"Game Technologies" in pedagogy are understood as a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. “Pedagogical game” has a clearly defined goal and a corresponding pedagogical result, which can be justified, highlighted in an explicit or indirect form and are characterized by an educational and cognitive orientation.

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SEMINAR FOR ADDITIONAL EDUCATION TEACHERS

"Center for the Development of Creativity of Children and Youth"

on the topic of:

"USE OF GAMING TECHNOLOGIES

IN THE EDUCATIONAL PROCESS

AT AN INSTITUTION OF ADDITIONAL EDUCATION"

Prepared by: methodologist "TsRTDIU"

Sibileva Yu.P.

Kamensk-Shakhtinsky

2017

Target:

• Determining the meaning of gaming technologies in the educational process.
• Disclosure of methods for organizing gaming activities in classes at the Creativity Development Center.
• Familiarization of teachers with various types of classes conducted in a playful way.

Seminar progress

Part 1. " The use of gaming technologies in the educational process in an institution additional education children."

At the current pace at which today's children have to study, it makes us think about finding the best methods for working with children. Any teacher wants students to work actively and enthusiastically. This is where gaming technology plays a big role.

"Game Technologies"in pedagogy are understood as a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. “Pedagogical game” has a clearly defined goal and a corresponding pedagogical result, which can be justified, highlighted in an explicit or indirect form and are characterized by an educational and cognitive orientation.

In any additional education institution game method can be used in the following cases:

• as an independent technology for mastering concepts, topics and even sections of an academic subject;
• as an element of a larger technology;
• as a technology for educational activities.

Implement game techniques possible in the following areas:

• you can set a pedagogical goal for students in the form of a game task;
• educational activities of students are subject to certain rules of the game;
• educational material can be used as a means of play;
• can be used as motivation when an element of competition is introduced, which transforms the pedagogical task into a game one;
• the pedagogical goal is successfully achieved and is associated with the game result.

When conducting research, psychologists found that when using game methods, high results are achieved in mastering the material, since a significant convergence of educational material and certain practical activities is achieved. At the same time, the motivation and activity of learning in children increases significantly.

The game is incredibly popular with participants of all ages. Students are ready to spend a lot of effort, time, and creative activity on participating in games. And that is why the game, having become a means of pedagogy, uses all these possibilities to achieve its specific goals. This means that if a teacher invests educational content in the gaming sphere, he will certainly be able to solve one of the key problems of pedagogy - the problem of motivating learning activities.

Many teachers, having understood the uniqueness of the game and seeing in it a powerful potential for overcoming crises in education, have been successfully using it in their activities for many years.

Pedagogical games can be classified according to several principles:

1.By type of activity:

• physical (motor)
• intellectual (mental)
• labor
• social
• psychological.

2. By the nature of the pedagogical process:

• Educational
• Training
• Controlling
• generalizing
• educational
• educational
• developing;
• reproductive
• productive
• creative;
• communicative
• diagnostic
• career guidance
• psychotechnical and others.

All educational games in the pedagogical process can be divided into several stages associated with the age periods of teaching and raising a child. This:

• gaming technologies for preschool children;
• gaming technologies for children of primary school age;
• gaming technologies for middle and high school age.

I would like to present some types of games that can be used by additional education teachers in their classes. So this is:

Imitation games. In the classroom, there is an imitation of an event, a specific specific activity of people and the environment, the conditions in which the event occurs or the activity is carried out.

To conduct a simulation game, in addition to the plot, the teacher needs to develop and describe the structure of the event.

Operation games - help to practice the performance of certain specific operations. During such a game, the teacher models the corresponding work process. Games of this type are played in conditions that simulate real ones.

Role-playing games. Here tactics of behavior, actions, and specific performance of the functions and responsibilities of a certain person are worked out. To conduct a role-playing game, the teacher develops a model of the situation and distributes roles with “mandatory content.”

Psychodrama and sociodrama.They are very close to "role playing". This is practically a “theater”, but a socio-psychological one, where participants develop the ability to feel the situation in a team, assess and change the state of another person, and the ability to enter into productive contact with him.

