Organization of communication of younger schoolchildren in extracurricular activities. Organization of extracurricular activities of schoolchildren (by type)
Introduction
Chapter 1. Theoretical basis extracurricular activities junior schoolchildren
1 Essence and content of extracurricular activities
1.2 Models for organizing extracurricular activities
3 Forms of organization of extracurricular activities of younger students
Chapter 2. Organization of interaction between school and family in extracurricular activities of younger students
1 Organization of work with parents in the artistic and aesthetic direction
2 Features of the organization of work with parents in the sports and recreation area
3 Features of the organization of the competition "Dad, Mom, I - a sports family" as one of the forms of achieving educational results in the sports and recreation area
Conclusion
Bibliography
Attachment 1
Appendix 2
Introduction
Currently, the actual problem is the interaction of the family and the school in extracurricular activities. Since the family and the school are two main and equal subjects of education and socialization of the individual during childhood and adolescence. Speaking about the relationship between the school and the family, first of all, it is important to note that they should be based on the principles of interconnection, mutual continuity and complementarity in educational activities. Not delimiting functions, not reducing the responsibility of the family, but deepening the educational process by including the teaching staff in it is the only correct way to improve the quality of education and upbringing. The parent community should feel like a colleague of the teaching staff in the development and implementation of specific educational tasks, programs pedagogical impact taking into account the contingent of this educational institution and his family environment.
The basis of any interaction is the realization of the needs of its participants. It is obvious that production, socio-political institutions are very far from the problems of free development of a person's personality, while the main interests of the family and educational institutions in the development of the personality and the socialization of the child objectively coincide. Another thing is that the complexities and contradictions of real life, as well as established traditions, as a rule, breed these most important for the development of the child's personality. social institutions on opposite sides of it. That is why generalization, analysis of features and further interaction between the family and educational institutions in the interests of the development of the child's personality are relevant.
From all of the above, we can say that the topic of interaction between the school and the family in the extracurricular activities of younger students is relevant.
The object of this work is the extracurricular activities of younger students.
The subject of the course work is the interaction of the school and the family in extracurricular activities of younger students.
The purpose of the course work: The study of the interaction of school and family in extracurricular activities of younger students.
The following tasks follow from the purpose of this course work:
To study and analyze the psychological, pedagogical, methodological literature on this topic;
To reveal the essence of the organization of extracurricular activities in primary school;
To identify the features of the interaction between the school and the family in the extracurricular activities of younger students;
Develop a plan for extracurricular activities to organize the competition "Dad, Mom, I'm a happy family"
In this course work, methods such as analysis and synthesis of literature, abstraction, concretization, generalization were used.
Chapter 1. Theoretical foundations of extracurricular activities of younger students
.1 Essence and content of extracurricular activities
Many schools under extracurricular activities accept additional education or traditional club work. Regardless of who organized it, it can be considered part of extracurricular activities only if its goals and objectives, methods of organizing activities are aimed at achieving meta-subject and personal results determined by educational program schools.
For additional education the main thing is the organization of children's activities, their favorite thing, which fully meets the internal needs of the child. The formation of meta-subject results in additional education necessarily has a subordinate significance. Therefore, not all additional education is an extracurricular activity.
Distinctive features extracurricular activities is: the content of extracurricular activities is based on the study of the interests and needs of children of different age groups, it is possible to take into account the needs and interests of children and their families; extracurricular activities are built on the conditions of voluntary participation, activity and amateur performance of children; the psychological atmosphere in the extracurricular activities is informal, which contributes to the formation of equal relations between children and teachers based on common interests and values.
A high level of interpersonal relations between the teacher and children is assumed; students are allowed to move from one group to another (by subject, level intellectual development, head teacher).
Based on this, extracurricular activities are purposeful educational activities organized in their free time (many teachers understand this phrase as the second half of the day) for the socialization of children and adolescents of a certain age group, the formation of their need to participate in socially significant practices and self-government, creating conditions for the development of significant positive personality traits , realization of their creative and cognitive activity in various types activities, participation in meaningful leisure.
If extracurricular activities are rationally used by a student, then each child acquires the ability to:
Adequately assess yourself, your individual characteristics and capabilities;
Reliably navigate the natural and social world;
It makes sense to make independent decisions;
Accumulate experience in individual and collective activities (creative, performing, reproductive);
Apply the experience gained in your life;
Directions of extracurricular activities
Sports and recreation direction
General cultural direction
Social direction (project activity)
General intellectual (scientific and educational direction)
Sports and health direction
Provides the formation of the foundations of a healthy and safe lifestyle among primary school students is one of the priority goals. The knowledge, skills and abilities acquired at the lesson of physical culture should subsequently be consolidated in the system of independent forms of classes. exercise: morning exercises and hygienic gymnastics before lessons, physical education minutes and outdoor games at breaks and during walks, additional classes. learning activities in the sports and health direction helps to enhance the health effect achieved during active use schoolchildren mastered knowledge, methods and physical exercises in physical culture and recreation activities, daily routine, independent physical exercises.
General cultural direction
The problem of forming a conscious citizen with strong convictions rightfully stands at the forefront of ideological and moral education and is the main problem of education in general. It is important to educate early years collectivism, exactingness to oneself and each other, honesty and truthfulness, perseverance, diligence, the need to benefit others. Without assimilation of the norms of relationships, it is impossible to form social activity, in the process of development of which there is an increase in the level of self-determination of the child, an expansion of his understanding of his place in the system of relations “I and my peers”, “I and adults”, “I and society”. The direction of extracurricular work associated with the general cultural direction can be represented by the following types of activities: social creativity, volunteer activities, labor activity, etc., taking into account the resources available, the desired results and the specifics of the educational institution. The general cultural direction of schoolchildren is already in primary school should teach children independence in organizing their own individual, group and collective activities.
Scientific - cognitive (general intellectual) direction
Extracurricular cognitive activity of schoolchildren can be organized in the form of electives, circles of a cognitive orientation, scientific society students, intellectual clubs (like the club "What? Where? When?"), library evenings, didactic theaters, educational excursions, olympiads, quizzes, etc.
The acquisition by students of social knowledge, understanding of social reality and everyday life can be achieved only if the object cognitive activity children will become the actual social world, i.e., knowledge of the life of people and society: its structure and principles of existence, norms of ethics and morality, basic social values, monuments of the world and national culture, features of interethnic and interfaith relations.
Project (social) direction
How a student can apply his knowledge, how competent he is in a broad extracurricular context, his future self-determination depends. It is not only the ability to acquire and apply knowledge, it is communication skills, skills of self-control and self-assessment, development of creative abilities.
Independent or managed project activity of younger students helps to realize their creative potential. Any attempts to thematically limit the project activity of students within the framework of the academic subject or the organizational framework of the lesson (mini-projects of students as a form of independent work) are a substitute for the ideas of using the project method in the educational process. In the process project activities the younger student uses the acquired knowledge, chooses certain learning activities.
Military-patriotic direction
Military-patriotic education at school is an integral part of a complex and multifaceted process of personality formation. Its basis is the formation and development in children of devotion to the Motherland and pride in it in any economic and political situations.
1.2 Models for organizing extracurricular activities
When organizing extracurricular activities of students, an educational institution uses the possibilities of educational institutions of additional education for children, organizations of culture and sports. Currently, there are four main models for organizing extracurricular activities in a comprehensive school.
The first model is characterized by a random set of circles, sections, clubs, the work of which is not always combined with each other, the connections with school-wide life are also situational and fragmentary. All extracurricular work and extracurricular activities of the school are completely dependent on the available human and material resources; strategic line of development of the organization of children's activities in the afternoon is not adjusted. Unfortunately, so far this is the most common model. But even this option of organizing extracurricular activities at school makes some sense, since it contributes to the employment of children and the definition of the spectrum of their extracurricular interests.
The second model is distinguished by the internal organization of each of the structures available in the school. educational system, although the unified system is not yet fully operational. Nevertheless, in such models there are original forms of work that unite both children and adults (associations, creative laboratories, expeditions , hobby centers, etc.). Clubs, circles, studios similar in profile can be combined into club centers operating according to a single program. However, these centers exist in the school in isolation; connections with general school work are also fragmentary. Quite often, in such schools, the field of additional education becomes an open search area in the process of updating the content of basic education, a kind of reserve and an experimental laboratory.
The third model for organizing extracurricular activities can be built on the basis of close interaction between a general education school and one or more institutions of additional education for children or a cultural institution - a center for children's creativity, a club at the place of residence, a sports or music school, a library, a theater, a museum, etc. Such cooperation should be carried out on a regular basis. A school and a specialized institution, as a rule, develop a joint program of activities, which largely determines the content of extracurricular activities in a given school. The fourth model of organization of extracurricular activities in a modern school involves a deep integration of basic and additional education of children. The definition of the content of their activities and ways of organizing it is based on common conceptual ideas that ensure the development of the institution as a whole. This is an educational complex, a school-club, a communal-type school.
1.3 Forms of organization of extracurricular activities of a younger student
In the scientific and methodological manual Grigoriev D.V. “Extracurricular activities of schoolchildren. Methodical constructor” it is recommended to organize the following forms of organization:
The level of education in the type of extracurricular activities Acquisition of social knowledge by the student Formation of a value attitude to social. reality Gaining experience of independent social action1. FictionRole-playing gameBusiness gameSocial modeling gameCognitive Cognitive conversations, subject electives, Olympiads.Didactic theater, public review of knowledge, intellectual club “What? Where? When?" Children's research projects, out-of-school activities of a cognitive orientation (student conferences, intellectual marathons, etc.), school museum-club 3. Problem-value communication Ethical conversation Debates, thematic debate Problem-value discussion with the participation of external experts leisure communication) Cultural trips to theaters, museums, concert halls, exhibitions Concerts, dramatizations, festive "lights" at the class and school levels Leisure and entertainment events for schoolchildren in the society surrounding the school (charity concerts, tours of school amateur performances, etc.) 5. Artistic creativityArtistic creativity circlesArt exhibitions, art festivals, performances in the classroom, schoolArtistic actions of schoolchildren in the society surrounding the school6. Social creativity (socially transformative volunteer activity) Social tests (initiative participation of the child in social events organized by adults) KTD (collective creative work) Social project 7. Labor (industrial) activity Design classes, circles of technical creativity, home crafts productive games ("Post Office", "City of Masters", "Factory"), children's production team under the guidance of an adult Children-adult educational production8. Sports and health activities Classes in sports sections, conversations about healthy lifestyles, participation in health procedures. School sports tournaments and health promotions Sports and health promotions for schoolchildren in the society surrounding the school9. Tourist and local history activitiesEducational excursion, tourist trip, local history clubTourist trip, local history clubTourist and local history expedition Search and local history expedition School Museum of Local Lore
Many schools under extracurricular activities accept additional education or traditional club work. For additional education, the main thing is the organization of children's activities, their favorite thing, which fully meets the internal needs of the child. Distinctive features of extracurricular activities are: the content of extracurricular activities is based on the study of the interests and needs of children of different age groups, it is possible to take into account the needs and interests of children and their families.
Currently, there are four main models for organizing extracurricular activities in a comprehensive school.
In the scientific and methodological manual Grigoriev D.V. “Extracurricular activities of schoolchildren. Methodological constructor" it is recommended to organize the following types of extracurricular activities at school: gaming, cognitive, problem-value communication, leisure and entertainment activities (leisure communication), artistic creativity, social creativity (socially transformative volunteer activity), labor (industrial) activity, sports and recreation activities, tourism and local history activities.
Chapter 2. Organization of interaction between school and family in extracurricular activities of younger students
2.1 Organization of work with parents in the artistic and aesthetic direction
after school student sports competition
The purpose of the artistic and aesthetic direction is: the formation of culture, as part of the overall spiritual development of all participants in the educational process.
Artistic and aesthetic activity may have the following content:
familiarization with the national and world heritage;
stimulation of the emotional and value attitude of students and parents to the national culture;
organizing the activities of students and parents in creative matters.
In the artistic and aesthetic direction, the participation of parents will allow an informal approach to organizing excursions to exhibitions in museums, theaters, and concerts. In this direction, it is proposed to organize exhibitions of the works of parents, a concert with the participation of parents, a performance where parents and students play the main and secondary roles.
There are standard forms of interaction between the school and the family in the artistic and aesthetic direction:
Excursions;
Visiting museums;
Collective creative affairs;
Watching performances, films;
Along with the standard forms of interaction in the sports and recreation area, non-standard ones are offered, i.e. rarely used in school:
Participation in exhibitions and amateur art competitions;
Organization of circles, sections, clubs by parents.
2.2 Features of the organization of work with parents in the sports and recreation area
The purpose of the sports and health direction is: the formation of a healthy lifestyle ideology among students and their parents through the interaction of the school, the student and his family.
