel-documentary or popular science film on the same topic, which is organized in the auditorium of the club, the House of Culture, or the cinema. For example, before the start of the tour “The Feat of Leningrad during the Great Patriotic War 1941 - 1945" a newsreel of the war years is shown; in Lodeynoye Pole, before the excursion “1005 days at the forefront”, tourists watch a film about the crossing of the Svir River by Soviet soldiers. The movie can be included in the middle or the final part of the tour. Employees of the Vladimir Travel and Excursion Bureau equipped the passenger compartment of the bus with a portable cinematograph. The film "The Youth of Ancient Vladimirka" is shown here throughout the tour on a small screen mounted on the wall of the driver's cab.
Excursion-discussion is typical for excursions in museums, nature reserves, art galleries, permanent and temporary art and other exhibitions. Before starting to show objects, materials, exposition, the guide conducts an introductory conversation, spending 20-30 minutes on it. The generally accepted structure of the excursion is not violated, only the conversation will take the place of the introductory part. Further display and "debriefing" of objects is carried out more dynamically, since part of the material from the guide's story (the main part) "migrated" into the introduction. This form of conducting an excursion may end with a discussion of its content. Tourists express their opinion about what they saw and heard. The guide sums up in his final speech, which contributes to a better assimilation of the topic.
Excursion-concert. It is usually carried out in out-of-town excursions, when following an object, for example, the house-museum of P. I. Tchaikovsky in Klin, takes a long time. There are no objects for display on the excursion theme along the way, but it is unlawful to conduct a story about the life and work of the composer in isolation from the show. In such an excursion on the bus, a collective listening to musical works in a recording is organized. The performance of works by singers - masters of arts or participants in amateur performances is not excluded.
"Tour show"- a form of conducting a literary and artistic excursion, prepared on the basis of specific works of fiction. For this form, a story, story or part of a novel is selected, which is characterized by precise topography, tied to a specific territory. The route of such an excursion is laid on the map of the city in those places where the action of the work of art develops. In Staraya Russa, for example, there is a city tour based on the novel by F. M. Dostoevsky - "The Brothers Karamazov". Excursions in Orel are close in their content and construction to the excursion performance in Orel - “In the footsteps of the heroes of the works of N. S. Leskov”, “Following the heroes of books on Soviet Moscow”.
Excursion bureaus of the Central Council for Tourism and Excursions use other forms of excursions.
Tours for special audiences. In addition to the usual excursions for a mass audience, which were discussed above, excursion institutions conduct two more types of excursions: educational and trial excursions.
study tour is held for students of courses for the preparation of new guides at seminars for methodologists, and is also one of the forms of organizing classes for the methodological section of guides. Participants of such an excursion first get acquainted with the text and methodological development of the excursion, with its route, cards of excursion objects, the contents of the "guide's portfolio".
There are various options for conducting study tours. They can be devoted to both the whole topic, and one of the most difficult subtopics or the content of logical transitions on the route.
Before any educational excursion there is a task - to help course participants and guides to master professional skills, teach them the methodology, help them learn in practice the methodological techniques and techniques for conducting excursions.
Trial tour is a form of testing the knowledge of a student of courses for the preparation of new guides or a guide who is already working, but has prepared a new topic for an excursion. A methodological worker of the bureau is present at the trial excursion, who gives an assessment of the excursion. According to the current situation, only with the positive conclusion of the methodologist, the guide receives the right to conduct excursions on this topic.
During the trial tour, the guide's knowledge of the material, the degree of mastery of methodological techniques, the technique of conducting the tour, and the ability to establish contacts with the group are checked.
In methodological brochures, the term "demonstration tour" is found. In terms of its tasks and form of conduct, such an excursion does not differ from a study tour. The "demonstration" tour has the same task - to teach the guides to use the methodological methods of conducting the tour in practice, to work out certain aspects of the show and the story, to help the participants of the tour to learn the display of a certain object, the content of logical transitions from one subtopic to another.
And about one more term "Open tour". Such an excursion is what is called an “open day” in an educational institution, when everyone can attend an event in order to get an answer to some unclear question for themselves, for example, how best to build the introductory part of the excursion or how best to conduct an art history analysis of a monument of history and culture. When preparing "open tours", much attention is paid to information about the place and time of their conduct. With the bus option with a regular tour group, a few empty seats can be left for those guides and course participants who wish to take part in the event.
Weekend routes. A country excursion and a trip along a local weekend itinerary are carried out differently.
Unlike an excursion that lasts no more than one day, a trip along the local weekend route lasts up to two days on weekly rest days, and up to four days on holidays. On such a journey, there are on average one or two excursions per day. Such trips can be thematic, for example, to one of the hero cities, when excursions on military-historical topics are held at the destination along the way. Routes are also organized on historical-revolutionary, literary and architectural-urban planning topics. Another group of trips on local weekend routes is of a mixed nature. So, when visiting Leningrad, Moscow, Kyiv and other major cultural centers, in most cases a sightseeing tour and one or two visits to museums are organized.
Travel information. On the way of the excursion group by bus to the intermediate or final point, if this journey takes two or three hours or more, the accompanying guide usually conducts sightseeing or thematic excursions. In such excursions, it is obligatory to show objects, while some of them are studied at bus stops with the group leaving for a more detailed acquaintance with the object. The usual requirements are imposed on the methodology for conducting excursions on the local weekend route.
In the time free from excursions, after their completion or before they begin, it is recommended to carry out travel information for excursions. Travel information is a story about sightseeing objects located along the route of a bus, train or ship, about cities, towns, industrial and agricultural enterprises, places of interest, monuments of history and culture, about nature.
Travel excursion information contains information about historical events that took place in the area, in the settlement. It is carried out in the form of documentary references, comments on the paintings that change outside the windows of the bus (train, ship), and conversations on various topics. The guide, methodologist or group leader (leader of the tourist group) conducts conversations on the way about the republics, territories and regions where the route is currently passing, about the events of the Great Patriotic War of 1941-1945, about prominent figures in places related to their lives and activity. Much attention in the travel information is given to the story about the present, about achievements in economic development and culture, about the most important construction projects of the tenth five-year plan. Information can be devoted to one topic, for example, the protection of natural resources, the characteristics of the flora and fauna of the region. Sometimes it has a multi-theme character and in its content resembles a sightseeing city tour.
In contrast to the excursion, the display of objects in the travel information of the excursion is of secondary importance. In the foreground is the story. In addition, travel information, as a rule, does not have such a feature that is mandatory for an excursion, such as a group leaving for a deep acquaintance with objects.
If there is an excursion program on the route, travel information significantly complements the excursions, expanding the ideas of the participants of the trip about the region where they are.
The value of the classification of excursions. The division of excursions into groups and subgroups allows us to highlight the main features that determine the nature of the excursion and assist in the correct solution of issues related to its development.
The division of excursions into clearly defined groups is of great importance for the practical activities of excursion institutions of trade unions. Correct classification provides conditions for better organization of work with guides, facilitates their specialization, and creates the basis for the activities of methodological sections. The use of the patterns of conducting excursions of this type, group, subgroup helps to ensure that each excursion becomes more effective. In addition, the achievements of individual branches of knowledge are used more fully in the development of new topics for excursions, control over the content and methodology of excursions is streamlined.