Well, what games can be used in additional education will be told to us by additional education teacher O.Yu.

Part 2. Types of pedagogical games used in additional education.

(From the work experience of O.Yu. Fateeva)

In my work, I, a teacher at the “Akvarelka” art studio, use the following types of educational games:

Exercise games.

Such games usually take 10-15 minutes. They are often aimed at improving the cognitive abilities of students in the association, and are also good remedy for the development of cognitive interest, comprehension and consolidation of the material. These are all kinds of puzzles, quizzes, crosswords, rebuses, teawords, charades, riddles and more.

Travel games.

These games can be played both directly in the classroom and in the process of various educational and mass events. They serve the purpose of understanding and consolidating the material. The activation of students in travel games is expressed in oral stories, questions and answers. Travel games are in the nature of geographical, historical, local history “expeditions” that can be made using books, maps, documents together with the teacher. All of them are performed by children in imaginary conditions, where all actions are determined by game roles: scientist, archaeologist, zoologist, etc. Distinctive feature Such games are characterized by flexibility and active imagination. As a result of such play, children develop a certain activity of creative imagination. I use travel games at the beginning of projects that involve a certain exploratory creative activity.

Role-playing game.

In this game, the conditions of an imaginary situation are staged and students play certain roles. It is through role-playing that a child learns to cope with uncertainty and life situations.

Competition game.

This type of game may include all of the above types of didactic games or their individual elements. To play this game, students are divided into teams and there is a competition between them. The peculiarity of this game is the presence of competition and cooperation in it. Elements of competition occupy a leading place here, but cooperation is determined by specific tasks. A competitive game allows the teacher, depending on the content of the material, to introduce into the game not only entertaining material, but rather complex issues of the educational program. This is the main pedagogical value and advantage of this game over others.

For a better understanding of how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted a small study among students of my association and students of other creative associations of the Center. I also conducted a survey. (Annex 1).

Analysis of the responses gave the following results:

1. In favor of the use of games in the classroom, positive results were obtained in 100% volume.

2.89% of students in our Center would like games to be used in every lesson, but only if the game is interesting to them.

4.100% of children enjoy winning the game. This desire to win ensures the development of students in gaming activities.

Well, at the end of my speech, I want to say that play is an active form of human activity. This model of learning using pedagogical games, when compared with the traditional one, is more promising. Classes conducted using the game method greatly increase students' interest in the subject and allow children to better remember wording and definitions.

Part 3 (practical).

Master class “Game activity is one of the forms of using gaming technologies in the educational process in additional education.”

So that from today’s seminar you, dear teachers, can take with you not only theory, but also a little practical knowledge, I have prepared for you several options for game activities.

The activity is the game “Dominoes”.

To conduct an activity-game, you need to prepare cards, each of which is divided into two parts. In these parts we place tasks and answers. We distribute cards to the participants of the game. All participants take turns placing cards so that each next card is logically connected to the previous one. But here it is necessary to theoretically substantiate the fact that is written on the player’s card. If a participant placed a card incorrectly or could not explain the reason for placing it, then his turn is skipped. The player can use the help of an arbiter, but in doing so, 100 points are lost.

The first person to show all the cards wins.

Guidelines for organizing classes:

The game is carried out in class as one of the stages of group work in order to repeat and consolidate knowledge on the entire topic covered or on several topics. Each group must have a judge who will evaluate the correctness of the answer. The judge can be the most successful child in a given group of the group, or the child who has been trusted by the largest part of the group.

Examples of cards for the game:

Lesson – game “Loto”

Game conditions: Five teams participate in the game. Each team receives a card with only ten question numbers listed. The teacher takes out a barrel with numbers from the bag. The team that has this number on its card gets the right to respond. If the answer is correct, then the team receives a keg and places it on the corresponding number on the card. If the team does not give the correct answer to the question, then the keg remains with the leader and the right to answer is given to another team, which, if the answer is correct, receives a token. For this token you can buy back the barrel that was taken out of the bag, but remained with the leader. The first team to place kegs on all card numbers wins. This game can be used during general review classes or throughout the course.