Sports and recreation activities may have the following content:
involvement of parents in joint sports and recreational activities;
conversations with parents about the importance and necessity of a healthy lifestyle;
ensuring the safety and strengthening of the health of students, teachers and parents by creating safe and comfortable learning conditions.
In schools, traditionally, you can plan the following activities:
"Health Day" together with parents;
competitions "Mom, dad, I am a sports family";
thematic parent meetings "For a healthy lifestyle" with the involvement of specialists who reveal the features of catering and hardening of schoolchildren;
"Tourist's Day" with the involvement of relatives for short trips and long excursions;
"Skier's Day", within which family competitions will be held;
Meetings of the family health club with the organization of a joint field trip.
There are standard forms of interaction between the school and the family in the sports and recreation area:
Travel trips with parents;
"Health Days" with parents. Thematic days, for example, "Tourist's Day", "Skier's Day" Decade "For a healthy lifestyle"
Competition "Dad, Mom, I am a sports family"
Thematic parent meetings, conferences.
In addition to standard forms of interaction in schools, non-standard ones are also offered:
Family health and fitness club. The club as a socio-pedagogical phenomenon is a unity of diversity, the integration of cognitive, developing, communication activities parents and children, which is based on the free search for ways to form a healthy lifestyle, interest in physical culture, creativity
Competition "The best sports class of the school"
2.3 Features of the organization of the competition "Dad, Mom, I - a sports family" as one of the forms of achieving educational results in the sports and recreation area
The competition “Dad, Mom, I am a sports family” is held to strengthen the “family-school” ties aimed at fostering a healthy lifestyle.
Competition is a method of directing the natural need of schoolchildren to rivalry and priority on the education of qualities that are necessary for a person and society. Competing among themselves, schoolchildren quickly master the experience of social behavior, develop physical, moral, aesthetic qualities. Especially great importance has competition for those who are lagging behind: by comparing their results with the achievements of their comrades, they receive new incentives for growth and begin to make more efforts.
Organization of a competition is a difficult task that requires knowledge of the psychology of education, compliance with a number of important conditions and requirements, among which we note the following.
Instructions for the competition "Dad, Mom, I - a sports family" for the teacher:
Prepare a competition plan. Think over all the stages, the opening ceremony and awards. Decorate the gym with balloons, flags and fun posters. Be sure to make a list of children who will participate in the competition. Choose relays that are age appropriate. Develop a system for calculating results and penalty points.
Depending on the type of competition, select the necessary sports equipment - balls, light dumbbells, jump ropes, mats, mini-gates. Place the inventory so that it is convenient to take it<#"justify">Conclusion
The purpose of the course work was to study the interaction between the school and the family in extracurricular activities of younger students. To achieve the goals set, the psychological, pedagogical, methodological literature on the research problem was studied and analyzed. The essence and features of the organization of extracurricular activities of a junior schoolchild in the field of interaction between the school and the family are revealed.
Thus, we can conclude that the organization of extracurricular activities of younger students is an obligatory part of the educational process at school. Extracurricular activities increase the space in which students can develop their creative and cognitive activity. The new Federal State Educational Standard assumes that in elementary school, studying subjects, a student at the level of his age must master the methods of cognitive and creative activity.
As a result of the theoretical research the features of organizing work with parents in the sports and recreation area were considered and a summary of the event of the competition "Dad, Mom, I - a sports family" was developed. This form of sports and recreation direction at school is focused on achieving the second level, i.e. formation of a value attitude to social reality.
The practical significance of this work lies in the fact that the developed methodological materials can be used in the educational process by elementary school teachers, students in extracurricular practice. educational work.
As a result of this course work, the goal and objectives were implemented in full.
Bibliography
1.Bayborodova L.V. Extracurricular activities of schoolchildren in groups of different ages / L.V. Baiborodova.- M.: Enlightenment, 2013.-177p.
.Bragutsa A.V. Development of cooperation between younger schoolchildren in extracurricular activities / A.V. Braguta // Primary school.- 2011.- №6.- p.53-55
.Grigoriev D.V. Extracurricular activities of younger students. Methodological constructor: A guide for the teacher / D.V. Grigoriev, P.V. Stepanov.- M.: Enlightenment, 2010.- 223p.
.How to organize a competition [ electronic resource], Access mode:#"justify">. Malenkova L.I. Theory and methods of education / L.I. Malenkova.- M.: Pedagogical community of Russia, 2004.- 480s.
.Methodological advice on the organization of extracurricular activities of primary school students. Access mode: #"justify"> Attachment 1
sports holiday
“Dad, mom, I am a sports family!”
For sports there are no borders and distances! It is understandable to the peoples of all the earth! He is the property of our entire planet! Sport gives happiness of friendship and love!
Goal: Strengthening the ties "family - school", aimed at fostering a healthy lifestyle.
Objectives: 1. Promote a healthy lifestyle, promote family involvement in physical education and sports;
To educate children and parents of positive emotions from a joint event;
To carry out the relationship in the physical education of children between the school and the family;
Event scenario
Leading. Good afternoon dear friends! Today we are holding a sports festival "Dad, Mom, I am a sports family." We have a family holiday, in which not only children, but also their parents will take part.
It's great that we have a desire to make friends with each other and it's nice to see people with a kind, friendly smile and a happy look. And if it's a family - it's doubly nice.
At all times, people have striven for a healthy lifestyle, wanting to know the limits of their capabilities, not being afraid to challenge fate. And often came out victorious. And this is sport: life, health, risk, search, victory.
Today, family competitions of the most daring and resolute, the most resourceful and cheerful are being played out before your eyes.
But it does not matter who becomes the winner in our rather comic competition, and there will definitely be a winner, the main thing is that we all feel the atmosphere of the holiday, the atmosphere of goodwill, mutual respect and understanding.
And since we have competitions, it means that there should be a jury, strict and fair. Moderator: And now we will get acquainted with the main actors our sports festival. Let's welcome them. (Called families _______________________)
Look - we have gathered here whole class, Together with us dads, moms. Dads left the sofas, Moms left the pans, And they put on their suits. Moderator: We think that our participants are ready to take part in the competition. Let's say hello to our teams again. Let's start the competition.
We have a large supply of ventures, And all of them, friends, are for you! And now, without delay, we begin the competition. First competition. Cheerful family. In this relay race, dads start first. At the signal of the judge, the dads run to the CS (control post), run around it and come back. They take the mother’s hand together with the mother, run to the CS without disengaging their hands, run around her, return, take the child’s hand and the three of them run to the CS and back. While running, you can not disengage your hands. The team that finishes the competition first without violating the rules wins.
Inventory: Rack.
Second competition. Winter-winter-winter.
The team (father, mother and child) get on their skis and, at the signal of the judge, move to the CS. Bypass it and come back. The team that finishes the relay first wins.
Inventory: skis Leading: When you go to storm the relay race, Victory is not very visible to us. But all the same, we will reach victory, No fluff to you, team, no pen!
(Judges count the results of two competitions, the performance of school athletes)
Third competition. "Relay with a balloon - a well."
At the referee's signal, the first participant (child) leads the balloon with a stick. Near the CS without the help of hands (only with the help of a stick) drives the ball into the bucket. Then he takes the ball with his hands and runs, passing back the baton to the next participant (mother). Mom does the same, and then dads do the same. The team that finishes the relay race the fastest without breaking the rules wins.
Equipment: clubs, balloons. Fourth competition: Carrying balls.
They sit one after another on the bench (child, mom, dad), balls (6 balls) lie in front of them in a hoop. At the signal of the referee, the child takes one ball and carries it to the hoop, which lies near the CS and puts the ball into it, then returns back. Mom does the same, but with only two balls. Then dad runs with three balls, puts them in a hoop, and comes back. He takes the mother and child by the hand, together they run to the hoop with balls, the father takes all 6 balls and runs back, and the mother and child help to carry them.
Equipment: hoops, balls
Host: While the judges are counting the results of past competitions, we will watch the performance of the school athletes. Fifth competition. Tourist fun (crossing, spider). Mom and dad hold a gymnastic stick and carry the child on it to a certain mark (the child weighs on a stick not touching the floor), having reached the mark (hoop), the parents lower the child into the hoop, leave the gymnastic stick, take the “spider” and three of them with the “spider” » run to the CS, run around it and return to the mark. They leave the “spider”, take the gymnastic stick and carry the child back Inventory: gymnastic stick, hoop, “spider”
Leading: To make the test more interesting, We complicated the competition, So as not to get three into trouble, We will give one jump rope
Sixth competition. interaction and solidarity.
A child with a handkerchief in his hands stands at the start line. Mom and dad with their legs tied and hugging their waists, at the signal of the judge, run to the COP and back. They run up to the child, take a scarf and with their free hands tie a scarf on the child’s head. After the child takes the ball and in the “cuttlefish” position moves to the KS, takes the ball in his hands and runs back. Mom and dad untie their legs during this time and decide who will run with a hoop and who will jump with a rope. Deciding dad (mom) go to the CS and rotate the hoop, run back, mom (dad) jump rope to the CS, run back. The team that finishes the competition first wins.
Equipment: handkerchiefs, hoop, jump rope
Leading. So the last competition of our sports festival has ended and while the jury is summing up the results, I will play a game with the audience. I read riddles and you solve them.
I wake up early in the morning Together with the ruddy sun, I fill the bed myself, I quickly do .... (exercises).
Not offended, but inflated. They lead him across the field, And they will hit him - nothing at all. Do not keep up with .... (ball).
There is a cry on the ice platform, A student rushes to the gate. Everyone shouts: “Puck! Hockey stick! Bey! A fun game .... (hockey).
Two birch horses Carry me through the snow. These red horses And their name is .... (skiing).
Who will catch up with me on the ice? We are racing. And it’s not the horses that carry me, but the shiny ones ... (skates).
I took two oak bars, two iron runners. I stuffed planks on the bars. Give me snow. Ready ... (sled).
On a clear morning along the road Dew glistens on the grass. Feet go along the road And two wheels run. The riddle has an answer. This is my ... (bike).
Host: Well done! You guessed them very well, but I think it's time to give the floor to the jury. Now we will find out whose family today has become the best, friendly and athletic.
(The jury sums up the results of the competition. Certificates and prizes are awarded.
Appendix 2
extracurricular activity"Dad, mom, I am a sports family"
rallying "families", involving students in systematic classes physical education and sports; contribute to the formation of a healthy lifestyle, values in family relationships, the formation personal qualities(love, mutual assistance, friendship, solidarity).
Create a cheerful and joyful mood for children and their parents.
Develop physical qualities: endurance, speed, reaction force.
To carry out the relationship in the physical education of children between the school and the family.
Event progress
Hello dear guests! We welcome you to the sports festival "Dad, Mom, I am a sports family!" Today we have family teams visiting us: (team name). Our teams are very excited, let's greet them with applause.
Music sounds, commands come out.
Starts are waiting for you ahead.
And the teams are all strong. Let's shout together, kids.
Everyone, everyone, everyone.
Physical training!
Today we have a jury at the sports festival that will evaluate your results. Without a jury, we are nowhere, Who will evaluate you then. Follow the teams, Do not write a lot of fines.
competition: "Representation of teams"
Each team introduces itself.
Competition: "Guess"
Opposite each team are letters, on command everyone runs to the letters. From these letters it is necessary to compose the expression "Cheerful starts". The team that wins a short time will form an expression.
competition "Baron Munchausen"
A fabulous traveler, he loved to fly on the core, so you have to overcome the distance from the start line to the cone and back, holding the ball between your knees. The team that completes the task faster wins.
Who helps at the construction site? And he unloads the wagons, Very strong guys, they will help you when you need it.
competition: "Movers"
Near each team there are baskets in which there are 2 small stuffed balls for a child, 2 medium stuffed balls for moms, 2 large stuffed balls for dads, and in front of each team there are empty baskets. On command, everyone carries one ball: a child, mom, dad, and so on until all the balls are transferred to an empty basket. The team that completes the task the fastest wins. Whose family is the fastest? Only here they are waiting for success. We will tell you how to jump, And we will help and tell you.
competition: "Merry relay race"
On command, a child jumps on a hop, then mom rides an inflatable horse, and then dad runs in a foam diaper,
While the jury will sum up the results for 4 competitions, the teams will have a rest, and we will play with the audience.
What ball sports do you know?
What is the beginning and end of a run called? (start, finish)
What equipment do judges use? (whistle, flag, cards)
What animal lives in the gym? (goat)
Hula hoop is it? (hoop)
How is hockey played? (hockey stick)
The floor is given to the jury.
competition: "Nimble couple"
Ahead is a child in hoops, holding a hoop in his hands. Mom and dad hold on to the hoop, while they pinch the balloon with their foreheads.
On command, they all run together to the landmark and back. The team that completes the fastest wins.
7 competition "General cleaning"
Opposite each team, a pile of sawdust is poured. On command, the child, holding a scoop and a broom, runs up to this hill and sweeps, sawdust, runs back and pours into a bucket, then mom, holding a rag in her hands, runs and wipes the floor where he lay, sawdust, dad, holding a bucket in his hands , a broom, a rag runs around a landmark.
