The work experience of a technology teacher on the topic of mosaic. Material for technology teachers "my pedagogical concept"
Description of professional teaching activity
in accordance with the educational program of the educational institution technology teacher of the municipal educational institution "Secondary school No. 2" of the city of Nazarovo, Krasnoyarsk Territory
Vitkovskaya Tatyana Viktorovna
Pedagogical credo: "There are no boring tasks, there are boring approaches to their implementation.
Down with boredom, let's be creative!
"Technology" at school is an integrating, system-forming educational area, showing the application of humanitarian and natural science knowledge, elements of humanitarian and natural science culture obtained from the study of all other educational areas in human practice.
I teach technology in grades 5-8. I implement state standard subject"Technology" of basic general education for grades 5-8, I work according to the program of basic general education by V.D. Simonenko. I develop, select and systematize didactic material for lessons: instruction cards, task cards, morphological matrices - taking into account differentiation, depending on the levels of learning.
I have the competencies required in professional activities: methodological, methodological, psychological, diagnostic, communicative, creative.
The priority areas of my activity are the implementation of the unity of education, upbringing and development of students.
I consider the creation of conditions for social, cultural and professional self-determination of the creative self-realization of the child’s personality, who is able to use the acquired skills in practical activities and Everyday life, creatively solve tasks, capable of professional self-determination.
Based on this goal, I set myself the following tasks:
To help students master such techniques that will allow them to expand their knowledge on their own, i.e. to teach how to quickly search for information, to produce its structuring, to find the optimal processing algorithm;
To promote the development of the creative potential of students;
Create conditions for the formation of students adequate self-esteem;
To promote the formation of communication skills, the ability to work in a team.
I implement the tasks set at all stages of the educational process, building my activities within the framework of educational programs, which define the goals, objectives, content of training, program, methodological and technical support, principles of using programs and criteria for evaluating their effectiveness. The implementation of these programs is impossible without the use of effective pedagogical technologies. For me, such technologies have become project technology, technology of different levels of education and technology of collective learning methods. Their combination allows to form the following competencies:
informational - the ability to competently work with information;
communicative - the ability to enter into communication in order to be understood;
social - the ability to act in society, taking into account the positions of other people;
subject - the ability to apply the acquired knowledge in practice.
In my activities, I assign the leading role to project technology, since I apply the method of projects planned and constantly, then conditions will be created for:
formation and development of internal motivation of students for better mastery of general computer literacy;
increasing the mental activity of students and acquiring skills logical thinking on problems related to real life;
speech development of students, improvement communicative competence generally;
development individual features students, their independence, the need for self-education;
Changes in the role of the teacher in the educational environment;
more effective solution of the problems of education, development and upbringing of the personality of the student.
I am constantly educating myself. working on methodological theme: "ICT in technology lessons as a means of developing key competencies."
My teaching goals:
Development of cognitive activity and creativity students.
Development of aesthetic ideas and artistic taste of students.
Development critical thinking, group self-organization skills, the ability to conduct a dialogue.
Formation of students' skills to apply the acquired knowledge in practice.
I try to apply various classifications of teaching methods, the most common of which are:
on outward signs activities of the teacher and students: lecture; conversation; story; briefing; demonstration; exercises; work with the book;
according to the source of knowledge: verbal; visual: demonstration of posters, diagrams, tables, diagrams, models; usage technical means; watching movies and TV programs;
practical: assignments; business games; analysis and resolution of conflict situations.
The methods used by me in my work are divided according to the degree of activity of students' cognitive activity: explanatory; illustrative; problem; partially exploratory; research. I also use teaching methods compiled according to the criterion of the degree of independence and creativity in the activities of students.
Since the success of training to a decisive extent depends on the orientation and internal activity of the trainees, on the nature of their activity, it is precisely the nature of the activity, the degree of independence and creativity that should serve as an important criterion for choosing a method. In my work I use the following teaching methods: explanatory and illustrative method; reproductive method; method of problem presentation; partially search, or heuristic, method; research method. In each of the subsequent methods, the degree of activity and independence in the activities of students increases.
Explanatory-illustrative method of teaching - a method in which students receive knowledge in the classroom, from the educational or methodical literature, through the onscreen manual in a "finished" form. Perceiving and comprehending facts, assessments, conclusions, students remain within the framework of reproductive (reproducing) thinking.
Reproductive teaching method - a method where the application of what has been learned is carried out on the basis of a pattern or rule. Here, the activity of trainees is algorithmic in nature, i.e. performed according to the instructions (seams, knot processing).
Partial search, or heuristic , the teaching method consists in organizing an active search for a solution to the cognitive tasks put forward in training (or independently formulated), either under the guidance of a teacher, or on the basis of heuristic programs and instructions. The thinking process acquires a productive character, but at the same time it is gradually directed and controlled by the teacher or the students themselves on the basis of work on programs and teaching aids (project method, product modeling).
The research teaching method is a method in which, after analyzing the material, setting problems and tasks, and brief oral or written instruction, students independently study literature, sources, conduct observations and measurements, and perform other search activities. Initiative, independence, creative search are most fully manifested in research activities. Students use this method in project activities. The methods used: project, research allowed to take into account and develop the individual abilities of students, to form general educational skills: communicative, cognitive, informational, this contributed to the effective development of labor skills.
I use the following organizational forms: collective (when developing projects), group, pair (project implementation, practical work, work on cards, writing essays), individual. All this ensures the involvement of students in the educational process.
The methods used: project, research allowed to take into account and develop the individual abilities of students, to form general educational skills: communicative, cognitive, informational, this contributed to the effective development of labor skills.
In 2010, she began working on the topic of self-education "Design Method in Technology Lessons", in 2011 she expanded the scope of her activities on this topic in connection with the informatization "Design Method in the course of teaching technology using ICT". The purpose of the chosen topic: to activate an independent academic work students, stimulate them to a deeper assimilation of the material being studied, a significant expansion of knowledge, the study of additional literature and at the same time acquiring the ability to independently acquire knowledge, analyze and draw up projects. An important developmental and educational task of the project method of teaching is the formation of interest in learning, perseverance, perseverance in mastering knowledge. Project activity, aimed at the spiritual and professional development of the individual, opens up great opportunities for students. The experience on this topic was summarized at a meeting of the methodological association of GMO teachers. I teach technology taking into account differentiation, depending on the levels of learning, different levels of tests, assignments and practical work have been developed, each student makes individual models various styles.
In the lessons of grades 5-8, I use ways to enhance the learning activities of students:
Formation of learning motivation, development of cognitive interest and cognitive need.
Creative assignments.
Independent work of students.
Project training.
When carrying out the project, the activity of students is as independent as possible, which is the main principle of the design method. my role in this process- consultant assistant.
Since, when teaching the subject area "Technology", it is advisable to pay attention to the development of science and technology in this area, I teach children the use of multimedia technologies in creating and defending projects, in studying and generalizing the studied material.
The main goal of training in the educational field "Technology" is to prepare students for independent work. The guys must master the basics of a market economy, management and marketing and the ability to apply them when selling their own products and services. Therefore, I try to teach students how to decorate objects of work, taking into account the requirements of design and arts and crafts, to give knowledge and develop the independence and ability of students to solve creative and inventive problems.
All these tasks the child implements in a creative project. Students perform interesting work, show creativity in the study of various topics. And my goal in the lessons is to bring students closer to the act of creation. After all, true creativity flourishes where there is attraction, affection and passion for the cause. I came to the conclusion that, after all, 2/3 of the children are creative children. It is worth developing them only in time and the sooner the better. A creative project is a good creative challenge for any student to express themselves. The results are presented in the table:
1. Towels 2. Baby overalls 3. Corset of the era of Louis 13 Kids rug 5. Fried saury with cheese | Larionova M 8v Shutova A 8a BushuevaI 8v Nevshupada Beloglazova M 8v Pyastolova Yu7v Lytkina K 6a Hardt V 8v MetelkinaN8v Lobodenko A 8v |
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7. Cacti - | Lytkina K 8a 10 students 5 ab |
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1. Burning napkins - 3. Nail art 4. Product finishing 5. Room interior 7. Sandwiches | Kamysheva Yu 86 Radchenko A 8a Gorbunova N 8 at 13 students 8 ab 15 students 7 ab 5 students 6 ab 10 students 5 ab |
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1. Knitting. 2. Beading 3. Hand care. 4. Semenov toy | Kurmetova D 76 Kouneva K 76 Zhirnosek A 8a Dubrova O 8v |
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Ovechkina U 8v |
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6. Sand cake | Konynina N 8a |
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7.Cross stitch | 10 students 6 ab |
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8.Crochet | Bokareva N 8a |
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Voroshilova M 8a |
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9. Floristry | Nasirova E 8a |
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Schukina N 86 |
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10. Healthy eating | Trofimova L 8v |
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LisunYu 8a |
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art | 8 students 7 ab class |
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10 students 6 ab class |
For ten years of work on the implementation of the project method in subject area"Technology", students created a large number of projects,
which were successfully presented at lessons, competitions within the city and region. Students choose topics according to their own interests.
inclinations, opportunities.