(Kegs from real lotto are used), cards with numbers are prepared independently)

The activity is the game “Auction”.

Tasks on any topic are submitted for auction, which are discussed in advance with all participants. The game involves 3 – 5 teams. Using a projector, Lot No. 1 is projected onto the screen - five tasks for this topic(you can write assignments in advance on the board, on a poster, or use ready-made, printed texts). The first team selects a task and assigns a price from 1 to 5 points. If the price of this team is higher than those given by others, then it receives the task and completes it. The remaining tasks must be purchased by other teams. If the task is solved correctly, the team is awarded points, but if the task is failed, then points (or part of them) are deducted. The advantage of this simple game is that when choosing a problem, students compare all five problems and mentally scroll through the process of solving them. This game is a prototype of the game “The Smartest”.

Which of the presented games would you, dear teachers, like to play now?

(The game selected is played big amount teachers present)

Reflection. Summing up the seminar.

Dear teachers! Summing up the results of the seminar, I would like to say that play is the most accessible type of activity for children and an excellent way to process impressions received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his feelings, emotionality, activity, and need for communication.

An interesting and well-planned game increases a child’s mental activity. She is able to solve a more difficult problem than in a traditional lesson. But, however, this does not mean that classes should be conducted only in a playful way. The game is just one of the methods, and it gives good results only in combination with other methods: observations, conversations, reading.

Games have a strong emotional impact on all children, without exception, and develop many skills. This includes the ability to work in a group, and the ability to make decisions and take responsibility. They perfectly develop organizational skills, foster a sense of empathy, and stimulate mutual assistance in solving difficult problems. Thus, the use of game methods in the educational process makes it possible to solve a whole range of pedagogical problems.

The seminar participants pass the sun to each other, and the person holding the sun tells his opinion about the seminar.

Dear colleagues, our meeting today has come to an end. We hope that the knowledge you gained or consolidated today will be useful to you in your work. Goodbye. Thank you all very much for your work.

Annex 1.

Questionnaire for students.

1. Do you like it when a teacher uses games in class?
2. How often would you like the game to be used in class?
3. Which form of play do you prefer: individual, group or pair?
4. What activities do you like to play in (list)?
5. Are there times when you don't like a game and why?
6. Does your desire depend on the teacher who uses games?
7. What do you like most about the game?

Additional education is “an independent, self-valued, personality-oriented type of education, capable of satisfying the individual and creative needs of the individual, of actively participating in solving sociocultural problems of the region” (Builova L.N., Klenova N.V. How to organize additional education for children at school? – M.: ARKTI, P.9)

The most important characteristic of additional education is its correlation with the principle of conformity with nature: all its programs are offered to children by choice, in accordance with their interests, natural inclinations and abilities, which determines the personal significance of education for children. In additional education, compared to school, the type of interaction between teacher and child is different: the teacher does not just transmit information, but creates a developmental environment.

WHAT IS AN ADDITIONAL EDUCATION PROGRAM? The goals and objectives of additional educational programs, first of all, are to ensure the training, education, and development of children. In this connection, the content of additional educational programs should: correspond to the achievements of world culture, Russian traditions, cultural and national characteristics of the regions; appropriate level of education (preschool, primary general, basic general, secondary (complete) general education); areas of additional educational programs (scientific-technical, sports-technical, artistic, physical education-sports, tourism and local history, environmental-biological, military-patriotic, social-pedagogical, socio-economic, natural science); modern educational technologies reflected in the principles of learning (individuality, accessibility, continuity, effectiveness); forms and methods of teaching (active methods of distance learning, differentiated learning, classes, competitions, competitions, excursions, hikes, etc.); methods of control and management methods of control and management of the educational process (analysis of the results of children’s activities); teaching aids teaching aids (list of necessary equipment, tools and materials per each student in the association).