The team that completes the task faster wins.
competition "Hockey players"
Opposite each team are five cones at a distance of 1 meter. On command, dad, holding a stick in his hands, circles the cones with a snake with a tennis ball, then mom, a child.
The team that completes the task faster wins.
competition: "Caterpillar"
Each team becomes a sports caterpillar, on command they move to the landmark and back. The team that completes the task faster wins.
competition "Song"
Each team sings a sports-themed song. And now summing up the results of all competitions, while the jury is conferring, we will all watch the musical number together. The floor is given to the jury, the winners of the teams are called, the song “I, you, he, she is a friendly family together” sounds.
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State budget educational institution
Luhansk People's Republic
"Kirov Secondary School No. 2"
APPROVE
Director of GBOU secondary school No. 2
T.V.Kurasova
"____" _________ 2016
Working programm extracurricular activities
"School of communication"
(for students in grades 1-4)
implementation period: 1 year
Kirovsk
2016 - 2017 academic year Year
Explanatory note.
At present, the education of a free, creative, initiative, responsible and self-developing personality is among the most pressing issues of education. Without such a personality, successful social development is impossible. priority goal Russian system education is the development of students: personal, cognitive, general cultural. The personality of the student becomes the center of attention of pedagogy. To achieve this goal, the Federal State Standard of the second generation has been developed, which provides for the section "Extracurricular activities" in the curriculum of educational institutions in various areas of personality development.
Extracurricular activities are an integral part of the educational process and one of the forms of organization of students' free time. Extracurricular activities are understood today mainly as activities organized during after hours to meet the needs of students for meaningful leisure, their participation in self-government and socially useful activities.
The School of Communication program was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education and implements a social direction in extracurricular activities in grades 1-4. The main purpose of this course is the formation of communication skills and a culture of behavior of students in the primary grades, the development and improvement of their moral qualities, an orientation towards universal human values, the development of students' self-awareness, personal development each, rallying the improvement of the class team as a significant socially - psychological group.
Most children with learning and behavioral difficulties are characterized by frequent conflicts with others and aggressiveness. Such children do not want and do not know how to admit their guilt, they are dominated by protective forms of behavior, they are not able to constructively resolve conflicts.
In our classes, we correct the emotional and personal sphere of children, develop their skills of adequate communication with peers and adults. The program is designed to promote the harmonization of children's relations with the environment, their socialization.
When working with younger students, we prefer the group form of conducting classes. This age is a very favorable time to start such work.
In the classroom, students not only gain knowledge of how to communicate, but also practice the application of various modes of behavior, master the skills effective communication.
We place a lot of emphasis on discussion in class. various situations, group discussions, role playing, creative self-expression, self-examination and group testing.
The course involves active involvement in creative process students, parents, teachers, educators.
Meaningful ideas of the program:
The most productive and human-worthy ways of people interacting with each other are cooperation, compromise, mutual concessions, which is impossible without the ability to communicate, negotiate, overcome oneself;
The ability to live in a team, if the children are engaged in common, exciting activities for them, if there is a friendly atmosphere in the class, if everyone strives to understand themselves and the other and at the same time knows how to make a worthy individual decision and follow it;
The ability to make a worthy decision is an independent and responsible choice made by specific person, based on her individual interests and capabilities and on the interests and capabilities of others;
It is impossible to make an independent choice, which is required from a person of a certain personal maturity, without a meaningful initiative and a certain competence;
The ability to be independent is a holistic manifestation of a person. Individuality is manifested in it, the past is reflected, the future of the student is projected.
Program goal: formation of knowledge, abilities and skills of cultural communication and norms of behavior.
training in communication and cooperation skills;
the formation of the skills of speech etiquette and culture of behavior in younger schoolchildren;
development of communication skills in the process of communication;
introduction to the world of human relations, moral values, personality formation.
formation of a stable positive self-esteem of schoolchildren.
It is very important that the daily life and activities of schoolchildren are varied, meaningful, and this course makes it possible to do this.
Program construction principles:
a ) personality-oriented principles (the principle of adaptability, the principle of development, the principle of psychological comfort);
b) culturally oriented principles (the principle of a semantic attitude to the world, the principle of the indicative function of knowledge, the principle of mastering culture);
in) activity-oriented principles (the principle of relying on previous development, the principle of learning activities, the principle of a controlled transition from activities in a learning situation to activities in a life situation, the principle of a controlled transition from joint educational and cognitive activities to independent activities).
Forms of work:
Games (plot - role-playing, verbal, games - dramatization)
The story of the teacher and children
Reading works of art
Exercises of imitative - performing and creative nature
Storytelling
Observations
Examination of drawings and photographs modeling and analysis of given situations of improvisation
Discussions
Research
Collective creative affairs;
Competitions, exhibitions
Communication training
Observation of students for events in the city, country
discussion, play problem situations
Watching and discussing movies, cartoons
Class mode: The program is designed for 33 hours a year with classes once a week, the duration of the lesson is 40 minutes. The content of the circle meets the requirement for the organization of extracurricular activities.
Number of students - 15-20 people.
The program determines the content and organization of the educational process at the level of primary general education.
This course allows you to create the following universal learning activities(UUD):
regulatory- providing the ability to solve problems that arise in the course of communication, when performing a number of tasks in a limited time;
cognitive- if necessary, extract information from various sources, draw logical conclusions;
communicative- when using dialogue, joint creative activity, presentation, through training, defend one's point of view, logically substantiate one's conclusions;
personal- when choosing a topic for a lesson, cultivating a tolerant attitude towards other decisions.
The formation of these UUD at primary school age will help the student to adapt and prepare for life in modern society.
Forms of accounting for the evaluation of planned results:
Observation
Diagnostics:
moral self-esteem;
ethics of conduct;
relation to life values;
moral motivation.
Questioning students and parents
Planned results of work.
Planned results are determined by the tasks set above and are guided by the following criteria.
1. Changes in the student's behavior model:
- manifestation of communicative activity in obtaining knowledge in dialogue(to express their opinions, analyze the statements of the participants in the conversation, add, provide evidence); in monologuesaying(story, description, creative work);
Compliance with the culture of behavior and communication, the right relationship; manifestation of goodwill, mutual assistance, sympathy, empathy;
active participation in altruistic activities, manifestation of independence, initiative, leadership qualities;
creating conditions for real socially valuable activity and ensuring the formation of really effective motives.
2. Changes in the scope of knowledge, expanding horizons in the fieldmorals and ethics:
- the use of the information received in the lessons in extracurricular and extracurricular activities;
a brief description of(statement of judgments) of universal human values and a conscious understanding of the need to follow them;
Objective assessment behavior of real persons, heroes of works of art and folklore in terms of compliance moral values.
3. Changes in the motivational and reflective sphere of personality:
- the ability to objectively assess the behavior of other people and their own,
The formation of self-control and self-esteem: actions to control situational behavior, the impulse to change it in time; the ability to "see" their shortcomings and the desire to correct them.
Thematic planning 1 Class
№ P/ P | Name of sections, topics | Total hours | Lesson objectives |
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theoretical part | Practical part |
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Learning Together | |||||
Awareness of the child's social roles |
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I look like | Give the concept of "appearance" (clothing, hairstyle, posture, gestures, facial expressions, speech). Significance for a person's appearance. Show the need to take care of your belongings and the ability to maintain order in your workplace at school and at home. Differences in the behavior of girls and boys. |
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I will tell about myself | Awareness of one's individuality, one's dissimilarity to other people from the first days of life |
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My behavior | To give the concept of "complement", about its meaning for a person, the ability to make complements to each other, to understand one's character. |
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How rich is a man | Explain the concepts of "wealth", "character", "chest". The wealth of a person is in his knowledge, readiness and ability to people, his country. |
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My feelings | Acquaintance with the various feelings of a person, his senses, the development of empathy. |
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My mood | |||||
Ethics in my life | Give the concept of "ethics", correlate it with the concept of "label". "Label" of the behavior of each person. Ethics is the rule of conduct and attitude towards other people and towards oneself. Introduce the rules of etiquette and the golden rules of ethics. |
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My school etiquette | The concept of "etiquette" and "rules of conduct in the classroom." Show the necessity of these rules for the organization of the lesson. plot role-playing game"I'm in class." |
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Why be polite | |||||
Tale of courtesy | The concepts of "fairy tale", "politeness", "act", "good deed", "bad deed", "dragon inside a person". |
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Good and evil in fairy tales | Explain the concepts of "good - good", "evil - bad", "fairy tale". To show that good always triumphs over evil, because nature, animals, and people help this victory. |
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Your actions and your parents | Explain the concepts of "parents", "respect for parents." Show why it is important for people to appreciate good deeds, to show care and attention to their parents. |
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Responsibilities of the student at school and at home | The concept of "duty". Responsibilities at school and at home. Show the need to perform duties. Responsibilities towards parents, teachers, school, class. |
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you and your health | The concepts of "health", "daily routine", "personal hygiene". Daily routine and strengthening of human health. Doctor Aibolit's advice. |
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holiday etiquette | Give the concept of "holiday", "holiday in the classroom", "emotions", show how these concepts correlate with the understanding of the emotional world of a person. Knightly Tournament of Courtesy. |
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Rules of conduct in public places | |||||
Our class | Give the concepts of "class", "class team". The need for polite communication and mutual assistance in the classroom. |
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My parents are the best | Give the concepts of "attention", "care", "sensitivity", "compassion". Prove the need to pay attention to the mood and condition of loved ones. |
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Learning to communicate | Give the concepts of "dialogue", "communication", "respect". Rules of etiquette in communication with peers. Rules of etiquette in dealing with adults. Role-playing games. |
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We are all different | Explanations of the concept of "tolerance". Self respect and respect for others |
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I can communicate. | |||||
Total hours |
Thematic planning Grade 2
№ P/ P | Name of sections, topics | Total hours | Lesson objectives |
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theoretical part | Practical part |
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Learning to live together | |||||
I am among people. | What is a person. Formation of man and the environment. Concepts "I", "we", "they". General and distinctive in these concepts. Role-playing game "I and other people." |
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Who am I and how do I look. | Moral concepts "I", "appearance". Why do people look different from each other. Face, clothes, facial expressions, gestures, speech. Accuracy, neatness, frugality - respect for a person to himself. Personal hygiene. |
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I am a person | The concepts of "personality", "individuality", "uniqueness". External and internal world of a person. I am my character, my knowledge. My behavior is up to me. |
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Me and my roles | The concept of "role" in cinema, theater, life. My roles today are who I am in this world. Rules of etiquette and communication in my roles at home, at school, on the street. |
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Good and evil in fairy tales | Good and evil deeds and their consequences. Lies, fiction, fantasy in fairy tales (exaggeration, understatement). Good and evil in human relations. The main thing in fairy tales - the victory of good over evil. |
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What hinders communication | The main barriers to communication and the reasons for their elimination. |
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My mood | Teach children to treat the emotional world of a person with understanding. |
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Responsiveness and kindness. | |||||
Holidays in a person's life. | The concept of "holiday", "holiday". Holiday etiquette rules. School and class holidays. Gifts and their importance in human life. How to behave in a public place |
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Attitude towards elders | |||||
Why be polite | The concepts of "politeness", "habit", "good behavior", "deed", "good deed", "bad deed", "dragon inside a person". Politeness is the most necessary and necessary human habit. |
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Bad alone. | The need for human communication and the cruelty of loneliness. To reveal in an accessible form the idea that speech is the most important means of communication. |
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Speech etiquette | The concepts of "tone of voice", "speech", "communication". The specifics of speech communication. The difference between spoken language and written language. Speech and attitude of a person to people. Respectful verbal communication. Jokes. Reflection of character in speech. Facial expressions, gestures, posture and human behavior. Reflection in facial expressions, gestures, postures of a person of his character and attitude towards people. |
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Comrades and friends | The concepts of "comrade", "friend", "master". Features of their use in communication between people. Loyalty and disinterestedness in friendship. |
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Ability to communicate. | |||||
What's in your name? | The concepts of "first name", "surname", "patronymic", "nickname", "nickname". Relation by name to classmates and friends. Name and relationship to the person. |
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You are me | Awareness of oneself and classmates, how to relate to them |
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Another man. Tolerance | Generalization of children's ideas about their I, support for a positive attitude towards another person. Role-playing games. |
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The other person's mood | The development of empathy (the ability to put oneself in the place of another person, to feel the situation, the world as this person perceives them, and thus understand his problems), strengthening the humanistic orientation of children. |
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I understand you | Development of the need and skill to pay attention to the mood and condition of loved ones. |
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Our family. | Awareness of the concept of "family", that the family is people connected by WE - feeling and responsibility for each other. |