I could never be anything other than a teacher. School is my second home. Coming to it, every day I try to give the children what they taught me, what life taught me.
The basis of my education is the development of creative abilities in children in technology lessons. This process is lengthy, so it is advisable to work from the first days of the child's stay at school. But, unfortunately, reproductive methods still prevail in primary labor training. And it is a shame for the children when the creative possibilities of the child, his ability and desire to work independently, on his own initiative are underestimated.
There are no untalented children. It is only important to teach them in time, to reveal their abilities, to believe in themselves. And this is the task of every teacher. The lessons of technology are the lessons of life. This school subject gives girls the necessary knowledge and skills that are needed every day in everyday life. In our difficult age, when parents do not have enough time to sit with their daughter, teach or pass on their skills to her, this item is simply necessary. Our school has all the conditions for conducting excellent technology lessons and developing creative abilities in children.
Today, based on my 27 years of experience in school, I can say with confidence: in order to become a good teacher, one desire and effort is not enough. We must patiently and consistently master pedagogical skills, to study the mental characteristics of schoolchildren, to anticipate possible difficulties in mastering educational material, to take into account the characteristics of children. Classes in technology make it possible to carry out systematic work on the formation of the moral qualities of the individual in schoolchildren, to develop abilities, to cultivate industriousness.
You must always remember that any activity of the child needs to be evaluated, rewarded, encouraged. This is especially important in relation to a weak student: you should praise him for every success, creating a benevolent attitude towards the subject.
A differentiated approach to students presupposes the presence of a sufficient number of instructional and technological cards, task cards, handouts, varying in degree of difficulty.
With all this in mind, I designed and produced instruction cards and various materials. Aesthetically designed, they arouse the interest of children and the desire to do the work just as beautifully and efficiently.
In some lessons I use music that helps to cheer up, helps to relax internally, smile. And in a pleasant environment, work is better done.
The teacher of technology is called upon to contribute to the formation of the desire to work with desire and interest among schoolchildren. It is very important to encourage in children the desire to "I want to know." But this is not enough, it is necessary to bring them to the next stage "I want to do it", instill confidence "I can do it" and help to bring the work to the end - "I did it!". Success inspires, awakens the desire to learn new things, to do more complex work.
My advice to make a surprise to your loved ones helps to consolidate schoolgirls' interest in the material being studied: cook food, beautifully set the table, give some hand-made thing for the holiday. At the same time, I pay special attention to the complexity of a particular product. The prospect of quick completion of work, the desire to see the results of their work as soon as possible inspire students.
As a rule, in technology lessons, students keep notes in workbooks, and in albums they stick samples and make drawings. New topics, terms are written on the board. In notebooks, students highlight or underline them so that they can be quickly found if necessary. Write down only the main thing - briefly and clearly. I put marks for keeping a notebook in a journal. I make sure that when making drawings, students use a ruler and a compass.
In my work, I implement the principle of continuity of the content of labor training in primary and secondary high school, emphasis is placed on the independent work of students, the development of their creative abilities. Its content is more in line with the real possibilities of students. When studying the section "Needlework", the girls absorb all the knowledge with pleasure, acquire skills. The children's work is so good that it causes delight and admiration. I like doing various types of needlework with girls. I see a twinkle in their eyes, I see how they want to finish the work they have begun, and I thank God who gave me the gift of teaching children.
When studying the "Needlework" section, I do not impose on them which product to choose. Girls have a choice. They can rely on their own strength. Choose a job on "3", but do it on "5". Or choose on "5", but do on "3".
At cooking lessons, I teach girls how to properly and beautifully set the table, cook delicious food, and introduce them to national dishes.
Since the 5th grade, I have been trying to teach girls to properly decorate a dish, to be creative in any work. Example: when studying the topic "Types of sandwiches". You can make a sandwich by simply slicing bread and spreading it with butter, but you can do it differently. In the cooking classes, the girls at our school cook everything from sandwiches, meats, soups to pies. Working in the 5th grade, I try to inspire children to make beautiful things. Although a good result is not immediately visible, but by instilling, I teach diligence. In the 6th grade, the result of a whole year of work is visible, and it is already easier to work. The girls understand what I want from them, and they try to do the work carefully, show their skill and imagination in the design of the product.
In the lessons on the manufacture of garments, I allow the students to choose the model of the product they wish. For example, in the 5th grade, everyone sews an apron with square details. they are easier to process, but there are children who want to change the shape of the apron. This is the first step towards creativity. And by the 8th grade, these girls will sew products more difficult, without experiencing difficulties in making the product. I never impose on children what model they will sew. They choose for themselves, although I explain that the manufacturing technology of this product is more complicated. They answer: "I can."
Almost every section provides for final lessons for repetition, consolidation and systematization of knowledge and skills. This helps to maintain interest in the material being studied. When studying the section "Design and modeling of a product", we use symbols and reference notes when constructing a drawing. Girls experience less difficulty in calculating and constructing drawings.
For classes in sewing, cooking, there are ample opportunities for using problems. This is due to the fact that the manufacture of clothing and culinary products requires creativity. Problem situations also arise during the design and modeling of products, when it is necessary to select the necessary ones from the system of available knowledge. For example, when describing a product model, the author suggests a checkered fabric, and the girl wants to make this model from striped fabric. A number of questions arise. Is it possible to replace the proposed model with a striped fabric? How to place shaped lines on a product? What elements of the dress to change? How to place the pattern on the fabric? Girls must independently find answers and argue them. Here is another element of creativity and independence for you.
Experience shows that at the end of the 8th grade, students quite independently carry out work on modeling, designing, tailoring, embroidery and knitting. If my students, finishing their studies, regret that they will no longer come to my studio, then my work has not been in vain. Today it has already been proven that people who are prepared for creativity adapt much faster in science, in production, master their work better, and bring more benefits. And in order for the work to be joyful and creative, one must light at least one candle in the dark, and then "The candle will light the fires."
The use of inter-subject communication in the lessons expands the content of the educational material by introducing concepts from related subjects, enriches the program material with additional information.
When choosing the content of methods and forms of the educational process, I take into account individual and psychological features students. The level of theoretical knowledge gives me the opportunity to work in classes with different levels of training in the subject. This ensures that students achieve a level of education not lower than that provided for by the state educational standard. As a result, most students have theoretical knowledge of "5" and "4" -94%, have practical skills of 95%, with 100% progress. More than 15 students have chosen the profession of a garment production technologist, fashion designer, seamstress, hairdresser and work in their hometown and beyond.
All this helps create an atmosphere. psychological comfort, interest, success of each student in work and ultimately contributes to high quality learning.
Quality | |||
academic performance |
Over the past three years, the quality of education at 100% progress has increased by 5%.
Extracurricular work in the subject is the most important integral part my professional activities. I spend extracurricular work using the general didactic principles Keywords: scientific character, consistency, continuity, connection between theory and practice, accessibility, visibility. Forms of organization extracurricular activities I use a variety of: conversations, competitions, quizzes, olympiads, subject weeks and decades. I lead the circle "Artistic processing of fabric" in grades 6-8; the purpose of which is to deepen knowledge of decorative and applied arts, develop cognitive interests, intellectual and creative abilities of students in the process of independently obtaining knowledge and skills using various sources of information, including modern means information technologies.
results extracurricular activities students:
Competition name | result |
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1.Environmental exhibition | school | thanks 8 |
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"Mirror of nature | students |
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2. Ecological exhibition | municipal | diplomas 6 |
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"Mirror of nature | students |
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3.Exhibition of decorative | school | participated 18 |
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applied arts among | students |
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4. Exhibition of decorative | municipal | letters to families |
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applied arts | (Shilko 6v, |
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dedicated to the year families | Trofimovykh 6v, |
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Borisov 6v, |
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Gorbunovykh 7v, |
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5. Children's competition projects | all-Russian | Lytkina Katya 8a |
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1.Environmental exhibition | school | thanks |
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"Mirror of nature | students |
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2. Ecological exhibition | municipal | certificates: 4 |
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"Mirror of nature | students |
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Bolubnev 6b class |
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3. New Year's exhibition | school | ||||||
toys "Factory Grandfather | |||||||
30 students |
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4. New Year's exhibition | municipal | diplomas 6 |
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toys "Factory Grandfather | students |
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5. Applied exhibition | municipal | ||||||
creativity | Borisova N 7v, |
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Kozlova Zh 7a, |
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Shilko N 7v, |
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Trofimova!! 7th century |
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6. Applied exhibition | school | ||||||
creativity within | thanks |
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city festival | |||||||
7Exhibition of applied | participation 6 people |
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creativity "Tell life | 2nd place Shilko |
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1. Environmental exhibition "Mirror of nature | school | 10 people took part |
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2. Ecological exhibition | municipal | ||||||
"Mirror of nature | |||||||
3. Exhibition | New Year's | school | 35 students |
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toys "Factory Grandfather | |||||||
4. Exhibition | New Year's | municipal | |||||
toys "Factory Grandfather | Kryzhevskaya K |
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5. Exhibition | applied | municipal | |||||
creativity | Borisova N 8v, |
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6. Exhibition | applied | municipal | 2nd place Shilko |
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creativity | "Revived | ||||||
antiquity" | |||||||
7. Exhibition "Christmas | municipal | ||||||
Trofimova L 8 v |
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8. Internet carousel "You, | all-Russian | 3 students 6bkl |
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Pancake week!" | 3 students 8 in class |
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9. Fair | applied | all-Russian | |||||
creativity | |||||||
Orthodox" |
Over 3 years, % of students who took part in extracurricular activities various levels increased by 5%.