Be aimed at: creating conditions for the development of the child’s personality; development of the child’s personality motivation for knowledge and creativity; ensuring the emotional well-being of the child; introducing students to universal human values; prevention of antisocial behavior; creating conditions for social, cultural and professional self-determination, creative self-realization of the child’s personality, his integration into the system of world and domestic cultures; the integrity of the process of mental and physical, mental and spiritual development of the child’s personality; strengthening the mental and physical health of children; interaction of additional education teachers with families.

1. Model programs 1. Model programs represent the state education standard. These programs are created at the state level, approved by the Ministry of Education and Science of the Russian Federation and are the basis for work in this profile. 2. Modified (or adapted) programs 2. Modified (or adapted) programs coincide in content and logic with the standard ones, changed taking into account the characteristics of the organization and formation of children's associations, the regime and time parameters for carrying out activities, and the non-standard nature of individual results of upbringing, development and education. Changes are made to the structural components at the discretion of the author; there is no standard standardization in quantitative and qualitative terms. Diagnostics of the results of these programs is determined both by the quantitative indicators embedded in the program (knowledge, abilities, skills) and by the practical achievements of students (report concerts, competitions, exhibitions, olympiads, etc.). H. Experimental programs H. Experimental programs are designed to reflect changes in the fundamentals of the content of education, or changes in the principles, methods, forms of teaching in the interests of its improvement, as well as introduce new pedagogical technologies. However, such programs, after successful testing and examination, can become an original program. Types of working educational programs in the system of additional education for children.

4. Author's programs 4. Author's programs are completely developed by a teacher, methodologist or a team of teachers or methodologists. Their content is a set of proposed means of solving problems in education, distinguished by novelty, relevance, and originality. The author's program must contain a hypothesis and its conceptual justification, goals, objectives, ways to achieve goals, methods for diagnosing results at intermediate stages and at the end of implementation. Productive ideas in the author's programs are those aimed at creating a comprehensive educational route for students. Such programs must be equipped with proprietary technological aspects and have two reviews: internal and external.

According to the level of development According to the level of development, programs can be: General developmental, aimed at solving the problems of forming a general culture of the child, expanding his knowledge about the world and about himself, social experience. This involves satisfying the child’s cognitive interest, expanding his awareness in a specific educational area, enriching him with communication skills and joint activities in mastering the program. Specialized, aimed at identifying and developing children’s abilities, acquiring certain knowledge and skills in their chosen type of activity. These programs are focused on developing competence in a particular area and developing skills at the level of practical application. Professionally oriented, aimed at familiarization and subsequent deepening of one or another professional sphere of life. They help to identify the personal capabilities of students and determine their choice of profession, gain the basics of professional knowledge and skills. These educational programs provide for achieving high levels of education in any subject or practical area, the ability to see problems, formulate tasks, and look for ways to solve them.

According to the purpose of training According to the purpose of training, programs are distinguished: 1. Cognitive, providing in-depth knowledge of the discipline being studied, developing intellectual abilities, expanding horizons. The goals of these programs are to introduce, expand and deepen the knowledge of children and adolescents in certain areas of science, art, national and regional culture, as well as the formation of an individual mechanism for mastering sociocultural activities). 2. Research orientation aimed at revealing and developing children’s creative abilities for scientific activities, developing the necessary skills for research work, the ability to implement the author's idea. 3. Social adaptation, aimed at children mastering positive social experience, social roles and attitudes, and developing value orientations. 4. Professionally applied, providing certain skills and abilities in practical activities, forming a specialist who has professional knowledge, skills and abilities. Focused on 2 main goals: a) formation of a specialist in the field of science or practical activity that is missing in the basic high school; b) familiarization and development of certain skills and abilities in currently relevant areas of science or practical activity. 5. Physical education and sports, helping to exercise healthy image life, developing a system of prevention and correction of students’ health. 6. Leisure activities that fill students’ free time with active, emotionally and psychologically comfortable content. 7. Developing artistic talent, which influence the emotional sphere of students, carry out “immersion” in the artistic image