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Our class | |||||
We agree. | Reinforcing the desire of children to negotiate, to develop an agreement of the class "We agreed that ..." |
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To consolidate the main ideas of the course: I am an individuality, YOU are I (all people are interdependent, my I am the richer, the more heat comes from me to other people). |
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I can communicate. | Summarize course knowledge. Role-playing games. |
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Total hours |
Thematic planning3 Class
№ P/ P | Name of sections, topics | Total hours | Lesson objectives |
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theoretical part | Practical part |
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Learning to live together | To interest younger students in extracurricular activities. Diagnostics of the level of upbringing. |
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ABC of ethics. Basic concepts of ethics. | The concepts of "ethics", "good", "evil", "bad", "good". Introduce and learn the rules of etiquette at school. |
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I look like. | The concepts of "appearance" and "inner world" of a person. Show that the appearance depends on the attitude of a person towards himself and his character. The appearance of a person forms the attitude of others around him. |
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I am a person. My roles | The concepts of "personality", "individuality". Purpose of a person in life. my roles. Features of the development of a boy and a girl and their social roles. |
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Attitude towards elders | Family, parents, relatives (brothers, sisters, grandparents). Relationships between generations in the family. Manifestations of love and respect, care, compassion, help in the family. Resentment. Why should the older generation be respected? The need to learn kindness, sensitivity, attention. |
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moral tales | The concepts of "evil", "good", "life", "customs", "traditions". Show how people's lives are reflected in fairy tales. Fairy tales are "recipes for behavior" in the name of goodness and justice on earth. Heroes of fairy tales and heroes of life, similarities and differences. |
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Our class | Strengthen We - a feeling in the classroom, awareness of the concept of "WE" |
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Man and his name. | The concepts of "first name", "surname", "patronymic", "nickname", "nickname". It is not the name that paints a person, but deeds and deeds. A moral act as it can and should be. Immoral act. |
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Me and my friends. | The concepts of "friend", "comrade", "buddy", "acquaintance". The role of friendship in human life. friendship in the classroom. Can we be friends? Together we are happier, together we are twice as strong. Role-playing game |
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Loyalty to the word. | The concepts of "word", "loyalty to the word", "honor". Loyalty to the word as a character trait. Is it possible (and is it necessary) to always be true to the word you have given. The story "Honestly". (Discuss with students.) |
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Speech etiquette | The concepts of "speech", "dialogue", "story", "dispute". To study the concepts of "etiquette", "rules of speech etiquette". Speech etiquette and demeanor (gestures, facial expressions, posture). |
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Ability to communicate. | The concepts of "communication", "respect", "politeness", "tact". Phone rules. Rules of communication when exchanging opinions. Role-playing games. |
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Etiquette in public places. | The concepts of "politeness", "tact", "delicacy". How do I listen to music? Rules of conduct at a concert, theater, museum and cinema. Business game "You are in the theater and the museum." |
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Culture of communication. | The concepts of "culture", "culture of behavior", "rules of decency", "cultural", and "uncivilized" behavior. Business game "Learning the culture of behavior." |
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Responsiveness and kindness. | The concept of "kindness". Kindness and responsiveness in fairy tales and in human life. What does it mean to be a kind person? Why does evil exist? |
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I get to know myself and others | Generalization of children's ideas about their I, support for a positive attitude towards another person. Role-playing games |
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Forms of moral evaluation and self-esteem. | The concepts of "assessment", "moral assessment", "self-assessment", "act". Attitude towards oneself and others. Explain the concepts of "quarrel", "scandal", "conflict". Man's responsibility for his actions. Solving moral problems. |
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How a person makes a decision. | Realization that not every decision is expedient. Conscious choice |
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Emotions and behavior. | The concept of "emotions". The influence of emotions on behavior and the identification of communication features. |
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I am learning to be independent. | The concept of "algorithm", "student", "teacher": each person is both a teacher and a student: he learns to do something on his own, looking at other people, and helps them become independent. |
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Holiday etiquette. | The concept of "holiday". Celebration at school and in the classroom. Holiday etiquette rules. |
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I am in various life situations | |||||
Communication barriers. | |||||
I can communicate | Summarize course knowledge. Role-playing games. |
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Total hours |
Thematic planning4 Class
№ P/ P | Name of sections, topics | Total hours | Lesson objectives |
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theoretical part | Practical part |
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Learning to live together | To interest younger students in extracurricular activities. Diagnostics of the level of upbringing |
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Culture of behavior and tact | Appearance of a person. Inner world person. Culture of behavior. Tact. Bad and good behavior. Cultural person. Politeness. Polite attitude to those around you. The game "Polite or impolite" |
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Communication culture | Give the concepts of “communication”, “feelings”, “mood”, show that each person is individual, but he lives among other people, that appearance, attitude towards other people, behavior at school and at home depend on themselves and is expressed in their communicating with other people. |
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Speech etiquette | To give the concepts of “communication”, “speech”, to show that in communication the main thing is not so much speech as the tone of voice, postures, gestures that give speech special shades that express the attitude of one person to another and to oneself. |
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Feeling, mood and character. | Give the concepts of "will", "willpower", "character" (positive and negative), "mood", "feeling". A person should own his feelings and his mood, try to understand the feelings and mood of others. |
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school etiquette | Give the concepts of "etiquette in public places", "etiquette in the dining room", "etiquette at recess", conduct business games "we are in the dining room", "we are at recess", "we are at school". |
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Man's actions and character | Give the concept strong character”, “weak character”, bad and necessary habits, “action”, the role of actions in the formation of character. |
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Moral relations in the team | Give the concepts of "respect", relations between people, "types of relations between people" (acquaintances, friendly, comradely, friendly). Moral rules. |
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Greetings and introductions | Give the terms "greeting", "acquaintance". Forms of greetings, greetings among the peoples of different countries; communication will be pleasant only when the rules of acquaintance and greeting are carried out benevolently. |
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Behavior in public places | Give the concepts of "street", "transport", "cafe". The basic rules of etiquette and the attitude of a person to people on the street, in transport, cafes, places of rest. Basic rules of etiquette in a cafe. |
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Moral attitude in the family | Give the concepts of "family", "parents", "grandmother", "grandfather", "sisters", "brothers", "family tree". Rules of communication in the family. Responsibility for each other. |
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I am responsible for my actions | Give the concepts of "responsibility", "responsible", "irresponsible" ny": every person is responsible for his behavior. |
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How to resolve conflict | Give the concepts of "conflict", "tolerance", "character". Role-playing games to resolve conflict situations. |
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Strong man | To give the concepts of "spirit", "soul", "self-consciousness", "strong person": awareness of what the strength of a person is, and mastery of key words. |
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How to influence the behavior of another person | The concepts of "argument", "persuade": understanding the importance of persuasive argumentation of one's opinion |
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Decisive behavior | The concepts of "resolute", "decisiveness": decisive behavior is characteristic of an independent person. Working out the situation of success. |
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I am in various life situations | behavior in different situations. Development of adequate mature behavior. |
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Communication barriers | Finding out the reasons that interfere with communication, finding ways to establish interpersonal communication. |
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Communication styles | Definition of the main styles of communication and their characteristics. |
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Etiquette dialogues, speech habits | Definition of the concept of "monologue", "dialogue". Speech habits, profanity in speech. |
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Can I listen. | The development of listening skills. Active listening method. |
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Trust in communication | The importance of trust in human life. Trust as a factor of harmonious and productive dialogue. |
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Tolerance in communication. | The concept of "tolerance". Self-respect and tolerance towards people. |
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I can communicate | Summarize course knowledge. Role-playing games. |
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Total hours |
LITERATURE
Anikeeva N.P. Teacher about the psychological climate in the team. -M., 1988.
Belopolskaya N.G. Psychological studies of the motives of educational activity in children. - M., 1999.
Vasilyeva-Gangus L. "ABC of politeness", M., 1984;
Venetskaya A.B. The regional component and the formation of a culture of communication among younger students // Primary school plus before and after / / No. 2 - 2007.
Gin S. I. Prokopenko I. E. “The first days of a child at school”, Moscow, 2000.
Derekleeva N.I. Directory class teacher. Moscow, 2008.
Klyueva N.V., Kasatkina Yu.V. We teach children how to communicate. Character, communication. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1997. - 240 pp., ill.
Lavrentieva L.I. "School and moral education of the individual",
"Head teacher of elementary school", No. 5, 2004.
Maksimenko N.A. Practical course for teaching younger children school age basics of communication.//Companion of the class teacher. Grades 1 - 4.// - Volgograd: Teacher, 2007.
Savova M.R. Improving the culture of speech as a factor in the development of personality. //Primary school// No. 6 - 2008.
Sorokoumova E.A. Communication lessons in elementary school. - M: ARKTI, 2007.
Khukhlaeva Olga: Path to your Self. Psychology lessons in elementary school (grades 1-4). Workbooks 1,2,3,4 class.-Genesis, 2014.
Yudina N.A. "Towards." The program of education of the communicative culture of schoolchildren // Class teacher// No. 3 - 2007.
I am in the human world. / Ed. B.P. Bitinas. M., 1997.
CONSIDERED
methodical association
primary school teachers
head of the MO
L.N. Barannikova
Protocol
No. ______ from ______________
AGREED
Deputy Director for UVR
Deinichenko T.A.
Organization of extracurricular activities of schoolchildren (by type).
Organization of cognitive activity of schoolchildren. Extracurricular cognitive activity of schoolchildren should be organized in the form of electives, circles of a cognitive orientation, a scientific society of students, intellectual clubs (like clubs ʼʼWhat? Where? When?ʼʼ), library evenings, didactic theaters, educational excursions, olympiads, quizzes, etc. .
At first glance, it may seem that all these forms in themselves make it possible to achieve first level results(acquisition by schoolchildren of social knowledge, understanding of social reality and everyday life). However, this is not entirely true. This level of results will be achieved only when the object of children's cognitive activity is the social world itself.
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That is, great place here will be given to the knowledge of people's lives, knowledge of society: its structure and principles of existence, norms of ethics and morality, basic social values, monuments of world and domestic culture, features of interethnic and interfaith relations.
Moreover, not only and not so much fundamental knowledge will be important here, but those that a person needs for a full-fledged living of his daily life, for his successful socialization in society. How to behave with a person in a wheelchair, what can and cannot be done in the temple, how to search and find the necessary information, what rights a person has in a hospital, how to dispose of household waste safely for nature, how to pay utility bills correctly, etc. .P. The absence of even this elementary social knowledge can make the life of a person and his immediate environment very difficult.
Within the framework of extracurricular cognitive activity of schoolchildren, it is also possible to achieve second level results(formation of positive attitudes of children to the basic values of society). To do this, a valuable component should be introduced into the content of the cognitive activity of schoolchildren.
In this regard, teachers are recommended to initiate and organize the work of schoolchildren with educational information, inviting them to discuss it, express their opinion about it, and develop their position in relation to it. This should be information about health and bad habits, about moral and immoral acts of people, about heroism and cowardice, about war and ecology, about classical and popular culture, about other economic, political or social problems of our society. The search for and presentation of this information to schoolchildren should not complicate the teacher, because it can be found in a variety of subject areas of knowledge.
When discussing this kind of information, it is recommended to initiate and support intragroup discussions. Οʜᴎ allow a teenager to relate his own attitude to the issue under discussion with the attitudes of other children and can contribute to the correction of these relationships - after all, the opinion of peers that is significant for adolescents often becomes a source of change in their views on the world.
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At the same time, thanks to discussions, schoolchildren will gain experience of behavior in a situation of diversity of views, they will learn to respect other points of view, to correlate them with their own.
As an example, let's name several potentially controversial topics from different fields of knowledge:
- Using animals for experiments: scientific imperative or human cruelty? (biology)
- Can science be immoral? (physics)
- Is economic growth in the world an absolute boon for people? (economy)
- Do small peoples need to strive to preserve their language and culture? (geography)
- Do you agree with the words of I. Karamazov ʼʼIf there is no God, then everything is allowedʼʼ? (literature)
- Reforms of Peter I - a step towards a civilized society or violence against the country? (story)
- Is aggression in cinema and on television dangerous for society? (art), etc.
The value component will be introduced into the content of the cognitive activity of schoolchildren even when the teacher focuses the attention of children on moral problems associated with discoveries and inventions in any field of knowledge. For example, you can draw the attention of schoolchildren who are fond of physics to the dual significance for humanity of the discovery of a method for splitting the atomic nucleus. With students interested in biology, you can touch on the problem of genetic engineering and consider the ethical aspect of cloning. Students can also focus on environmental impact the discovery of cheap methods for the manufacture of synthetic materials, the humanitarian consequences of the Great Geographical Discoveries for the peoples of the New World, etc. Where do new scientific discoveries lead: to an improvement in human conditions or to new victims? Teachers are encouraged to raise and discuss such problems together with schoolchildren.