Recently I have been studying a student-oriented lesson, an individually-oriented approach. The goal is the development of the student, the creation of such conditions that at each lesson a learning activity is formed that turns him into a subject interested in learning, his own activity. Students work throughout the lesson. In the classroom there is a constant dialogue: teacher-student. The activity of the teacher: the organizer of educational activities in which the student, relying on joint developments, conducts an independent search. The teacher explains, shows, reminds, hints, leads to the problem, sometimes deliberately makes mistakes, advises, confers, prevents. The central figure is the student! The practical use of knowledge in the performance of practical work is aimed at the formation of special abilities in students:
be able to use various sources of information;
be able to work and collaborate in a team;
be able to plan their activities;
be able to participate in group decision-making;
be able to evaluate their academic achievements.
I reveal the personal qualities of the student through key competencies:
The ability to communicate with peers and adults, behavior in society - etiquette, the ability to work independently, individual work, the formation of groups where children learn to distribute their responsibilities, self-control (this method is used during culinary work, laboratory and practical work), oral answers, protection of projects, messages.
The ability to count family budget, distribution of responsibilities in everyday life, identification of needs, skills in cooking, application of the basics of design and sewing elements (sew on buttons), needlework (knitting, embroidery)
To carry out individual and search activities when working on a project: topic selection, relevance, research activities.
Self-preparation of messages, projects using various sources of information: books, textbooks, reference books, encyclopedias, the Internet. Ability to use a computer, printer, copier.
Acquaintance with the culture of their people, region.
Know and be able to apply the rules of personal hygiene, be able to take care of their own health, personal safety.
I use information and communication technologies in the lessons of the educational field "Technology" when studying selected topics and sections of the program of technology of labor training. This is due the following factors:
1. This educational area provides, first of all,
formation and improvement of practical skills of students
in economical housekeeping, preparation and storage of products,
home care, in the ways of artistic processing of materials,
modeling and tailoring. Accordingly, more
time should be devoted to the practical activities of students in the classroom.
2. Insufficient number of multimedia discs in the school media library.
The available discs have a narrow thematic focus and are not without a number of advantages. Such as the professionalism of the work of programmers,
beautiful graphics, contain good animation, multifunctional. For the most part, they do not fit into the outline of this particular lesson of a particular teacher. With their help, it is impossible to achieve all the goals set by the teacher in the lesson.
Depending on the performance, I or the student may include in my presentation (multimedia project) text or graphic fragments, animation, videos, as well as music or voice accompaniment. The presentation can be built in such a way as to most optimally solve the tasks set in the lesson. To solve the learning task in the lesson “Cooking. Grade 5 Sandwiches ”, a presentation is used that makes the teacher’s story more saturated, illustrative. The presentation allows me not only to give a lecture, but to conduct a conversation with students, asking questions on the topic and thereby forcing students to update the knowledge previously gained in other subjects, make assumptions, analyze the information received (a variety of types of sandwiches), compare (how they differ) , generalize, draw conclusions., thereby developing the thinking of students, activating their cognitive activity. The conversation activates students, develops their memory and speech, makes students' knowledge open, has great educational power, and is a good diagnostic tool.
Compared with the traditional form of teaching, which forces the teacher to constantly refer to the chalk and blackboard, the use of such presentations frees up a large amount of time that can be used for additional explanation of the material. Presentations can be used when explaining new material, when repeating the material covered, and when organizing current knowledge control (survey presentations). Presentations-surveys contain questions-tasks addressed to students, they may include materials that reflect the key experiments of the topic covered or demonstrate what has been learned physical phenomenon. The question to the student is contained in the title of the slide, comments and explanations for the figures are given by the teacher during the presentation. Such presentations-surveys can be designed for a frontal oral survey of students or a frontal individual written survey ( test, written verification work, independent work).
Undoubtedly, the use of media presentations optimize my activities, simplify the preparation of the teacher for the lesson in the future. The ability to print the necessary slides solves the problem of replicating didactic handouts for the lesson.
Presentations allow the teacher to use different forms of learning and activities in the classroom to develop different kinds of thinking in the student. I have developed author's DER on the topics:
Healthy food sandwiches Bad habits Health and daily routine Personal hygiene Building the basis of the apron Tea drinking in Russia |
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healthy eating Decorative and applied arts Designing a skirt Modeling a skirt Cross-stitch The harmfulness of bad habits |
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Machine seams and their application. Folk crafts |
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Healthy food |
Conducted a master class in the framework of the city children's festival "Talants. 111 Millennium" on the topic "Weaving from paper twine", "Flowers from computer disks".
The problem of the health of the younger generation is considered extremely important all over the world, as it is the main indicator of the well-being of society and the state. In recent years, there has been a steady increase in the number of diseases and deviations in the health status of children and adolescents, the occurrence of which occurs during the school period. Children suffer from various chronic diseases, postural disorders, high blood pressure, poor eyesight, disorders in the digestive system.
in physical plane- health allows him to cope with study load, the child is able to overcome fatigue;
in social terms - he is sociable, sociable;
emotionally - the child is balanced, able to be surprised and admire;
in intellectual terms - the student shows good mental abilities, observation, imagination, self-learning;
in moral terms - he recognizes the basic universal values.
In connection with the sharp deterioration in the health of schoolchildren in recent years, the issue of organizing health-saving education has become acute. In this regard, our school is implementing the project "School - Territory of Health". The project is being implemented in stages and in 2011-2012 academic year The implementation of the project in the basic school starts from 5-6 grades. I have developed a course for the 6th grade "ME AND MY HEALTH", which has passed the examination at the municipal level.
Human health is laid from a young age, when the processes of development of the body proceed most intensively, and one of the most important factors is rational nutrition. Today, teachers and doctors agree on high blood pressure, poor eyesight, and disorders in the digestive system.
One of the most important tasks facing the school is the preservation of the health of children. We can assume that the health of the student is normal if:
In physical terms, health allows him to cope with the academic load, the child knows how to overcome fatigue;
In social terms - he is sociable, sociable;
Emotionally, the child is balanced, able to be surprised and admire.
The student is able to focus only on what he is interested in, likes, so the task of the teacher is to help the student overcome fatigue, despondency, dissatisfaction. After all, we often hear from our students: "Then everything is clear to me when it's interesting." So, the child should be interested in the lesson. Dissatisfaction, not ennobled by the mind, can lead to aggressiveness, suspiciousness, anxiety. The teacher must constantly take care of the preservation mental health children are normal, increase resilience nervous system students in overcoming difficulties. Constant care must be taken to bring into harmony the claims of the disciple and his possibilities.
From the first minutes of the lesson, with a greeting, you need to create an atmosphere of goodwill, a positive emotional mood, because. students have developed an intuitive ability to capture the emotional mood of the teacher. The organization of the beginning of the lesson is no exception in this sense.
In connection with the sharp deterioration in the health of schoolchildren in recent years, the issue of organizing health-saving education has become acute. In this regard, our school is implementing the project "School - Territory of Health". The project is being implemented in stages, and in the 2011-2012 academic year, the implementation of the project begins in the basic school from 5-6 grades. I have developed a course for the 6th grade "ME AND MY HEALTH", which has passed the examination at the municipal level.
The program reflects the issues of physiology and hygiene of all systems of human organs, hygienic aspects of behavior, prevention of various diseases, prevention of bad habits. The main emphasis is on the formation of skills important for health, an active life position and the ability to make the right choice of a behavior model. The program includes issues of psychology, ecology, ethics of behavior and family life, material that is not contained in the basic programs and arouses the cognitive interest of students.
Human health is laid from a young age, when the processes of development of the body proceed most intensively, and one of the most important factors is rational nutrition. Today, educators and doctors agree on
opinion that health is not only a medical, but also a pedagogical category, therefore an important role in the formation of a healthy lifestyle should belong to the school. It is she who has many opportunities for this, which are currently almost never realized.