According to the form of organization of the educational process, programs are distinguished. According to the form of organization of the educational process, programs are distinguished: 1. Complex, in a certain way connecting individual areas, directions, types of activities into a single whole. 2. Integrated, studying several industries in a single manner. Based on cognitive theory and the understanding that the search for knowledge is the best way research that establishes connections between academic disciplines. H. Modular, consisting of several independent, stable, integral blocks. 4. Cross-cutting, measuring the material in the areas included in them, taking into account the age characteristics of children, their number in groups, physical condition, moral and psychological comfort, etc. Creating an educational program is a creative and complex process, requiring special preparation and painstaking work. The teacher’s educational program is a clear indicator of his professional pedagogical skills" (Kulnevich S.V., Ivanchenko V.N. Additional education of children: methodological service. - Rostov-n/D: Publishing House "Teacher", P.84-88) .

Structure of the program for additional education for children The program for additional education for children, as a rule, includes the following structural elements: 1. Title page. 2. Explanatory note. 3. Curriculum. 4. Educational and thematic plan. 5. Contents of the course being studied. 6. Methodological support for additional educational programs. 7. List of references: - list of literature used by the teacher; - a list of recommended literature for children and parents; 8. List of equipment required to implement the program (based on the number of students). When developing a program for several years, the structure of the program becomes more complicated mainly due to the repetition of parts 4 and 5. The volume of each block of the program may be different. Various applications can be added to the program ( creative script events, proposals for creating illustrative material on the subject of classes, methodological developments for organizing individual work with children, etc.).

Scheme for drawing up an explanatory note. The focus of the program. ……………………………… The novelty of the program is ……………………………. Distinctive features of this program from already existing educational programs…………… Relevance of the program…………………………………… The pedagogical feasibility of the program is that…… ( Brief Analysis educational level of children, characteristics of the educational environment)……………………. Purpose of the program:…………………………………………………… Age of students:……………………………………………………… The lower age limit is explained by the fact that…… ……… Age limits may vary depending on the individual characteristics of children. Duration and stages of the educational process. The program is designed for ---- years of study. The volume of the program is ...... hours, which are distributed as follows: 1 year of study - 144 hours (4 hours per week). Training modules: “____”, “_____”, 2nd year of study – 216 hours (6 hours per week). Training modules: “____”, “____”, 3rd year of study – 216 hours (6 hours per week). Training modules: “____”, “_____”, Content and volume of starting knowledge necessary for the initial stage of mastering the program……… Training is based on the following pedagogical principles: ……………………

The following methods are used in the learning process:……………………………………………………………… The program provides for frontal, individual, group forms of educational work with students. Frontal work presupposes (allows, provides, provides for…)……… Group work presupposes (allows, provides, provides for…)…………………………… Individual work presupposes (allows, provides, provides…)……………………… The following forms of training sessions are used in the learning process:…………………………………………. Class schedule:..(how many times a week for how many hours, breaks, time intervals between classes)…………………. Predicted results and criteria for their measurement As a result of mastering this program, students should know: ………………………………….. should be able to:…………………………………………… …… The learning process provides for the following types of control: Introductory (………), current (………), midterm (………), final (……….). Forms of control:…… (test, test, interview, mini-conference, report, creative report, participation in the Olympiad, project defense…) Forms of summing up the implementation of the additional educational program at the end of each year of study:…. (exhibition, festival, intellectual marathon, final celebration, competition, educational and research conference, etc.)…… Funds necessary for the implementation of the program:… (educational and methodological, logistics provision, etc.) ……..

Example curriculum for 3 years Name of topic - subject Total hours 1 year 2 year 3 year 1Acting Stage speech Stage movement Mass work Basics of makeup History of theater-816 7Applied arts-12- 8Etiquette--- 9Staging a play Individual work--16 Total hours:144216

Approximate scheme for drawing up an educational and thematic plan Educational and thematic plan for 1 year of study Topic Total number of hours Including Theoretical (hour) Practical (hour) 1.………22- 2.……… ……… ……… … … …….….… ……. ….… Total: The educational and thematic plan presents the names of modules, sections, topics and hourly distribution of material. This gives an idea of ​​the stages of completing tasks and acquiring knowledge. The educational and thematic plan is drawn up for the amount of time provided by the program for each year.