A positive attitude of a schoolchild to knowledge itself as a social value will be developed in him when knowledge becomes an object. emotional experience. The most successful forms here may be, for example: school intellectual club ʼʼWhat? Where? When?ʼʼ (here knowledge and the ability to use it become the highest value for the participants of this game, unique in its impact on mental education), didactic theater (in which knowledge from various fields is played out on stage, and therefore becomes emotionally experienced and personally colored ), a scientific society of students (within the framework of the NOU, research activities schoolchildren, the search and construction of new knowledge - knowledge of one's own, sought, suffered).
Achievement third level results(acquisition by the student of the experience of independent social action) will be possible provided that the interaction of the student with social subjects in an open social environment is organized.
This can happen most effectively when the children and the teacher conduct certain socially oriented actions.
For example, some meetings of a circle of lovers of literature can become a factor in acquiring the experience of social action for schoolchildren, if, for example, they are held from time to time for pupils of orphanages or residents of nursing homes.
As part of the work of a club for book lovers or evenings of family reading, socially oriented events can be held to collect books, for example, for a library located somewhere in the outback of a rural school.
As part of subject circles, schoolchildren can engage in the production of visual aids or handout for training sessions at school and donate them to teachers and students.
The activities of subject electives can become socially oriented if its members take individual patronage over underachieving students of lower grades.
In this regard, the activities of members of the scientific society of students are recommended to focus on the study of the microsociety surrounding them, its topical problems and ways to solve them.
- ʼʼHow to improve the quality of drinking water at school?ʼʼ,
- ʼʼEndangered Species of Our Region: Strategies for Rescueʼʼ,
- ʼʼWays to resolve conflicts and overcome aggression in school and familyʼʼ,
- ʼʼ Chemical composition popular children's drinks and health issuesʼʼ,
- ʼʼMethods of energy saving at school and forms of energy-saving behavior of students and teachers œeyʼʼ,
- ʼʼThe attitude towards the elderly among the residents of our microdistrictʼʼ...
Similar Topics could become topics for student research projects, and their results could be shared and discussed in the community surrounding the school.
Organization of problem-value communication of schoolchildren. Problem-value communication, unlike leisure communication, affects not only the emotional world of the child, but also his perception of life problems, his values and meanings of life, confronts him with the values and meanings of other people.
Problem-value communication of schoolchildren should be organized in the form of ethical conversations, debates, thematic disputes, problem-value discussions.
For achievement first level results(acquisition by schoolchildren of social knowledge, understanding of social reality and everyday life) the optimal form ethical conversation.
Ethical conversation - ϶ᴛᴏ is not a teacher's lecture on moral issues. This is a detailed personal statement of the initiator of the conversation addressed to the listeners, imbued with genuine emotions and experiences and necessarily aimed at obtaining feedback from listeners (in the form of questions, answers, remarks). The subject of communication here is moral conflicts presented in real life situations and literary texts.
A well-organized conversation is always a flexible combination of programming and improvisation. The teacher should have a clear idea and the ability to keep the main thread of the conversation, and at the same time - different scenarios for the development of communication.
For example, when discussing with pupils the topic ʼʼDoes the end justify the means?ʼʼ, giving historical and literary examples of different answers to this complex question, the teacher must lead the students to try on this question for themselves. In particular, at a certain point in the conversation, he can introduce a conflict addressed to one of the participants in the conversation: “This is the situation: you have an idea that is very dear to you and that you dream of implementing. But there are people who do not share this idea and oppose its implementation. If they continue to persist, you will fail. How will you deal with these people?ʼʼ
After listening to the answer of the child (perhaps several children), the teacher can offer him (them) several scenarios of behavior, for example: a) force these people to obey your will, without wasting time on empty, unnecessary chatter; b) try to convince them, and if it doesn’t work out, do everything in your own way; c) try to find a “weak spot” in each of the opponents and act through it; d) listen to the objections of opponents, try to come to a common opinion with them, and if it doesn’t work out, then postpone the implementation of your idea.
And then the teacher should be ready for different scenarios of continuing communication with active participants in the conversation in front of the rest of the listeners. So, if one of the students chooses the options ʼʼaʼʼ or ʼʼvʼʼ, it is extremely important to try to bring the child to the consequences of the decision. When choosing the answer ʼʼbʼʼ, it is extremely important to show the student that his decision is just a delay in action. At the same time, the teacher must understand that such a choice is a sign of a certain struggle between the desires to implement the idea and avoid negative consequences for others, and it is worth ʼʼhooking onʼʼ for this and helping the child to deepen his thoughts. If the student chose the option ʼʼgʼʼ, then you can ask him to give a detailed justification for his choice in order to understand how this choice is meaningful and sincere.
As part of an ethical conversation, the main channel of communication is the Teacher-Children. This form does not imply active communication between schoolchildren (the maximum allowable is the exchange of children with short remarks). And without defending my opinion in the face of another, especially a peer (he is equal to me, in this regard, in case of failure, it is difficult to attribute it to superiority in age, experience, knowledge), it is not easy to understand whether I am ready to seriously answer for my words? In other words, I appreciate what I affirm, or not.
You can understand this, for example, by participating in debate. This educational form is able, if used correctly, to achieve second level results- the formation of positive attitudes of the student to the basic values of our society and to social reality in general.
educational technologyʼʼDebateʼʼ is very popular today and has been repeatedly described in pedagogical literature. For this reason, we will focus on the main thing. There are two sides in the debate: the affirmative (team that defends the topic of communication) and the negative (team that refutes the topic). The topic of communication is formulated as a statement. The purpose of the parties is to convince the judges (experts) that your arguments are better than those of your opponent.
Debates are arranged according to the role principle: the participant can defend before the judges the point of view that he does not share in reality. It is here that the powerful educational potential of this form lies: by selecting evidence in favor of a point of view that is not initially close to me, by listening and analyzing the opponent’s arguments, one can come to such a serious doubt in one’s own attitudes that one comes face to face with the extremely important value self-determination . At the same time, the playful nature of communication also has the main catch: the participants in the debate are not faced with the task of moving to practical action, and a certain frivolity of what is happening is felt by almost everyone.
The task of transition to practical action initially faces the participants problem-value discussion. The whole discussion is structured in such a way that a person faces a choice: to act or not? It is this educational form that is designed to contribute to the achievement third level results– obtaining by schoolchildren the experience of independent social action.
The purpose of the problem-value discussion is to launch the adolescent's social self-determination and prepare him for independent social action. The subject of such a discussion are fragments and situations of social reality. It is obvious that self-determination will go the more successfully, the more specific, close and interesting these fragments and situations are for adolescents.
At first glance, for a young person, there is no closer and more intuitive social context than the context of urban (rural, village) life. And at the same time, there are no special places and spaces where a teenager could deepen his understanding of the life of his "small motherland". It turns out that this social context, being the closest, is perceived by adolescents very superficially. It is in connection with this that the key topic of problem-value discussions should be ʼʼYouth participation in the life of the city (village, settlement)ʼʼ.
In preparation for the problem-value discussion, it is extremely important to conduct local sociological studies that identify the most interesting for schoolchildren. social topics. For example, in one of the schools ᴦ. Moscow, the following list of topics was formed:
1. Realization of the interests and needs of young people in the field of leisure, culture and sports in Moscow.
2. Adequacy of the arrangement of the urban environment (architectural appearance, street landscapes, recreational areas) to the needs and aspirations of the younger generation.
3. Productive employment and youth employment in Moscow.
4. Relationships between youth groups in Moscow.
5. Transport problems of the city: the role and place of the younger generation in their solution.
6. The role and place of youth in the information space of the city.
7. Availability of quality education for the youth of the capital.
8. The position of young Muscovites in the matter of preserving the cultural heritage of the capital.
9. Ecology of Moscow and the position of youth.
In order to set such topics in a problematic way and make them open for understanding and discussion, it is extremely important to prepare a package of texts related to the life of the city (village, settlement) that would problematize the perception of adolescents of these topics.
Problem-value discussion is a group form of work. The teacher in this form builds the work of the group as a sequence of a number of steps.
First step - organization of the child's "meeting" with the social situation as a problem.
If the social situation is not built as a problem, then it can become not so much an object of understanding as an object of knowledge of the child, perceived by him as a learning task. Then there will be no inclusion of understanding as a universal way of mastering the world by a person, in which, along with theoretical knowledge, essential role play direct experience, various forms of practice and forms of aesthetic comprehension.
A universal means of constructing a situation that meets the requirements of semantic content, comprehensibility, problematicness, and value is a text (in our case, a text describing a social situation).
At the same time, as practice shows, the very fact of schoolchildren's "meeting" with the text does not always and not for all of them develop into a situation of understanding the meaning of the text. Someone was able to ʼʼreadʼʼ the text, extract the main meaning and connotations; someone saw the text from one point of view, extracted the main meaning and did not find additional ones; Some didn't understand the meaning of the text at all.
In such contradictory conditions, a new step is required from the teacher in the direction of strengthening the child's understanding of the text. The means for this step is problematization as a special work of the teacher to identify contradictions in the content of messages, methods of work and the goals demonstrated by the child.
First of all, after an understanding ʼʼreadingʼʼ of the text by teenagers, you can invite one of them to express their understanding or misunderstanding, thereby putting the rest in a situation of choice - to agree or disagree with what was said. Next, you can ask the students to express their attitude to the position expressed.
Secondly, the teacher can, to the already manifested understanding (misunderstanding), deploy questions to his ʼʼdoubtʼʼ.
Thirdly, the teacher can demonstrate, act out a lack of understanding of the opinion expressed by the student, prompting him to clarify, deeper substantiate the position.
Fourthly, the teacher can agree with the expressed point of view, and then draw absurd conclusions from it (here it is extremely important to avoid statements that can offend a teenager).
Fifth, in the absence of any statements, the teacher can provoke them by presenting on his own behalf a rather radical understanding of the situation (here one cannot cross the ethical line).
The problematization implemented by the teacher should lead schoolchildren to the realization of ʼʼ weaknessesʼʼ their point of view, to attract new means of understanding. At the same time, it is extremely important to keep the situation of problematization steady until a meaningful conflict between positions arises, into which a significant number of participants will be drawn. At the moment, the teacher must transfer his activity from the problematization plan to the plan organization of communication.
Communication here is special - positional. Unlike the classical discussion, where the subject is focused mainly on expressing his opinion and convincing others of its truth, in positional communication the subject seeks the place of his position among others: he determines the positions with which to cooperate, with which it is extremely important to conflict, and those that cannot be interacted with under any circumstances. And all this is ʼʼweighedʼʼ on the scales of the upcoming social action.
The teacher is also included in positional communication. At the same time, there is a real danger that his position will be dominant in the system of children's positions (for example, because of high authority). To avoid this, the teacher must form his own personal and professional position as an organizer of positional communication. In a personal projection, this is a position adult, in professional projection - this is the position reflective manager.
The ego-state Adult, together with two other ego-states - the Parent and the Child - forms, according to E. Berne, the personality matrix of a person. Unlike the Parent and the Child, who look to the past, to experience, to memories, the Adult makes decisions based on the situation that exists now, at this moment, here-and-now.
The position of the reflexive manager is alternative to the position of the manipulator. Its essence is the organization of reflection among schoolchildren and the "maintenance" of the situation of self-determination and independent thinking about their problems. Manipulation will be ʼʼpicking upʼʼ, reflexive ʼʼshapingʼʼ and using the activity of others for your own purposes.
the main objective positional communication of schoolchildren - ʼʼʼʼ their breakthrough into a different context of understanding the meaning: not only I - Text, as at the first stage of work, but I - Others - Text. In the process of communication with each other and with the teacher, they, in fact, for the first time clearly discover that their own understanding is not only not the only one, but also insufficient, that it must be enriched with other understandings and, in turn, enrich others. Awareness of this can serve as the basis for the desire of schoolchildren to consider different positions for a full understanding of the meaning of the social situation and the transition to independent social action. It is in the power of the teacher to contribute to the deepening of such awareness, which requires organization of reflection by teenagers on the results of the discussion.
The organizing role of the teacher here includes providing students with a choice of any form of fixing a reflexive position (answers to questions, continuation of unfinished sentences, interviews, etc.) and its expression (oral, written, artistic-figurative, symbolic), and also maintaining the dynamics of reflexive processes. It is wonderful if the teacher manages to involve external experts in the discussion (and especially in reflection) - representatives of the society that the students are discussing. Their presence and opinions are the most powerful factor in increasing the social significance of what is happening.
The stage of reflection completes the process of interaction between the teacher and students in the problem-value discussion. At the same time, in its ideal representation, this interaction does not stop, it continues in the minds of the participants. According to Yu.V. Gromyko, ʼʼleaving the community, the individual takes with him an attempt to independently reproduce the communityʼʼ. Leaving the real process of interaction with the teacher and peers, the student takes with him an attempt to reproduce it independently in other circumstances of his own life. Now he is capable of social self-determination, because he has mastered its most important components - understanding, problematization, communication, reflection.