For many decades, the school has been focused on the formation of general scientific knowledge in students. Issues of physical development, preservation and promotion of health are considered only in the lessons of physical culture and in the course of anatomy and are more theoretical than practical. The school has an exceptional resource that I am currently using to form a healthy lifestyle in schoolchildren. This resource is included in the course program "Food Processing" ("Cookery").
In this course, students will become familiar with important issues, as sanitation and hygiene, nutritional physiology, technologies for primary and thermal processing of products, with recipes for various dishes. When we are talking about the problem of children's health, then in the course of cooking I pay much more attention to the composition and quality of food products, their influence on metabolic processes in the body, and the problems of health safety of modern food products.
The culinary program is set up so that during the entire period of studying this course (grades 5-8), students get acquainted with the composition, biological value, methods for determining the quality of foods that form the basis of the diet of schoolchildren.
The value of health is determined by the attitudes of a person to the preservation, formation and strengthening of health. It is these attitudes that form the culture of health, the most important components of which are: self-awareness, self-knowledge, self-development, rational nutrition, physical activity, the ability to properly relax, the absence of bad habits
Of course, the health of students is determined by the initial state of his health at the time of entering the school, but the correct organization of educational activities is no less important, namely:
strict dosage of training load;
building a lesson taking into account the performance of students;
compliance with hygiene requirements (fresh air, optimal thermal conditions, good lighting, cleanliness);
favorable emotional state.
Another Organizing time the beginning of the lesson is connected with checking the state of the office, educational equipment, workplaces, checking those who are absent. I also check the preparation of the office for work during the break: the condition of the desks, boards, lighting, and also, if necessary, check the room. And each student should be accustomed to bring his own information before the start of the lesson. workplace in order: put the necessary notebooks, books, other educational supplies on the table and remove everything superfluous from it, if any. Students should also be prepared to perform the duties of duty officers, who should be urged to training room by the beginning of each lesson, it was aired and cleaned, the blackboard was washed, a clean, damp cloth and chalk were in their place. Moreover, the teacher should always be ready to help students in solving these issues.
We should not forget that rest is a change in activities. Therefore, when planning a lesson, I try not to allow the monotony of work. Normally, there should be 4-7 shifts of activities in the lesson. Some students find it difficult to remember even well-understood material. To do this, it is very useful to develop visual memory, use various forms of highlighting the most important material (underline, circle, write down in a larger size, in a different color). Good results in all classes are given by the choral pronunciation of both whole rules and just individual terms. Often a student who has heard a complex term many times and understands its meaning is unable to pronounce it, which puts him in an awkward position in front of his comrades.
The implementation of the idea of organizing a health-saving educational process leads to the need to use dynamic pauses at each lesson. It is known that sitting in a lesson for 45 minutes is quite difficult not only for a first grader, but also for a high school student. The time spent is paid off by increased efficiency, and most importantly, by strengthening the health of students. I try to weave the proposed exercises for physical education into the outline of the lesson. It is very important to develop the imagination of students. For this purpose, the exercise "Pinocchio" is performed in 5 classes. After the introduction of a new concept, a choral reading of this term, students are invited to close their eyes and imagine that their nose has grown, like Pinocchio's. It can be proposed to dip it, as in a fairy tale, in ink and write this new term as beautifully as possible with the nose in the air, this can only be done mentally or with a movement of the head; fix the written word in front of your eyes, remember it. Many guys are easily distracted.
It is also important to include preventive exercises for the eyes in physical education. For example, an exercise for the eyes - "Coloring". The teacher invites the children to close their eyes and imagine a large white screen in front of them. It is necessary to mentally color this screen one by one with any color: for example, first yellow, then orange, green, blue, but you need to finish coloring with your favorite color. Also, the well-known game "Fly" helps the eyes to relax. The simplest exercises for the eyes must also be included in the physical education, as they not only prevent visual impairment, but are also beneficial for neuroses, hypertension, and increased intracranial pressure. These are the following exercises:
vertical eye movements up and down;
horizontal right-left;
eye rotation clockwise and counterclockwise;
close your eyes and imagine the colors of the rainbow in turn as clearly as possible;
on the board before the start of the lesson, draw some kind of curve (spiral, circle, broken line); it is proposed to "draw" these figures with the eyes several times in one and then in the other direction.
Relaxation exercises are also required. For example, the game "We drop hands" relaxes the muscles of the entire body. Children raise their arms to the sides and lean forward slightly. At the command of the teacher, relieve tension in the back, neck and shoulders. The body, head and arms fall down, the knees are slightly bent. Then the children straighten up, successively unbending in the hip, lumbar and shoulder girdle, and take their original position. The exercise is repeated.
It is important to teach children to take care of the correct position of the body, coordination of movements, the correct combination of movements with breathing. All this is helped by exercises for the formation of the correct posture ("Up the arm and down the arm") and breathing exercises.
At technology lessons, first of all, conditions are created for the healthy development of children:
1 .Complied physiological basis educational mode:
working time, fatigue of students;
study load, dosing homework,
physical education minutes.
A hygienic assessment of the conditions and technologies of training is carried out:
air-thermal regime;
light mode;
mode and organization of the educational process.
A healthy lifestyle is being formed.
I pay great attention to the rationing of homework, to prevent overload. I pay special attention to the volume and complexity of the material given at home. In the technology room, the air-heat and light conditions are fully observed. The office is regularly ventilated. Teaching the subject of technology allows you to organically fit the principles of health saving into the topics of the lessons, into various tasks, both in the classroom and during preparation. homework. When studying the "Cooking" section, students get acquainted with the composition of food products, their energy value, and the human need for energy obtained from food. The attention of students is drawn to the need for timely and balanced nutrition. Schoolchildren learn to make a menu taking into account the requirements for a healthy diet, receive necessary information about the processes that occur with food during its preparation. Work is underway to improve the culture of eating, as well as compliance with basic hygiene requirements. In the course of studying the topics “Flowers in the House”, students get acquainted with the varieties of indoor and home ornamental plants, their positive impact on the emotional and psychological state of people. Working for school site, students receive additional physical unloading, spend time on outdoors. Numerous medical research It has been established that feasible work has a beneficial effect on the developing organism of children and adolescents. This work requires certain physical efforts, in which the main load falls on the musculoskeletal system. The latter, in turn, contributes to the normal activity of the cardiovascular system, respiratory organs, digestion, enhances metabolism, stimulates sound, healthy sleep, increases efficiency and endurance. However, at the same time, it is necessary to organize classes so that they correspond to the age, gender and individual capabilities of each student, and also imply obligatory observance of the rules of hygiene, labor safety and requirements for the regime and conditions. In the materials science and clothing making section, students become familiar with the natural, man-made and chemical fibers used to make fabrics, their properties, applications, and effects on human health.
To form a healthy lifestyle, from grade 5, children study and put into practice knowledge on the following topics:
“The ratio of work and rest for the correct organization of the regime
"Climate and its impact on human health";
"Sport and healthy lifestyle";
"Healthy nutrition and its impact on health";
"Genetically modified foods and their impact on human health";
"Disease Prevention";
"Fundamentals of life safety";
"Teenager's problems";
"Health and culture of communication";
"Labor, health, longevity";
"Genetic Health Problems".
Of great importance in technology lessons is the observance of safety regulations and sanitary and hygienic requirements ("Cooking", "Working on a sewing machine", "Materials Science"), which are aimed at preventing injuries and maintaining the health of students. Labor training lessons provide an opportunity for students to switch from mental activity to physical, more emotional.
Main structural element school is class. It is here that cognitive activity is organized, social relations between students. Among the features class teacher is the social protection of pupils. The object of social protection are all children, regardless of their origin, parental well-being and living conditions. I am acting as a class teacher in the 9th "B" class. I have not a single graduation of students behind me. So in June 2007 I released the third issue into adulthood - 11 "B" class (general education class).
The main system-forming factor in the life of the class is the collective activity of students. My theme for self-education of work with the class: "The activity of the class teacher to unite the class team through the main directions of the educational process." Directions of the educational process:
Moral.
Ecological.
Civil patriotic.
Artistic and aesthetic.
Sports and recreation.
Labor.
There are 27 students in the class (14 girls and 13 boys). 80% of children in after hours attend classes in the system additional education music school, sports school, art school. All children, without exception, actively participate in public life class and school, we have a motto: "We are together!". We solve all common affairs collectively - we distribute roles, tasks, assignments. Children are hardworking, the main thing is motivation and they will move mountains. During the year there were no offenses, no one is on the internal control of the school.