Approximate scheme for compiling the section “Course Content” Course Content First year of study Section 1……./title/…….. (2 hours) ……………………………………………………… ……………… Section 2……./title/…….. (10 hours) 2.1 …………/title/……………… ……………………………………………………… ………………………………… Practical exercises:………………………………………… …………/title/……………… …………… ………………………………………………………… Practical exercises:………………………………………… …………/name/…… ………… ……………………………………………………………………… Practical lessons:………………………………………… …………/title/……………… ………………………………………………………………………………… Practical exercises:………………… ……………………… Section 3……./title/…….. (8 hours) ……………………………………………………………… ……

Methodological support for the program: providing the program with methodological types of products (development of games, conversations, hikes, excursions, competitions, conferences, etc.); recommendations for conducting laboratory and practical work, on setting up experiments or experiments, etc.; didactic and lecture materials, methods for research work, topics of experimental or research work, etc. References - a list of literature used by the teacher; - list of recommended literature for children and parents Sample placement of literature sources in the list: Fadeeva E. I. Labyrinths of communication: Educational and methodological manual. - M.: TsGL, p. or Galanov A.S. Games that heal (for children from 1 year to 3 years). - M.: Sphere shopping center, p.

Methodological seminar “Training lesson in an institution of additional education for children”

Seminar for additional education teachers

“Training lesson in an institution of additional education for children”

Purpose of the seminar: increasing the professional competence of beginning teachers in the field of construction training session.

Event plan:

1. Methodological basics building an educational lesson in the system of additional education for children.

2. Classification of training sessions and basic requirements for their construction.

3. Practical part.

Methodological basis for constructing a lesson in the system of additional education for children

The training session is the main element of the educational process. In the system of additional education, the form of its organization changes significantly. The main thing is not the communication of knowledge, but the identification of children’s experience, their inclusion in cooperation, the active search for knowledge and communication.

Additional education teachers (both those with special pedagogical education and those without) often experience difficulties in modeling an educational lesson, determining its type, stages, tasks, content of each stage, and self-analysis of activities. Especially often, these difficulties are faced by beginning teachers who are not ready for systematic activities to prepare a lesson.

Knowledge of the types and characteristics of training sessions will help to develop the need and ability to correctly model a lesson, improve your constructive, methodological knowledge, skills and abilities.

The training session is:

Model of activity of the teacher and the children's team;

Time-limited form of organization educational process, which involves not only the transfer of knowledge, skills and abilities to children in a specific subject and their assimilation of educational material, but above all development;

The time during which students, under the guidance of a teacher, are engaged in educational, educational, and leisure activities.

The training session presents all elements of the educational process: goals, content, means, methods, organization. The quality of the training session depends on the correct definition of each of these components and their rational combination. However, the main requirement for a training session is the achievement of the goal set by the teacher and accepted by the students.

Depending on the goals of the lesson, the following types of training sessions can be distinguished:

Actually teaching;

General developmental;

Educational.

The actual training sessions pursue purely educational goals: teaching something, children mastering specific knowledge and skills in the subject being taught. These are the training sessions:

On knowledge transfer;

To comprehend knowledge and consolidate it;

To consolidate knowledge;

To develop skills and apply knowledge in practice;

Training sessions (working on skills and abilities);

On generalization and systematization of knowledge.

General developmental classes set goals for the formation and development of certain personal qualities of the child. Such activities include a debate session, an excursion, a quiz session, and various collective creative activities.

Educational activities aim to create a positive psychological climate in the children's team, introducing children to moral and cultural values. For example, traditional holidays: “Initiation into circle members”, “Birthday Days”, “Skills Competitions”, etc. These classes also involve learning tasks, but differ from educational classes in that learning, as a rule, is not of a specially organized nature and is not necessarily related to the academic subject. Quite often, the lesson of a teacher with a group of children is difficult to classify as any one type, since during one lesson most teachers solve both teaching and educational tasks in a complex manner.