Organization of tourist and local history activities of schoolchildren. Tourist and local history activities of schoolchildren should be organized by teachers in the form regular circle, optional or museum classes, and in the form irregular local history excursions, weekend trips, multi-day health trips, category sports trips, local history expeditions, field camps, rallies, competitions and preparations for them, local history Olympiads and quizzes, meetings and correspondence with interesting people, work in libraries, archives, etc. .
Within the framework of any of the above forms, it is possible to achieve first level results(the acquisition of social knowledge by the student, understanding of social reality and everyday life).
A child receives elementary social knowledge already when he is just starting to master tourist and local history activities: he gets acquainted with the rules of human behavior in the forest, in the mountains, on the river, learns about the specifics of camp life in a team, comprehends the ethics of behavior in a museum, archive, reading room , expands the idea of oneself as a resident of a particular region ...
But the process of mastering social knowledge will be especially effective when schoolchildren begin to get acquainted in the field with the social world around them, with the life of the people of their native land: their norms and values, victories and problems, ethnic and religious characteristics. The acquisition of this knowledge by a schoolchild occurs in a campaign in a completely different way than in school lessons or at home. It is one thing, for example, to learn from textbooks, films or adult stories about the significance of the Victory in the Great Patriotic War for our society, about the norms of attitude towards veterans, about the extreme importance of honoring the memory of the dead, and it is quite another thing to understand everything this is when you yourself walked a hundred kilometers through the battlefields, met people who survived the horrors of the fascist occupation, cleared abandoned mass graves from garbage, etc. In this regard, the routes of excursions, hikes, expeditions are recommended to be laid so that schoolchildren can visit monasteries, temples, monuments, ancient noble estates, museums, places of important historical events.
Teachers are also encouraged to initiate children's meetings with eyewitnesses of bright historical events, old-timers, local historians, curators of school museums, members of search teams, and simply interesting people. Such meetings and conversations cannot be compared with museum excursions or stories of guests invited to the school. With interest, emotionally, schoolchildren listen to their interlocutors, because they got to them for more than one day, they themselves found them, they themselves arranged a meeting in simple conditions: at a local school, on the thresholds of a village house, etc. No less interesting for schoolchildren can be informal meetings with fellow travelers, with people who have looked at the camping light or sheltered children for the night at home.
Achievement second level results- the formation of positive attitudes of the student to the basic values of our society and to social reality in general - is carried out due to the inclusion of other pedagogical mechanisms.
1. The introduction by the teacher and the maintenance by senior and authoritative members of the tourist team of special unwritten rules regarding tourist traditions and specific forms of behavior. For example:
A thing put in a backpack ceases to be absolute private property for the duration of the trip. The joint use of property and the ability to give a friend the last dry shirt are welcome.
On a campaign, everything belongs to everyone and everything is divided equally. ʼʼindividual home rationsʼʼ or ʼʼgatheringsʼʼ are condemned.
It is undesirable to make individual purchases in settlements that come across along the way. First of all, not everyone can have pocket money with them, and property inequality in the tourist group is highly undesirable. Secondly, it contradicts the principle of autonomy of tourist travel.
Girls' backpacks should be an order of magnitude lighter than boys' backpacks. The main load of public equipment should be taken by the male part of the group. Assistance to girls in lightening their backpacks, in overcoming difficult sections of the path, as well as moral support is welcome. The same applies to helping younger members of the tourist group.
The improvement and maintenance of the cleanliness of all natural and cultural sites visited by tourists is welcomed. It would be good not only to monitor your own cleanliness, but also, if possible, destroy someone else's garbage.
Cutting down living trees for tourist needs is excluded - only brushwood and dead wood can be used. A campfire should be lit so as not to damage the roots and branches of nearby trees and shrubs.
On a hike, a beautiful and correct speech. Swearing, rudeness, vulgarity, prison jargon are highly undesirable. To enter into conflicts with local residents, to respond with rudeness to rudeness, to behave defiantly is prohibited.
These tourist rules embody important social values: Land, Fatherland, Culture, Man. Behind each of these rules is one or another socially approved attitude: a tourist - to nature, an interlocutor - to an interlocutor, an older comrade - to a younger one, a boy - to a girl. Presenting these unwritten rules to novice tourists is of particular importance in education. Sooner or later, they will become a tradition that the schoolchildren themselves will support. These rules will become rooted in the group or even ritualized. ʼʼOld menʼʼ (tourists with experience, experienced, knowledgeable) will present these rules to beginners. And those, in turn, wanting to identify themselves with schoolchildren who are more mature and authoritative in their eyes, will naturally begin to reproduce the rules in their own behavior.
2. Encouraging children to observe the basic regime moments of the life of a tourist group and getting used to this regime - so that, like the norms described above, it becomes part of the daily life of a tourist. First of all, here you should take care of the student's attitude to work and to his free time. Gatherings, hygiene procedures, setting up and dismantling tents, packing backpacks, cleaning the bivouac area, making a fire, cooking, etc. should be carried out clearly and not take too much time from the student. In order not to drag out time, it is important to introduce a simple rule in the tourist group - ʼʼLooking for a jobʼʼ. Let this phrase form the basis of the attitude of a young tourist to his free time. There is always enough current work on a hike, expedition or campground - and the guys should not wait in idleness for this work to be done by those to whom it is entrusted and who is responsible for it by position. In any case, the case must be completed clearly and on time. This is important for the whole team, and much more important than the strict fulfillment of one's individual duties. For this reason, currently unemployed children should offer themselves as assistants and look for work themselves. This should become a rule of good form in the tourist group.
3. Perhaps the biggest potential in the formation value relations schoolchildren to the world around them, to other people and, most importantly, to themselves, have situations of increased physical, moral, emotional stress that arise during multi-day trips that the child experiences. The difficulties of camping life - obstacles that come across on the way, adverse weather phenomena, many kilometers of daytime (and sometimes night) transitions, the absence of familiar living conditions, constant hard physical labor - all this requires concentration of strength, will, and patience from adolescents. Will they be able not to break, not fall into the soft grass with the words ʼʼcarry this backpack yourselfʼʼ? Will they be able, having tens of kilometers and tens of kilograms behind them, to continue to perform their duties? Will they also be able to help others - girls, kids, more tired peers? Will they be able to take someone else's load on their shoulders? Will they be able to overcome their desire to sit out in a tent in the pouring rain and go to the aid of those on duty to collect firewood, make a fire, cook food? Will they be able to resist the cowardly desire to shorten the route or use passing transport? Will they be able, tired, to grit their teeth and keep going? All these natural tests the child needs to learn to endure, and not to strive to evade them, choosing an easier road, more favorable weather, a more comfortable life. The task of the teacher is to help children meet these trials with dignity, to go through them, while maintaining faith in themselves and loyalty to others.
In such test situations, a teenager finds answers to questions that are relevant to himself: ʼʼWhat am I really?ʼʼ, ʼʼWhat do I have from what I have not yet discovered in myself?ʼʼ, ʼʼWhat am I capable of, what can I ?exactly at extreme situations the student has the opportunity to test himself, to show himself, to prove to himself that he can do something in this life and is worth something. These trials give him the opportunity to believe that his own actions are not subject to natural extreme importance (which his instincts are pushing for), but to his free will to be and remain a person who is able to rise above his weaknesses, whims, fears.
For this reason, when planning a route, it is recommended not to make it convenient for passing. Let there be a sufficient number of difficult sections to pass along the way. Let the hike not be an easy walk for the guys. Let it become a real school of testing, a school of physical and moral hardening.
Tourist and local history activities open up wide opportunities for the student to gain experience of independent social action (this third level of results).
A young tourist-local historian can gain experience of social action by joining the system of changing positions, traditional for many tourist groups. Teachers are encouraged to create such systems more often in children's associations and involve as many students as possible in them. The system of shift positions is, in fact, a system of children's and adults' self-government, which operates during the preparation and conduct of a camping trip. The practice of introducing a system of shift positions is common among many tourist groups, since it greatly facilitates their work on the route and is a good school for the formation of tourist skills. All (or almost all) participants in the campaign take turns in certain positions during the day. Positions are, for example, such.
- Navigators. The task of two navigators is to guide the group along the planned route using a compass and a map. Being located in front of the walking group, they choose the most convenient road for everyone, and if it is extremely important, they reconnoiter it. Naturally, the mistakes of navigators can seriously complicate the life of travelers, and in this regard, it is extremely important for an adult leader to constantly monitor these mistakes. But at the same time, one should not immediately rush to correct them - it is more important to let the children feel what it means to be a person on whom other people depend.
- Timekeeper. His task is to record in a special notebook the main sections of the path, the time and speed of their passage, the distances between them, the obstacles to be overcome and the degree of their complexity. Punctuality, efficiency, ability to work in adverse conditions- these are the qualities required of the student performing these duties. The results of the timekeeper's work may be needed to report on the trip to the route-qualification commission.
- On duty. Occupying this position, schoolchildren acquire elementary skills of self-service work. Bonfire, firewood, dishes, breakfast, lunch and dinner - this is the object of concern for the attendants. And also - places of halts and overnight stays, which after the departure of the group should become cleaner than they were before its arrival.
- Commander. This person is responsible for everything and everyone - he (with the exception of the adult leader who is responsible for the safety of schoolchildren) organizes the normal functioning of the tourist group. Therefore, only he has the right to interfere in the work of others and demand the quality of its results. The object of his special concern are girls and younger guys. The commander needs to distribute the load among the backpacks in such a way and choose such a pace of movement so that the group can go smoothly, without stretching due to hurrying and lagging behind, but
Organization of extracurricular activities of schoolchildren (by type). - concept and types. Classification and features of the category "Organization of extracurricular activities of schoolchildren (by type)." 2017, 2018.
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Bashantinsky College. F.G. Popova (branch)
Federal State Budgetary Educational Institution of Higher Professional Education
"Kalmyk State University"
Course work
Formation of communication skills in extracurricular activities
3rd year student of correspondence course
specialties 050146 52
"Teaching in Primary School"
E.V. Trusovoy
Supervisor
B.A. Buvenova
Gorodovikovsk 2015
INTRODUCTION
Communication is the most important social need, without which the formation of personality slows down and sometimes stops. Since man is a biosocial being, he constantly feels the need to communicate with other people, which determines communication as a necessary condition for life.
From the point of view of psychology (for example, A.A. Leontiev), communication is understood as the process of establishing the maintenance of a purposeful, direct or indirect contact between people, one way or another connected with each other psychologically. The implementation of this contact allows either to change the course of joint activities by coordinating "individual" activities according to certain parameters, or, conversely, the division of functions (socially oriented communication), or to carry out a targeted impact on the formation or change of an individual in the process of collective or "individual ", but socially mediated activity (personally oriented communication). A simpler definition is given by M.I. Lisina: communication is the interaction of 2 or more people aimed at coordinating and combining efforts in order to build relationships and achieve a common result.
Like any object scientific study, communication has a number of properties inherent in it. Among them:
Communication is a mutually directed action;
It implies the activity of each of its participants;
Its participants expect to receive a response / response from a communication partner;
Each of the participants in this process acts as an individual
The main functions of communication are:
Organization of joint activities of people (coordination and unification of efforts to achieve them);
Formation and development of interpersonal relationships;
People knowing each other.
Communication is a necessary condition for the formation of personality, its consciousness and self-awareness.
Currently, psychologists, educators and sociologists note a deterioration in the attitude of children to direct interpersonal communication with the advent and expansion of social networks. Computer communication creates the illusion of friendly relations, the child feels emancipation, and some irresponsibility in communication.
The younger school age is associated with the entry into the learning process as the most systematized form of communication, with educational activity as the leading one in this period, there is a transition from visual-figurative thinking to abstract, to the ability to build reasoning, draw conclusions. When a child enters school, there are also changes in his relationship with other people. Significantly increases the time allotted for communication. Most of the day children spend in contact with the people around them: peers, teachers and other people. The content of communication changes, it does not include topics related to the game, dominated by business conversation. In the first grades, students communicate more with the teacher, showing the greatest interest in him than in their peers, since the teacher is an authority for them, but by grades III-IV, everything changes. The teacher becomes a less significant and authoritative person for children, they have a growing interest in communicating with peers, which gradually increases towards middle and senior school age. With external changes in the nature of communication, internal ones also occur, which are expressed in a change in the topics and motives of communication. If in the first grades of the school, the communication partner was determined mainly by the teacher's assessments, academic success, then by grades III-IV, other motives for interpersonal choices appear, associated with an independent assessment by the student of the personal qualities of the communication partner. The next stage in a child's life is adolescence, when communication with peers becomes the leading activity. Mastering the culture of communication at primary school age allows you to be more successful in the future. Teachers and psychologists need to control communication among younger students and, if necessary, carry out correctional and developmental work with children. As the analysis of the literature on this research problem showed, communication includes such components as:
1) the desire to make contact with others ("I want");
2) knowledge of the norms and rules of communication with others ("I know");
3) the ability to organize communication ("I can")
Therefore, the goal of the teacher is to teach children to communicate, interact with each other, develop the necessary skills and communication skills.