Self-management activity develops in our children's team. In order for everyone to show their organizational skills, there are replaceable chairmen of the sectors, the composition of the council for the preparation and conduct of the KTD is changing. I develop children through educational games, KVN, contests, quizzes. Joint trips, excursions, birthday parties, conversations on moral and ethical topics, heart-to-heart conversations, learn to listen and understand each other, take part in sports events. The class participates in all school competitions, where they constantly win prizes. At the city presidential competitions, the class took 2nd place among the city's schools, 1st place in football among girls. Help is provided by parents by participating in joint activities and in individual work. In my class I organize purposeful collective creative activities. At these events, special attention is paid to the creative initiative of the students themselves. Children themselves plan, organize and carry out interesting activities, in which not only the students themselves, teachers, but also their parents are involved. On the occasion of the 70th anniversary of the Victory, the project “My family during the Great Patriotic War” was implemented in the class
The class teacher is the concentration of all social influences on the child, he focuses many influences, refracts them through the prism of life values. Therefore, I believe that the class teacher is able to influence personal development child. My work with the class has its own dynamics: the emphasis is on the individual development of the personality of schoolchildren.
A survey of students in grade 9B showed the following: 96% are happy to go to school, 4% are indifferent. When asked about troubles at school, the students answered that they do not come from the class teacher, just as there are no conflicts with the class teacher.
The educational success of the class consists only of the professionalism of the class teacher. Many factors of the school system of education play their role, because the class is inscribed in the social context of the school community. So I also communicate with subject teachers, parents, with the children's asset of the class, a psychologist, social educator, medical school. The kids in my class are hyperactive, they don't stand still. There is no limit to their curiosity, it is impossible to go with the flow with them, so I am constantly improving, that is great importance I focus on my own professional development.
In the modern system of education, an inalienable quality of a teacher should be his professional competence, that is, "knowledge and authority in one or another area of his activity" (V. I. Dahl's dictionary). In the psychological dictionary, professional pedagogical competence is defined as "a teacher's possession of the necessary amount of knowledge, skills and abilities that determine the formation of his pedagogical activity, pedagogical communication and personality of the teacher as a bearer of certain values, ideals and pedagogical consciousness".
In accordance with modern trends in education, pedagogical competencies include the following:
study independently;
Improve your skills or completely retrain;
Quickly assess the situation and your capabilities;
Make decisions and be responsible for them;
Adapt to changing living and working conditions;
Develop new ways of working or transform old ones in order to optimize them.
Methodological developments
Find your style course | ||
School event "Shrovetide" | ||
1. Quiz "My city Nazarovo". 2. Course. "Me and my health" |
The first steps in the formation of competencies are learning "life skills" (to cope with your personal problems, stress; manage your time; read instructions, follow the rules; draw up business documentation) and "subject skills" (process and systematize textual and numerical information ; write texts and speak; perform business communication; be proactive, offer a non-standard solution, be able to defend one's point of view with reason.)
Work on generalization and dissemination of own experience.
event | ||
1. Conducting a master class "Weaving souvenirs from paper twine." As part of the children's festival "Talents of the 3rd Millennium" | municipal |
|
2. Teacher's conference Exhibition of works. | municipal |
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3. Presentation of the course "Find your style" at the parent conference on specialized training 4. Course defense for grade 8 "Find your style" | municipal municipal municipal |
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1. Speech at the city methodological association of technology teachers |
Technology.
Pedagogical technologies are formed from various techniques, forms, methods, means used by the teacher to achieve the effectiveness of a single correctional and educational process at each lesson. A necessary condition for purposeful work on the formation of a positive attitude to work is the selection various methods and techniques, in order to eventually create an individual direction of their pedagogical activity.
2.Personally-oriented technologies.
information;
Copyability;
Transportability.
Allows you to fully comply with the requirements of the educational standards of the curriculum. In recent years, new machine tools, workbenches, and modern tools have been purchased. It is comfortable, convenient and safe for both the teacher and the students to work in the workshops. The task before me today is to preserve and increase what has been achieved, so that for many years the equipment installed in the workshops will serve for the benefit of training and education of the younger generation.
Definition of alumni:
To study the dynamics of indicators of the quality of students' learning, I annually conduct diagnostics of the general educational level of skills and abilities of students. The following levels of labor training were tracked:
Orientation in the task;
Sample analysis;
Determining the type of wood;
Mastering the work plan;
Removal of dimensions;
Building a drawing;
markup;
Self-control;
Work report;
Error analysis;
Ability to compare;
The ability to generalize.
Perspectives.
4. The use of assignments - tests in the classroom.
The result of the work.
View document content
"Summary of the experience of the teacher"
State educational institution Tula region Suvorov School for Students with Disabilities
health opportunities"
Teacher of vocational training (carpentry):
Aksenov Vladimir Vasilievich
Topic of pedagogical experience:"Labor training as a means of ensuring professional self-determination through the formation positive attitude to work."
State and modern science orient the school towards accessibility, variability, individualization educational services that maximize the interests of the developing personality. These areas in the activities of a special school are semantic and priority in the organization of the educational environment for children with disabilities. intellectual development.
One of priority areas special (correctional) education for children with developmental disabilities along with general education is to provide them with a real opportunity to receive labor training.
The task of labor education and training plays a major role in the entire system corrective work with the children of the special school. The main task of this important section of the work is the development and improvement of labor skills, the education of the necessary attitudes of behavior, personal qualities which will enable these children, after graduation, to provide for themselves financially, live in a team, and, if possible, adapt socially in society.
In a market economy with its strict requirements for the general labor and professional qualities of an employee, indisputable advantages are received by those who are accustomed to work conscientiously, perform any work efficiently and on time, and possess the required knowledge and skills for this. A person with problems in intellectual and physical development, as a citizen, does not differ in the right to work from other members of society. But he needs special help in developing his abilities for work and realizing his rights to work with mutual benefit for himself and those around him.
The purpose of pedagogical activity- the formation of a free socially competent personality capable of self-development and self-realization using a systematic personality-oriented approach to the process of education and upbringing.
The purpose of individual pedagogical activity- to prepare schoolchildren for the independent performance of simple types of work of skilled labor in the conditions of modern production.
This goal is achieved by solving a series tasks:
Correction and compensation by means of labor training of shortcomings in physical and mental development;
To develop special labor skills in students;
Education of a motivated, vitally interested attitude to work;
Formation of appropriate personality traits (ability to work in a team, a sense of independence, self-affirmation, responsibility);
Preparation for productive work, which allows students who have graduated from school to work in production;
Actively promote spiritual growth and aesthetic development of students, to develop creative abilities.
Correction-developing tasks:
correct attention;
correction and development of coherent oral speech;
correction and development of mental processes (memory, attention, thinking);
correction and development of visual perceptions;
correction and development of tactile perception;
correction and development of fine motor skills of the hands;
correction and development mental activity students, emotional-volitional sphere;
develop vocabulary and develop practical skills to use it.
Educational tasks:
nurture interest in learning, the subject;
develop the ability to work in pairs, in a team;
cultivate independence;
educate moral qualities (love, hard work, the ability to empathize, etc.)
Implementation stages:
Diagnostic and prognostic;
Organizational and practical;
Corrective-generalizing.
Technology.
Pedagogical technologies are formed from various techniques, forms, methods, means used by the teacher to achieve the effectiveness of a single correctional and educational process at each lesson. A necessary condition for purposeful work on the formation of a positive attitude to work is the selection of various methods and techniques in order to eventually create an individual direction of one's pedagogical activity.
To create a positive attitude towards work, I use:
1.Health-saving technologies.
Health saving educational technologies most significant among all known technologies in terms of the degree of impact on children's health, they normalize the mental and physical state student, aimed at correcting motor development, muscle tone.
2. Person-oriented technologies.
Mastering the acquired knowledge by students in accordance with their capabilities and needs. Representing the freedom to choose a number of elements in the learning process. Formation of adequate self-esteem of students.
3. Information technology.
ICTs make it possible to adapt the educational process to the individual abilities of students with intellectual disabilities, various levels of complexity of the content of education.
The advantage of using the electronic method of working with information:
Consistency and consistency of information;
Thesis and informativeness;
Ease of returning to previous information;
Ability to add or correct
information;
Copyability;
Transportability.
When designing lesson I use a systematic approach that considers each object as a whole, having a certain structure and consisting of a certain number of interrelated components:
theme description
a system of goals (a triune didactic goal), including an educational aspect, an educational aspect, a developing aspect, a correctional aspect.
lesson type
lesson structure
forms of cognitive activity
teaching methods and tools
control system.
I design methods, forms and means of teaching in such a way that they are adequate to the goals for which they were applied. Applied forms of cognitive activity - group and individual. The teaching method is explanatory and illustrative. Teaching aids - visual (base maps, tables, products), handout
material.
Systems approach allows you to consider a specific lesson in the system of other lessons on each topic. I design the lesson as a system of models: the study of new material, the formation of skills, the consolidation and development of knowledge, skills and abilities.
In the systemic aspect, I consider control as external control(teacher control), mutual control, self-control. When evaluating practical work, I take into account technical and economic requirements - the quality of the work performed, the time spent, compliance with technology, compliance with labor safety rules and sanitary and hygienic requirements. With mutual control and self-control, he developed a special Handout(student handouts) in accordance with the student assessment criteria.
Cabinet of carpentry where I work complies with SanPiN standards. In the classroom, workplaces are equipped with workbenches that correspond to the growth of students.
For carpentry lessons, there are all the necessary tools and materials, woodworking machines are installed.
For more effective assimilation of educational material, there are samples of crafts and stands with tables.
A display of student work is on display.
In the carpentry workshop there are instructions on labor protection when working with hand tools; when working on drilling, turning, jointing and sawing, grinding, jigsaw, band saw machines. Sanitary and hygienic requirements for the organization of labor training for students in grades 5-9 are being met. Posters on safety measures when working with hand carpentry tools, rules of conduct in the training workshop were designed. There is a first aid kit, a powder fire extinguisher, a box of sand, an evacuation plan in case of a fire. The mode of ventilation and illumination of the office is observed, the ventilation in the workshop is in working condition.
Material and technical base of the carpentry workshop allows you to fully comply with the requirements of the educational standards of the curriculum. In recent years, new machine tools, workbenches, and modern tools have been purchased. It is comfortable, convenient and safe for both the teacher and the students to work in the workshops. The task that I am facing today is to preserve and increase what has been achieved, so that for many years the equipment installed in the workshops will serve for the benefit of the education and upbringing of the younger generation.
Ability to analyze pedagogical activity.
Analytical activities are directed to the analysis of:
the state of all educational activities;
training sessions and educational activities;
the results of the educational process;
the quality of students' knowledge;
attitudes of students to the subject;
general academic level skills and abilities for labor training;
results of individual work with students;
training sessions and educational activities of colleagues.
The effectiveness of educational activities.
The implementation of the educational programs developed by me, the use of pedagogical technologies in the framework of student-centered education and upbringing, the well-thought-out internal logic of the lessons, scientific approach and accessibility in the presentation of the studied material, giving lessons practical orientation, the use of a system of corrective and developmental exercises, the use of materials developed and designed by me for final certification enable me to achieve consistently positive student outcomes.
Definition of alumni:
Most of the graduates successfully continue their educational activities in technical lyceums, labor activity in construction companies.
Formation of key competencies of students:
To study the dynamics of indicators of the quality of students' learning, I annually conduct diagnostics of the general educational level of skills and abilities of students. The following levels of labor training were tracked:
Assimilation of theoretical material;
Orientation in the task;
Sample analysis;
Determining the type of wood;
Mastering the work plan;
Removal of dimensions;
Building a drawing;
markup;
Work with tools and materials;
Self-control;
Work report;
Error analysis;
Ability to compare;
The ability to generalize.
Perspectives.
To continue work on the formation of a positive attitude towards work in school and extracurricular activities among students as an effective means of developing the child's personality.
To achieve this goal, I set myself a number of tasks:
To teach and practice the skills of making simple products;
Expand vocabulary and horizons through thematic conversations;
Learn to navigate in difficult situations;
Develop creative abilities;
Develop the ability to analyze, compare (memory, attention, spatial imagination, fine motor skills of the hands, proportionality of hand movements);
To educate diligence, strong-willed personality traits (patience, perseverance, purposefulness); criticality, a sense of satisfaction from teamwork, a sense of mutual assistance and collectivism, independence in work.
In the classroom, use a variety of methods:
Reproductive activity (copying a technological method for the purpose of mastering it, performing an object according to a model, oral answers on theoretical questions);
Reproductive activity with elements of creative (search for alternative materials), ways to make crafts;
Creative activity(obtaining new knowledge by experience, achieving the same result in different ways, performing a completely new craft based on the studied technology).
3. Presentations on sections of the program.
4. The use of assignments - tests in the classroom.
The result of the work.
The result of my work is that students can independently produce simple products, they can independently describe a plan for the phased production of a product with the smallest details of the manufacturing technology of this product, and also perform labor techniques and operations using the necessary knowledge, experience in using equipment, tools and devices.
Students gained confidence in their knowledge, skills and acquired skills in the performance of the proposed tasks. And this means that the adaptation in the social environment of these children will be successful.
Literature used in the work.
Moscow: Education, 1969.
Special (correctional) programs educational institutions VIII species: 5-9 cells; At 2 Sat. / Ed. V.V. Voronkova. - M.: Humanitarian. ed. center VLADOS, 2012. - Sat.2. – 304 p.
Mirsky S.L. Methodology of vocational training in the auxiliary school. - M., Education, 1980.
Mirsky S.L. Methodology of vocational training in the auxiliary school. – Enlightenment, 1988.
Mirsky S.L. Individual approach to secondary school students in labor education. - M .: Pedagogy, 1990.
Mirsky S.L. Corrective orientation of labor education in auxiliary schools.// Defectology, 1986, No. 1.
Dulnev G.M. Fundamentals of labor training in the auxiliary school.
Zhuravlev A.B. Carpentry 5-6. Moscow: Education, 1989.
Zhuravlev A.B. Carpentry 7-8. Moscow: Education, 1989.
Tishchenko A.T. Technology. Technical labor. Textbook for students of educational institutions. 5th grade Moscow. Ventana-Graf, 2010
Samorodsky P.S., Tishchenko A.T. Technology. Technical labor. Textbook for students of educational institutions. 6th grade Moscow. Ventana-Graf, 2011
Samorodsky P.S. Technology. Technical labor. Textbook for students of educational institutions. 7th grade Moscow. Ventana-Graf, 2011
Tishchenko A.T. Technology. Technical labor. Textbook for students of educational institutions. 8th grade Moscow. Ventana-Graf, 2011
Technology. Ed. V.D. Simonenko. Grade 9 Textbook for students of educational institutions. Moscow. Ventana-Graf, 2011
A.N. Pereletov, P.M. Lebedev, L.S. Sekovets. Carpentry 10th and 11th grade special (correctional) school of the VIII type, Moscow. Vlados, 2011
B.A. Zhuravlev Carpentry. Tutorial for students in grades 5 and 6 of the auxiliary school. Moscow, Enlightenment, 1984
B.A.Zhuravlev Carpentry. Textbook for 7th and 8th grades of the auxiliary school. Moscow, Enlightenment, 1993
B.A. Zhuravlev Carpentry. Textbook for students in grades 5 and 6 of a special school. Moscow, Enlightenment, 1988
I.A. Karabanov Handbook of labor training. A guide for students in grades 5-7. Moscow, Enlightenment, 1992
G.I. Kulebakin Carpentry. Moscow, Stroyizdat, 1987.
YES. Skurikhin Thematic planning and lesson notes on carpentry in a special (correctional) general education school of the VIII type. A guide for teachers Grade 9. Moscow, Vlados, 2010
From the experience of a technology teacher
Let our mind and hands
Only miracles will be born
And the world will become more beautiful
From the wisdom of the creator!
The development of modern socio-economic relations in Russia requires a new quality education. It provides for the readiness and ability of graduates of educational institutions to bear personal responsibility, both for their own well-being and for the well-being of society as a whole. Technological education of schoolchildren should play an important role in achieving this goal. Existing for many years in Russian schools The labor training of students had both positive and negative sides. It should be noted that interest in labor education was not high, as it was not related to the needs and inclinations of students. They did not see the social and personal significance of their work. Traditional forms and methods of organizing labor training did not involve students in research activities most attractive to them. To arouse the desire to create, to think is a difficult and interesting task, especially since it does not have an unambiguous solution, and in each class one has to solve it anew, often finding new means and methods. Education is a mutual process, without the active efforts of the student, it is doomed to failure, no matter how wonderful the teacher is. Such a process requires a change in the position of the student and a rethinking of the pedagogical activity of the teacher.
Labor training, the successor of which is the educational field "Technology", from the very beginning of its introduction into general education school It was built on the basis of students' mastery of skills and abilities when working with various materials (paper, cardboard, fabric, wood and other materials) and making various, mainly household products from them. With the development of material production, its scientific and technical foundations, elements of mechanical engineering, electrical engineering, common ground engineering, technology and economics of production, the polytechnic principle of education was introduced. At the same time, there has always been a well-known tendency: to give students, even at the elementary level, a specific working profession (specialty).
Replacement in curriculum the subject "Labor training" in the subject "Technology" made the search for new content and teaching methods relevant.
On practice recent years I was convinced of the expediency and effectiveness of using the project method in the technological education of schoolchildren. The method of projects in the course "Technology" is understood as a method of organizing the cognitive and labor activity of students, which involves determining the needs of people, designing a product of labor in accordance with these needs, manufacturing a product or providing a service, assessing the quality of the research and the created product, determining the real demand for it in the market for goods and services.