1. Communication, communication skills
communication student role play
Communication is the interaction of two or more people, during which they exchange a variety of information in order to harmonize and combine efforts and build relationships. Communication is not just an action, namely interaction: it is carried out with the mutual activity of the participants. Each participant in communication acts in the course of it not as a physical body or organism, but as a subject, as a person who is endowed with his own activity and his attitude towards others. Orientation to the activity of another and his attitude is the main originality of communication.
Any act, even having everything external signs interactions (speech, facial expressions, gestures) cannot be considered communication if its subject is a body devoid of the ability to perceive or respond to mental activity. Only orientation to the attitude of the other and his activity, taking into account his actions can indicate that this act is communication.
The first criterion: communication involves attention and interest in the other, without which any interaction is impossible. A look into the eyes, attention to the words and actions of another indicate that the subject perceives the other person, that he is directed at him.
Communication is not just an indifferent perception of another person, it is always an emotional attitude towards him. Emotional coloring perception of partner's influences is the second criterion of communication.
The third criterion for communication is initiative acts aimed at attracting the partner's attention to oneself. Since communication is a mutual process, a person must be sure that the partner perceives it and relates to its influences. The desire to arouse the interest of another, to draw attention to oneself is the most characteristic moment of communication.
The fourth criterion of communication is the sensitivity of a person to the attitude that a partner shows towards him. A change in activity (mood, words, actions) under the influence of the partner's attitude indicates such sensitivity.
Taken together, these criteria may indicate that this interaction is communication. However, communication is not just attention to another or an expression of attitude towards him. It always has its own content that connects. The very word "communication" speaks of community, belonging.
Such a community is always formed around some content or subject of communication. It can be a joint activity aimed at achieving a result, or a topic of conversation, or an exchange of views on an event, or just a smile in return. The main thing is that this subject of communication, this content should be common for people who have entered into communication.
Communication performs a variety of functions, among them stand out: the organization of joint activities, the formation and development of interpersonal relationships, emotional self-expression and people's knowledge of each other. The functions of communicative signals in the context of communication are performed by means of communication - conscious and unconscious reactions and behavioral manifestations. There are 3 main categories of means of communication: expressive-mimic, subject-effective and speech. Each category of means of communication has its own specific capabilities that determine its functions and role in communication.
Expressive-mimic means of communication are the first to appear in ontogeny: smile, laughter, expressive vocalizations, mimic movements, etc. this is means of expression communication. Their function is that they serve as indicators of the relationship of one person to another and constitute an indispensable component of any level of development of communication. A feature of expressive-mimic means of communication is their ambiguity and amorphousness; they do not carry a certain fixed content. Expressive movements are one of the means of communication.
Object-effective means of communication appear later in ontogeny. These are no longer expressive, but pictorial means of communication. These include locomotions (approaches, postures, turns, etc.), pointing gestures, attraction and transfer of objects, actions with objects, touches, etc. Visual means express the readiness of the partner to communicate and in a peculiar form show what kind of interaction he invites. These means of communication are distinguished by a higher degree of arbitrariness than expressive ones.
The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to assimilate various kinds of knowledge and skills from others, which is of paramount importance for the entire course of mental development and for the formation of personality as a whole.
The development of communication with an adult occurs as a change in several forms of communication. Forms of communication are qualitative steps in the development of communication. Each form of communication is characterized by the following main parameters:
1) the time of occurrence and the duration of functioning as the main one;
2) the place occupied by this form of communication in the broader context of the child's life;
3) the main content of the communicative need satisfied by children in the course of communication of this form of communication;
4) the nature of the leading motives prompting the child to this stage development to communicate with other people;
5) the main means of communication, with the help of which, within the limits of this form of communication, the child communicates with other people. M.I. Lisina identified four forms of communication between a child and an adult:
1. situational-personal communication - genetically the first form of communication between a child and an adult. It is typical for children in the first six months of life;
2. situational business communication - the second most common form of communication between children and older partners; it is typical for young children;
3. extra-situational-cognitive communication;
4. non-situational-personal communication with an adult in the second half of preschool childhood..
The child is very sensitive to the remarks and instructions of an adult, which is a favorable condition for the upbringing, education and preparation of children for school. But the preschooler himself is gradually coming to the realization of himself as a subject of relationships.
By the age of 6-7, a child begins to experience himself as a social individual, and he has a need for a new life position and in socially significant activities that ensure this position. This neoplasm leads to a crisis of seven years of age. The child has a desire to take a significant place for the world of "adults" in life, in their activities. School education realizes this desire, however, the surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for the performance of a number of duties. The child develops an "internal position", which in the future will be inherent in a person at all stages of his development. life path and will begin to determine his attitude not only to himself, but also to his position in life.
At senior preschool age, communication with peers has an extra-situational-business form. The main desire of some preschoolers is the thirst for cooperation, which arises in a more developed form of play activity - in a game with rules. This form of communication contributes to the development of awareness of one's duties, actions and their consequences, the development of arbitrary volitional behavior, which is a necessary condition for subsequent educational and labor activities.
By the age of 6 - 7, the senior preschooler moves on to a new type of activity - to learning. The question arises about the possibility of making such a transition in optimal forms.
The psychological readiness of the child to study at school is the sum of all his achievements over the previous periods of mental maturation.
One of the most important indicators of readiness for schooling is the formation of communication, since it is a factor in the development of other indicators (a certain level of development of mental processes, the level of emotional and motivational readiness, the presence of arbitrariness, volitional behavior). So, the proposed E.E. Kravtsov's unconventional approach to solving actual problem The psychological readiness of the child for schooling shows that behind the schemes of intelligence there are forms of cooperation with adults and peers. The author practically proved the importance of the role-playing game for the formation of skills and new forms of communication, noted the need for the existence of games with rules for the maturation of mental processes and the development of the emotional-volitional sphere of the future student.
So, at preschool age there are significant changes in the formation of the child's personality: his lifestyle, the content and forms of communication with other children change. The child begins to learn to assert his will, to realize his "I". We must be careful not to close the emerging personality. How often do we adults, with our rigid limits "not" and "should" make children dependent on someone else's opinion, not thinking that they will forever lose their own. When interacting with adults, children experience psychological barriers: to answer incorrectly, to seem ridiculous, to say "not so." This is especially evident when teaching children in the classroom, when the teacher has programmed and expects a certain answer from the child.
The consequence of such communication is that the child goes into his "shell", becomes "silent", gets used to being invisible. This is how an inferiority complex develops.
Finding ways and means for self-discovery of a child, so that everyone believes in themselves, in their uniqueness, peculiarity and necessity, is not easy and not easy. To find harmony in relations between an adult and a child, to see a special charm in these relations is main task educator and educator. Probably, each of us wants to see a child happy, able to communicate with other people. The ability to communicate with peers and adults is a manifestation of communicative abilities, individual psychological characteristics of a person, which ensure the effectiveness of communication and compatibility with other people: peers, adults. Relationships with others play a huge role, and their abnormality is often an indicator of any deviations in mental development.
1.1 Features of communication of younger students
A junior student is a person who actively masters communication skills. During this period, there is an active establishment of friendly contacts. Skill Acquisition social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage.
Primary school age (from 6-7 to 9-10 years old) is determined by an important circumstance in a child's life - admission to school.
A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Relatives, adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. (A.A. (Radugina, Psychology and Pedagogy, M. Pedagog, 2004)
By the end of preschool age, the child is in a certain sense personality. He is aware of what place he occupies among people, and what place he will have to take in the near future. In a word, he discovers a new place for himself in the social space of human relations. By this time, he has already achieved a lot in interpersonal relations: he is oriented in family and kinship relationships and knows how to take the place he wants and corresponds to his social status among relatives and friends. He knows how to build relationships with adults and peers. He already understands that the assessment of his actions and motives is determined not so much by his own attitude towards himself, but, first of all, by how his actions look in the eyes of the people around him.
During preschool childhood, in the vicissitudes of relationships with adults and peers, the child learns to reflect on other people. At school, in the new conditions of life, these acquired reflective abilities render the child a good service in solving problematic situations in relations with the teacher and classmates.
The new social situation introduces the child into a strictly normalized world of relations and requires him to be organized arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of learning skills, as well as for mental development. Thus, the new social situation tightens the living conditions of a child who enters school, and mental tension increases. This affects not only the physical health, but also the behavior of the child.
A preschool child lives in the conditions of his family, where the demands addressed to him consciously or unconsciously correlate with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.
Another thing is the school. A lot of people come to the class and the teacher has to work with everyone. This determines the strict requirements on the part of the teacher and increases the mental tension of the child. Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. At school, the standardization of the child's living conditions takes place, as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, pronounced lethargy. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. The child will have to overcome the trials that have piled on him.
First school years children gradually move away from their parents, although they still need guidance from adults. Relationships with parents, family structure, and relationships between parents have a major influence on schoolchildren, but the expansion of contacts with the external social environment leads to the fact that other adults have an ever stronger influence on them.
The communication of a younger student with other people outside the school also has its own characteristics, due to its new social role. He strives to clearly define his rights and obligations and expects the trust of his elders in his new skills. It is very important that the child knows: I can and can do this and that, but this is what I can do and do best.
The ability to do something better than anyone else is fundamentally important for younger students. Out-of-school and out-of-class work can provide a great opportunity for realizing this need of age. The child's need for attention, respect, empathy is basic at this age. It is important that every child feels their value and uniqueness. And academic performance here is no longer a determining criterion, since gradually children begin to see and appreciate in themselves and other qualities that are not directly related to learning. The task of adults is to help each child to realize their potential, to reveal the value of the skills of each and for other children.
Educational activity becomes the leading activity in primary school age. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.
The main neoplasms of primary school age are:
Qualitatively new level of arbitrary regulation of behavior and activity
reflection, analysis, inner plan action
development of a new cognitive attitude to reality
Peer group orientation
2. Formation of communication skills by younger students in extracurricular activities
Extracurricular activities are an important, integral part of the process of education of children of primary school age. This is the activity of children shown outside the lessons, mainly due to their interests and needs, which ensures the development, upbringing and socialization of the younger student. The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in the curriculum of grades 1-4, but also by a new look at educational results. Extracurricular activities are part of basic education, which is aimed at helping the teacher and the child in mastering a new type of educational activity, to form educational motivation, extracurricular activities contribute to the expansion educational space, creates additional conditions for the development of students, a network is being built that provides children with support, support at the stages of adaptation, the ability to consciously apply basic knowledge in situations other than educational ones.
Revealing the content and structure of communicative skills, one should pay attention to the essential and distinctive features that characterize the concepts of "skills" and "skills". An elementary skill is an action that is formed consciously on the basis of knowledge. The structure of the action is not varied by the subject. The action is not sufficiently worked out, it is performed slowly. As a result of repetition, this action can be brought to a skill.
A skill is an action that is performed by the subject quickly, easily, confidently, out of habit, without hesitation. It is carried out in the absence or minimal expenditure of mental, volitional efforts.
A complex skill is an action that includes elementary skills, skills; the overall structure of the action varies. This action is not associated with the acquisition of the properties of a skill, it is improved towards mastery, creativity.
Communication skills are the conscious communicative actions of students (based on knowledge structural components skills and communicative activity) and their ability to correctly build their behavior, manage it in accordance with the tasks of communication.
Communication skills are structurally complex high-level skills; they include the simplest (elementary) skills. According to their content, communicative skills combine information-communicative, regulatory-communicative and affective-communicative groups of skills.
The existing experience of using game methods in domestic and foreign schools proves that it is advisable to form communicative skills in the process of extracurricular activities, and in particular role-playing games as the most accurate and accessible model of communication for younger students. The basis of such a game is the process of role-playing communication of students in accordance with the roles distributed between them and the presence of a communicative game situation that combines game material.
The group of information and communication skills consists of the skills:
engage in the process of communication (express a request, greeting, congratulation, invitation, polite address);
navigate in partners and communication situations (start talking with a friend and a stranger; follow the rules of the culture of communication in relations with friends, teacher, adults; understand the situation in which partners are placed, intentions, motives for communication);
correlate means of verbal and non-verbal communication(use words and signs of politeness; emotionally and meaningfully express their thoughts using gestures, facial expressions, symbols; use drawings, tables, diagrams, group the material contained in them.