The project method allows schoolchildren to develop such qualities as frugality, prudence, efficiency, sociability, etc. The emphasis in applying the project method is on the active education of children through the design and manufacture of products or the provision of services that someone needs in real life. The role of the teacher is to create conditions under which this will be possible.
The idea of introducing project technology allows you to go the way of learning together with children.
In technology lessons, what students discover or create as they develop their projects is only a simplified repetition of what has already been created by science - the point is that they discover facts that are subjectively new to them and build new concepts for themselves, and do not receive them as ready-made from a teacher or from textbooks.
We begin the implementation of project activities with the development of a project for the development of a large topic or a section of the program for a training course. I prepare a preliminary plan for the disclosure of the topic, students make their own adjustments. Then they are divided into microgroups, agree on the forms of summing up. The creative nature of the activity enhances the motivation for participation. Project technology allows you to solve a number of problems, namely, to put forward the topics of projects, to determine your position, to develop an independent view of solving the problem and at the same time understand the role and significance of group work.
How do we start working on this technology?
Individual work is the first step in creativity. The main condition is that students understand what is required of them. It will take time and patience!
You need to start with an example of a sample project that I show to the students.
After listening to students' opinions first about their own work, and then about the work of other students, I evaluate the contribution of each. Individual students, having received approval, will discuss, make suggestions, how to organize work, what needs to be done for this, how to use activities, skills.
The implementation of the project in an unusual, unexpected way will open up opportunities for "weak" students. Students will always support interesting ideas.
The complexity of the implementation of the design technology is to update the provision of the educational and methodological complex.
Complicated, but perhaps most interesting, is my organization of ideation work when designing products to meet the needs of a particular person or group of people. For example, a need has been identified: a mother needs a napkin, in which case it is possible to develop ideas for making a particular napkin.
In the organization of technological learning, the use of projects with elements of research, design and transformation activities increases the positive motivation for learning, makes the educational process meaningful and interesting.
A logical continuation of the lessons is the work of the children's association "Gift with your own hands." Classes in the association provide great opportunities for talented and enthusiastic children. In himthe main directions of modern technological education of schoolchildren are taken into account: the purposeful formation and development of a creative personality, the organization of creative activity of schoolchildren, motivation and stimulation of activity, control and self-assessment of activity, a sense of thrift and economy is brought up, since old things can be used in the manufacturing process of products.
The art of embroidery, patchwork is an art that has a long history and rich traditions around the world. Patchwork - bedspreads, blankets, pillows - can still be found in different parts of Russia. Artistic products of folk craftsmen, decorated with embroidery, are distinguished by the beauty of patterns, the harmony of color combinations, the perfection of proportions, each embroidered product meets its practical purpose.
The art of creating clothes from pieces of fabric, beautiful things that decorate a home, arose in Russia with the advent of chintz. Folk craftswomen with love, carefully selecting pieces of fabric, created unexpected, bright in color compositions that amaze today not only with their craftsmanship, but also with the amazing artistic taste inherent in folk creators. Embroidery is of great importance in the design of clothes and products that adorn our life. Thanks to the ability to embroider, we will be able to update our clothes, make them elegant, decorate and create useful things - a napkin, a panel, an apron, a pillowcase, a souvenir for a gift to our relatives and friends.
My work experience has shown that students, studying various methods of patchwork, embroidery and appliqué, first performed small, simple things in terms of the way they were made, and gradually moved on to more complex work.
Students learn the basic laws of composition and color science, get acquainted with traditional ornaments different peoples, master the basic techniques of working on a sewing machine and manually; first they work on ready-made samples, copying them, and then they start developing an individual project and make the product using the previously studied methods of connecting shreds and embroidery. Working with patches as elements of a mosaic, students put together various color compositions. They try to find the most rational solution, which stimulates their creative ingenuity. When creating a drawing, choosing it, creative abilities are developed, such as originality, productivity. When choosing the elements of the composition and assembling them, one develops flexibility in the choice of processing methods, the ability to improve the object by adding details. And the most amazing thing is that students who cannot draw make up a composition from fragments taken from their children's books. They intuitively select the fabric by color and structure and as a result get a unique decorative panel. It is here that the creative abilities of students, their creative potential, are revealed. What does the introduction of project technology contribute to? Experience proves that this implementation contributes to:
increasing personal confidence in the success of each participant in project-based learning, its self-realization;
developing teamwork skills in the classroom. (The ability not only to express one's point of view, but also to listen, understand another is important);
development of research skills (analysis problem situation, the implementation of the selection of the necessary information, the ability to build hypotheses, generalize, draw conclusions).
Based on 3 years of experience, it has been proven that the following techniques successfully stimulate the creative work of students:
creating a situation of entertainment, a situation of success;
creating a situation in which schoolchildren experience intellectual satisfaction with their originality.
I purposefully work on the formation of the structure of mental activity, focusing on:
the use of previously acquired knowledge and skills in the creation of a new model;
evidence of judgments;
possession of methods of comparison, comparison, generalization.
As experience shows, in the development of the cognitive sphere of students important role
plays the integration of technology lessons with other subjects. Using intersubject communications in the classroom and extracurricular activities, we contribute to the assimilation of technological, economic, environmental, entrepreneurial knowledge. The history of the names of certain concepts, the activities of inventors, the history of fashion - this is an incomplete list of issues that students are interested in. A good knowledge of literature, the Russian language, mathematics will allow you to correctly and accurately calculate formulas when building drawings for the basis of products, the art of drawing will help you create new models. The use of the national-regional component in "Technology" allows me to use the traditions of the Buryat people in the development of projects for the manufacture of textile and culinary products in my lessons.
In my work I rely on health-saving technologies. When performing practical work (and they take most working time of the lesson) I use a musical series and physical education minutes. This allows you to relieve the psychological stress of students.
The use of project technologies in teaching the subject makes it possible to build the educational process on the educational dialogue between the student and the teacher, take into account individual abilities, form mental and independent practical actions, develop creative abilities, and activate the cognitive activity of students.
In the process of teaching the subject according to the traditional method, attention was focused on the assimilation of basic knowledge and skills, and the education of a versatile personality and the development of the creative abilities of schoolchildren was often carried out spontaneously. Here, the authoritarian style of communication between the teacher and the students mainly prevailed.
Project-based learning has a number of advantages over traditional learning.
Firstly, the organization of the learning process is focused on the development of the student's personality. Secondly, the mastery of thought processes is defined as a comparison (when choosing a fabric for making a product, technological, operational, hygienic, aesthetic requirements are taken into account), classification (varieties of hand stitches and lines), generalization (fashion trends, styles and silhouettes of clothes). Thirdly, there is an interest in creativity, motivation increases personal growth, there is a desire to change oneself in better side. Fourth, the role of the teacher is changing. I act as an organizer of cooperation, a consultant, managing the search work of students.
When applying project methods, I offer students practical situations (often in the form of projects themselves, research exercises, design analyzes) so that they can develop their abilities and supplement their knowledge. In doing so, I provide students with the opportunity to do something, to be active in designing and manufacturing products, to explore, analyze, reflect, make decisions and implement them. Here we use the previously acquired knowledge and skills to solve practical problems.
In my work, I often use the main forms of organization educational process, contributing to the development of students' creative abilities: organization of exhibitions, demonstrations, master class; holding thematic competitions, mastering computer modeling.
RELEVANCE AND PERSPECTIVE OF EXPERIENCE.
The modern human society is characterized by the widespread introduction of progressive technologies in all branches of production. The technological stage of the development of society requires a change in the content of education, which makes it possible to better prepare schoolchildren for life. In this regard, technology change is an objective and natural process. The technology subject program is built on a modular basis, which ensures the integration of various activities necessary for students to achieve their learning goals. Each of the modules, as an independent unit of content, is a technological process of processing material or a group of works that are united by semantic and logical unity and are aimed at achieving complexes of a didactic goal.
The module covers the main aspects of modern production (technology, technology, economics and organization) in conjunction with natural (environmental) and social factors of labor activity.
The set of modules is not strictly mandatory, individual modules can be excluded, new modules are introduced, the sequence of their passage is changed so that the individual needs and capabilities of students, local production and labor traditions, the teacher's preparedness for certain types of work, material and technical school provision.
Thus, the prospect lies in the fact that block-modular technologies allow you to adapt the modules in connection with the needs of the time, the needs of parents and children, local production and labor traditions and peculiarities.
THEORETICAL BASE OF EXPERIENCE.
To accomplish the task, I use block-modular technology and the technology of project activities, which is described in detail in the works:
- Simonenko V. D., Tikhonova A. S. (Methods of teaching students Technology),
- Tkhorzhevsky D. A., Ghetto V. G. (Fundamentals problem learning in labor lessons)
- Tikhonov A. S., Sidorov O. V. (Creative potential of educational design),
- Pavlova M. B., Pitti D. (Educational area "Technology". Theoretical approaches and methodological recommendations - York: Technological and entrepreneurial education in Russia), Sopelnyak A. P. (Psychology of creativity // Inventor and innovator).
These papers provide specific examples of the following technologies:
- Problem learning technology.
- Technology of project activity.
- A differentiated approach to learning.
- Student-centered approach to learning.
NOVELTY OF EXPERIENCE.
The introduction of block-modular technology is due to the objectively existing need in society for the labor development of the younger generation. It is of particular importance for the full development of the personality of students, designed to instill in them diligence, to introduce them into the world of creative work. At the same time, the project method as the main connecting element of the program allows the teacher to qualitatively verify the content and correctness of the distribution of hours for the study of certain sections, optimally select, complete the necessary educational material taking into account the age characteristics of students and local special needs of production.
LEADING PEDAGOGICAL IDEA.
When implementing student-centered learning, I coordinate the educational process, observe, indirectly manage the activities of students, help in choosing decisions, activate students' independent activities, and diagnose the development of students' personalities.
Students unite in interest groups, plan their activities, apply tasks from other educational areas, engage in research work, carry out self-control and introspection, search for and choose research paths.
Among the forms of organizing educational activities, I use independent research work in the classroom and outside the classroom, discussions, brainstorming, interviews, consultations, competitions, project defenses.
The training is based on a project approach, which stimulates a more complete and lasting assimilation by students of vital general labor knowledge and skills, the education of diligence, commitment, responsibility and decency, the formation of conflict-free communication skills, a culture of behavior and reasonable handling of nature.
EXPERIENCE TECHNOLOGY.
The lessons are built according to the following structure of educational activities:
Stage 1 - educational and cognitive motive, the motive of one's own growth, one's own improvement.
Stage 2 - study task aimed at mastering the necessary knowledge and skills. These tasks include research, analysis, independent study certain phenomena, the construction of methods for studying and fixing the results of the study.
Stage 3 - learning activities with which students solve their learning tasks.
These include:
- selection of the problem from the goal of the training task.
- identifying a way to solve the problem.
- modeling ways to solve educational problems.
- concretization and enrichment of methods of action.
- control over the course and result of educational activities.
The principles that guide me in teaching.
- The principle of visibility;
- The principle of systematic and consistent knowledge;
- The principle of accessibility and affordability;
- The principle of conscious and active participation of students in the learning process;
- The principle of strength of students' knowledge;
- The principle of linking theory with practice, learning with life;
- The principle of scientific education.
In the content of training, I include students in the processes of designing, constructing, modeling and researching the project in activities. I provide an integrative basis for learning and the synthesis of knowledge by students in the process of implementing projects. Among the forms of organizing educational activities, I use independent research work in the classroom and outside the classroom, discussions, brainstorm, interviews, consultations, competitions, project defenses.
In doing so, I use three main forms of student organization:
- frontal;
- group;
- individual.
To develop mental abilities and interest in knowledge, I use the following teaching methods in practice:
Explanatory-visual (reproductive) method. This method covers: demonstration, lecture, study of literature, television broadcasts.
problematic method. Through this method, students acquire the skills of logical and critical thinking.
Partial search method. With this method, students get the opportunity to get acquainted with certain aspects of research work, while working independently in the design process.
Research method, through which students gradually learn the principles and stages of scientific research, study the literature, test hypotheses and evaluate the results.
It is advisable to combine the implementation of projects with the preliminary training of students with the necessary theoretical information, which is embedded in the project method.
The project method is a learning system, a flexible model for organizing the educational process. Design is a defining feature of modern thinking, it is an activity to implement changes in the environment. Project education is education that involves, on the one hand, the development of knowledge in the form of projects, and on the other hand, training in the use of old and the production of new knowledge in the form of new projects. The project method contributes to the formation of adequate self-esteem in students, raising their image in the environment, strengthening "I myself", "I will do it", "I can do it". Preservation and enhancement of the innate "independence" of the child is the most important task of educating the younger generation, which I try to solve in my lessons. For this I use different kinds visibility: natural, pictorial, three-dimensional and sound, symbolic and graphic.
Under verbal clarity, I use bright, figurative, lively speech that evokes concrete ideas in students. I have been working on this technology for nine years.
In the methodical piggy bank:
Block modules.
- Module one. Personal hygiene and home hygiene.
- Module two. Cooking elements.
- Module three. Flowers in the house.
- Module four. Family holidays.
- Module five. Weaving and weaving.
- Module six. Fabric processing.
- Module seven. Elements of engineering.
- Module eight. Elements of the home economy.
- Module nine. Fundamentals of entrepreneurship.
Thematic and lesson plans.
Lesson Topics:
Elements of materials science.
Elements of engineering. Working on a sewing machine.
Design and manufacture of a shoulder product based on a nightgown drawing.
Designing a nightgown and modeling a shoulder product based on it.
Didactic material:
Instruction card. Construction of a drawing of a one-piece apron.
Instruction card. Open the apron.
Instruction card. Production of a breast patch pocket.
Instruction card. Attaching a belt to a skirt.
Instruction card. Design and modeling of a skirt, apron, shoulder product with a one-piece sleeve and a set-in sleeve.
Instruction card. Collar design.
Cards for testing knowledge.
Patterns of an apron, a skirt, a shoulder product, collars.
For convenience and clarity, folders are designed for middle and senior level from the 5th to the 11th grade (career guidance work, project activities, hand embroidery, appliqué on a sewing machine).
A great help in the work is provided by the office, where there are all the necessary visualizations, didactic material has been accumulated and systematized, including:
- tables;
- reference schemes;
- bank of educational projects.
PERFORMANCE.
My work in this direction gives positive results:
- all students learn the state educational standard;
- 100% progress;
- the percentage of quality for the previous year for the all-class is 100%.
In April 2007, she participated in the city review-competition of educational workshops of municipal educational institutions, was awarded a diploma for 3rd place. She took an active part in the city exhibition of technology teachers dedicated to the beginning of the 2007-2008 academic year. In March, she participated in the city exhibition of dolls held at the art school. Awarded with a diploma for the preparation of the project "School newspaper: the community of participants in the educational process", which took 3rd place in the city action "I am a citizen of Russia". She developed and presented costumes for the participants of the city review - the competition "safe wheel" took the 3rd place in March 2007.
In April 2007, she prepared a speech "Block-modular teaching" for the school seminar.
For many years of conscientious work and in connection with the 10th anniversary of the Municipal Educational Institution "Secondary School No. 7" of the Education Department, she was awarded a diploma of the head of the city of Gubkinsky.
In September 2006-2007, she was appointed head of the city's MO of technology teachers.
In 2008, a student of the 4th grade Morozova Nastya took 3rd place in the city exhibition - a competition for collective creative works"Family of Russia". In May 2008, they received diplomas for participation in the second corporate festival "Fakel", Noyabrsk, Morozova Nastya, Gavrilyuk Alexandra, Gavrilyuk O. A. In the city competition of youth projects and creative works "Rainbow of Professions" in the nomination Decorative and Applied Creativity Alexandra Gavrilyuk awarded with a diploma for 1st place.
For cooperation in the field of vocational guidance of minors and for active participation in the competition of youth projects and creative works, she received a letter of thanks.
In November 2008, a 9-B grade student Ksenia Gilemkhanova became a winner in the city technology Olympiad.
For participation in the district competition of arts and crafts and art "The universe of children's creativity" dedicated to the 90th anniversary of the state system of additional (out-of-school) education of children, she was awarded a diploma. Salekhard 2008.
For the presentation of her teaching experience at the All-Russian Festival "Open Lesson" she was awarded a diploma in the 2007-2008 academic year.
I consider it a big part of the merit of my work that the choice of the profession of the students of our school goes in the direction of technology. Two graduates Leshik Olga and Bondarenko Irina graduated from college with honors and received the profession of pastry chef.
I pay great attention to the health-saving direction.
ADDRESS DIRECTION.
The experience of working on this technology can be used by teachers of labor education in general education schools, both in the general education class and in the specialized one; vocational school teachers.
LABOR COST.
The beginning of mastering something new is always difficult, and therefore time-consuming, both for the teacher and for the students. There is also a lack of literature, both educational and methodical, which takes a lot of time to collect information. Everything comes with time and experience. If, starting from the 5th grade, the material is collected bit by bit less capacious, then by the 11th grade, students successfully cope with more complex block modules.
They are well versed in the selection of literature, distributing the stages of work among the members of the group.
- The displacement is called the vector connecting the start and end points of the trajectory The vector connecting the beginning and end of the path is called
- Trajectory, path length, displacement vector Vector connecting the initial position
- Calculating the area of a polygon from the coordinates of its vertices The area of a triangle from the coordinates of the vertices formula
- Acceptable Value Range (ODZ), theory, examples, solutions