The group of regulatory and communicative skills consists of the following skills:
- coordinate their actions, opinions, attitudes with the needs of communication mates (implementation of self- and mutual control of educational and labor activities, substantiation of jointly performed tasks and operations in a certain logical sequence, determination of the order and rational ways of performing joint educational tasks);
- trust, help and support those with whom you communicate (help those who need help, give in, be honest, do not evade answers, communicate your intentions, give advice and trust the advice of others, trust both the information received and your comrade communication, adults, teacher);
- apply individual skills in solving joint problems (use speech, mathematical symbols, music, movement, graphic information to complete tasks with common goal, for fixing and formalizing the results of their observations, for the purposeful use of fiction, popular science, reference literature, a dictionary in a textbook);
- evaluate the results of joint communication (critically evaluate yourself and others, take into account the personal contribution of each to communication, make the right decisions, express agreement (disagreement), approval (disapproval), assess the compliance of verbal behavior with non-verbal).
The group of affective-communicative skills is based on the ability to share one's feelings, interests, mood with communication partners; show sensitivity, responsiveness, empathy, care for communication partners; evaluate each other's emotional behavior.
The development of communication skills in the course of role-playing communication of students is carried out by the teacher in stages and is as follows:
- revealing to students the importance of communicative skills;
- familiarization of students with the content and structure of skills in the distribution of roles;
- the inclusion of students in the implementation of joint game tasks to master communication skills;
- improvement of the communicative skills acquired by schoolchildren in their creative activity.
Let us give an example of the gradual development of such a complex communicative skill as the ability to listen carefully to the interlocutor. The following handout may be suggested to help the teacher.
1. Explain to younger students the need to master the ability to listen carefully to the interlocutor, to politely answer questions.
2. Clearly state the rules to be followed. For example: "The best interlocutor is not the one who knows how to speak well, but the one who knows how to listen carefully"; "People will only listen to you after you have listened to them."
3. Show with examples how actions are taken to master this skill. For example:
1) during a conversation with an interlocutor, do not think about something of your own, otherwise you will miss something important from the story;
2) try to understand the essence of the conversation, and not hear only what you want;
3) do not try to seem smarter than your communication partner, listen to everything he wants to say;
4) show the greatest attention when talking with people close to you, since emancipation in communicating with loved ones entails inattention towards them;
5) learn not only to listen, but also to hear.
Do not try to develop several skills or personality traits at once. Determine what qualities are organically combined with each other - for example, the ability to listen carefully to the interlocutor and politely respond to questions; correlate their actions, opinions, habits with the interests of communication partners; express agreement (disagreement), approval (disapproval).
2.1 Diagnosis of younger students to determine communication skills
In a small set (2-3) class, we carried out diagnostics to determine communication skills. We worked according to the methodology of the American psychologist J. Moreno, which is designed to assess interpersonal relationships: likes and dislikes, attractiveness and preference. Consider this technique in relation to the children's team.
Guys it was proposed to list classmates with whom each of them would like to communicate and cooperate in various activities. For example:
1. Which classmate would you invite to your birthday party?
2. To which of your classmates do you want to say kind words?
3. Which classmate would you like to shake hands with?
The children were asked to choose no more than three classmates. We wrote their names in the nominative case.
The results are presented in the form of matrices (tables), which were compiled together with the class teacher. A separate matrix was compiled for each question.
The first column of the matrix contains the names of the guys who choose. The first row of the matrix contains the names of those who are chosen. In both cases, the names are listed in the same order.
The number 1 is placed in the column of the student who was chosen first, the number 2 - in the column of the one who was chosen second, 3 - the third.
In summary rows and columns:
BC - the number of choices made by this person;
VP - the sum of the choices received by a given person (i.e., how many people chose him);
BB - the number of mutual, coinciding elections.
The sum of the choices received by each child (VP) is a measure of his position in the class.
If the student received the most choices, he is considered to be a "star".
If you get an average number of choices - to the preferred ones.
If less than the average number of choices - to neglected.
If you have not received a single choice - to the isolated ones.
The satisfaction of the child with his own position in the class is determined by the coefficient:
BB (number of mutual elections).
BC (number of choices made by this person)
So, if the number of BB is 0, and the number of choices made by a person is 3 and K = 0/3 = 0, then it should be assumed that he may have problems in interpersonal relationships.
The average level of well-being of relationships (RWM) in the class is fixed in the case of approximate equality: “stars” + preferred = = neglected + isolated.
The low level of well-being in the class is evidenced by the predominance of people with low status.
If “stars” + preferred > neglected + isolated, then this indicates a high WLW, which is characterized by fairly stable, even, friendly relations in the team.
As a result, we have such a table.
Yakushenko |
Zagrebelnaya |
Magomedov |
|||||||
Yakushenko |
|||||||||
Zagrebelnaya |
|||||||||
Magomedov |
|||||||||
The symbol "X" means that this field is not to be filled.
When summing up the obtained values of VP, BB, BC, we see that the class has a low level of well-being.
Children are at an intermediate stage between the transition from primary school age to adolescence, where the central neoplasm becomes the self-determination of the student. This is, first of all, the need for communication and possession of ways to build it. It is very important that communication skills are formed at primary school age, and for this it is necessary to identify and eliminate the causes that cause difficulties for children of primary school age to establish contact in the process of communication.
We decided to take a closer look at the guys during collective games, creative activities, in their free time. Our observations added to the existing picture and prompted which of the children needed help and in what way.
To prevent children from guessing about the ongoing study, we conducted sociometric studies in the form of a game - we offered an entertaining and educational event "Secrets of Communication" (Appendix No. 1)
In addition to the game “Secrets of Communication”, the class held an educational role-playing game “Planet of True Friends” (Appendix No. 2), conversations on the topic “Can we negotiate?”, a drawing competition “My friendly class”, competitions between boys for the holiday 23- February 2, the competition "Ay yes, girls!" (March 8) and a number of other activities to unite children in the classroom. After that, a re-diagnosis was carried out. As a result, we have such a table.
Yakushenko |
Zagrebelnaya |
Magomedov |
|||||||
Yakushenko |
|||||||||
Zagrebelnaya |
|||||||||
Magomedov |
|||||||||
At summing up again, we got the average level of well-being in the class. In the course of the study, it was found that, in general, the emotional background in the class is positive, the most common mental states are friendliness, goodwill, joy, daydreaming, fantasizing. Children are focused on communication in a team, communicative interaction with each other.
2.2 The activities of the primary school teacher in the formation of communication skills in younger students
If the class teacher wants to understand the position of each child in various areas of communication: in the family, at school, in the extracurricular environment; to correct relations between children, then he needs to own a communicative culture, which includes the ability to objectively perceive the people around him, developed reflection (introspection), and fluency in speech.
All the work of the class teacher on the formation of a culture of communication in children will not give positive results if it is carried out without observing the norms of morality in relationships. The problem of morality should permeate all areas of the teacher's activity. The formation and development of the child's personality on the foundation of universal human values is the basis of the teacher's creativity.
BUT) Individual work class teacher
First of all, the class teacher should study the children, their relationships, problems in communication. To do this, during conversations with parents, it is necessary to understand what are the features of the environment in which the child is brought up, what is the dominant style of parental relationships with him, what is the position of the child in the family, what are the hereditary character traits.
The class teacher conducts testing and sociometric research that reveals the relationship of children in the class, in particular the relationship of boys and girls, "leaders" and "outcasts" of the class. studying personality traits the nature of the child, observing him in various life situations, the class teacher seeks to understand the student, identify his problems and help solve them, because. the unfavorable position of the child can lead to the appearance of mental complexes, contribute to the emergence of psychological breakdowns, which endangers his health, and hence his development.
Having studied the features of the child's communication, the class teacher must very tactfully help him in resolving communication problems, create conditions for correcting the student's relations with classmates, adults, and create conditions for self-affirmation in the team. If you want to be successful, you don't have to moralize; try to explain the consequences of the act, show how it will affect people close to the child and on himself. Confidential conversations help the student gain self-confidence, show that he has a chance to correct negative traits.
B) Working with a class team
The activity of the class teacher in the field of communication with the class aims to form in children communicative culture to create a favorable psychological climate in the classroom. To do this, it is advisable to develop a Communication Program, which can include:
* collective creative activities (extracurricular activities) development of speech, planning of collective holidays.
* conversations and discussions;
* Exercises for the development of communication skills in younger students, trainings
C) Participation in school-wide affairs and work in the microdistrict
The class teacher should not limit the communication of children only to the framework of their class. This can lead to the emergence of group selfishness. Therefore, friendship, rivalry with a parallel, senior or junior class, participation in school-wide affairs, in various sections, holidays, campaigns, labor landings, planting greenery in the school, participation in district holidays help children expand the scope of communication, meet new people, feel like part of a big peace.
Forming the communication skills of younger students, the teacher should follow the following rules:
1) to teach children to correctly distribute roles in joint activities and fulfill their duties;
2) to be leaders in social activities;
3) observe the established rules of joint work, be good performers;
4) to teach to communicate with each other, to establish and maintain good relationships;
5) create emotionally favorable conditions in the children's team;
6) to teach each child to be independent in a group or team, to pursue their own goals without prejudice to the interests of others; 7) conduct a discussion correctly, express one's own opinion and listen to the opinion of others, prove one's position and recognize the correctness of the positions of others;
8) to teach to resolve conflicts in the sphere of interpersonal relations.
The task of the teacher is to guide students to collective creative activity through the organization of cooperation. Only in joint activities in the process of solving a problem and clash of opinions there is a real opportunity to form communication skills. Interaction between students is the basis for the successful development of the classroom team. By building a system of activities at each stage of the program, an arsenal of content, technologies, techniques and forms is implemented.
3. plan-outline of an extracurricular activity aimed at developing the communication skills of younger students
Topic: "The influence of outdoor games on the positive emotional state of students"
Location: gym schools
The purpose of the lesson: to give students the knowledge and practical skills necessary to master the vital motor actions by means of the skills and knowledge of folk outdoor games.
Lesson objectives:
Personal competencies:
1. formation of a respectful attitude to the history and culture of their people by means of learning the history of folk outdoor games;
2. development of ethical qualities, goodwill and emotional and moral responsiveness when participating in folk outdoor games;
3. development of cooperation skills with peers in game situations.
Meta-subject competencies:
1. mastering the ability to accept the goal and objectives of gaming activity;
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A junior student is a person who actively masters communication skills. During this period, there is an active establishment of friendly contacts. Acquiring the skills of social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage.
Primary school age (from 6-7 to 9-10 years old) is determined by an important circumstance in a child's life - admission to school.
A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Relatives, adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. (A.A. (Radugina, Psychology and Pedagogy, M. Pedagog, 2004)
By the end of preschool age, the child is, in a certain sense, a person. He is aware of what place he occupies among people, and what place he will have to take in the near future. In a word, he discovers a new place for himself in the social space of human relations. By this time, he has already achieved a lot in interpersonal relations: he is oriented in family and kinship relationships and knows how to take the place he wants and corresponds to his social status among relatives and friends. He knows how to build relationships with adults and peers. He already understands that the assessment of his actions and motives is determined not so much by his own attitude towards himself, but, first of all, by how his actions look in the eyes of the people around him.
During preschool childhood, in the vicissitudes of relationships with adults and peers, the child learns to reflect on other people. At school, in the new conditions of life, these acquired reflective abilities render the child a good service in solving problematic situations in relations with the teacher and classmates.
The new social situation introduces the child into a strictly normalized world of relationships and requires him to organize arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of learning skills, as well as for mental development. Thus, the new social situation tightens the living conditions of a child who enters school, and mental tension increases. This affects not only the physical health, but also the behavior of the child.
A preschool child lives in the conditions of his family, where the demands addressed to him consciously or unconsciously correlate with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.
Another thing is the school. A lot of people come to the class and the teacher has to work with everyone. This determines the strict requirements on the part of the teacher and increases the mental tension of the child. Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. At school, the standardization of the child's living conditions takes place, as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, pronounced lethargy. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. The child will have to overcome the trials that have piled on him.
In the early school years, children gradually move away from their parents, although they still need guidance from adults. Relationships with parents, family structure, and relationships between parents have a major influence on schoolchildren, but the expansion of contacts with the external social environment leads to the fact that other adults have an ever stronger influence on them.
The communication of a younger student with other people outside the school also has its own characteristics, due to its new social role. He strives to clearly define his rights and obligations and expects the trust of his elders in his new skills. It is very important that the child knows: I can and can do this and that, but this is what I can do and do best.
The ability to do something better than anyone else is fundamentally important for younger students. Out-of-school and out-of-class work can provide a great opportunity for realizing this need of age. The child's need for attention, respect, empathy is basic at this age. It is important that every child feels their value and uniqueness. And academic performance here is no longer a determining criterion, since gradually children begin to see and appreciate in themselves and other qualities that are not directly related to learning. The task of adults is to help each child to realize their potential, to reveal the value of the skills of each and for other children.
Educational activity becomes the leading activity in primary school age. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.
The main neoplasms of primary school age are:
Qualitatively new level of arbitrary regulation of behavior and activity
Reflection, analysis, internal plan of action
development of a new cognitive attitude to reality
Peer group orientation