The educational session, being a time-limited process, is a model of the activity of the teacher and the children's team. In this regard, the training session must be considered in the logic of organizing the activity, highlighting the goal, content, methods, results of the activity, as well as the stages of their achievement.

A model of a training session of any type can be represented as a sequence of the following stages: organizational, testing, preparatory, main, control, final, reflective, informational. The basis for distinguishing stages can be the process of assimilation of knowledge, which is structured as a change in the types of activities of students: perception - comprehension - memorization - application - generalization - systematization.

As the basis for the training session, we take the model proposed by M.V. Ushakova, a methodologist and researcher at the laboratory of problems of additional education and upbringing of the regional center for children and youth in Yaroslavl (Table 1).

Table 1

Model of a training session in an institution of additional education for children

Blocks	Stages	Training session stage	Stage tasks		Result
Preparatory		Organizational	Preparing children for work in class	Organizing the start of classes, creating a psychological mood for learning activities and activating attention	Perception
		Check	Establishing the correctness and awareness of execution homework(if there was one), identifying gaps and correcting them	Checking homework (creative, practical), checking the assimilation of knowledge from the previous lesson	Self-esteem, teacher’s evaluative activity
Basic		Preparatory (preparation for new content)	Providing motivation and acceptance by children of the goals of educational and cognitive activities	Communicating the topic, goals of the educational session and motivation for children’s educational activities (for example, a heuristic question, a cognitive task, a problem task for children)	Understanding the possible start of work
		Assimilation of new knowledge and methods of action	Ensuring perception, comprehension and primary memorization of connections and relationships in the object of study	Using tasks and questions that activate children’s cognitive activity	Mastering new knowledge
		Initial check of understanding of what has been learned	Establishing the correctness and awareness of mastering new educational material, identifying erroneous or controversial ideas and correcting them	Application of trial practice tasks, which are combined with an explanation of the relevant rules or justification	Conscious assimilation of new educational material
		Consolidation of new knowledge, methods of action and their application	Ensuring the acquisition of new knowledge, methods of action and their application	The use of training exercises and tasks that children perform independently	Conscious learning of new material
		Generalization and systematization of knowledge	Formation of a holistic representation of knowledge on the topic	Using conversations and practical tasks	Understanding the work done
		Control	Identification of the quality and level of knowledge acquisition, self-control and correction of knowledge and methods of action	The use of test tasks, oral (written) questioning, as well as tasks of various levels of complexity (reproductive, creative, search and research)	Reflection, comparison of the results of one’s own activities with others, comprehension of the results
Final		Final	Analysis and assessment of the success of achieving the goal, determining the prospects for further work	The teacher together with the children sums up the lesson	Children's self-confidence in success
		reflective	Mobilizing children for self-esteem	Children’s self-assessment of their performance, psychological state, reasons for poor quality work, work effectiveness, content and usefulness of educational work	Children’s design of their own activities in subsequent lessons
		Informational	Ensuring an understanding of the purpose, content of homework, and the logic of further classes	Information about the content and final result of homework, instructions for completion, determination of the place and role of this task in the system of subsequent classes	Determining business prospects

Constructing a lesson in accordance with this model helps to clearly structure the lesson, define its stages, tasks and the content of each of them. In accordance with the objectives of each stage, the teacher predicts both intermediate and final results.

Classification of training activities andbasic requirements for their construction

Classification of training activities

Based on modern scientific ideas about an educational lesson, its substantive goal is triune in nature and consists of three interconnected, interacting aspects, cognitive, developmental and educational, which are reflected in the goal for the content of educational material.

Goals are the mechanism by which the teacher encodes the main content and predicts the results of his activities and the cognitive activity of students.

The stages of a training session and its structure are designed in accordance with the didactic purpose and laws of the learning process. The movement towards the realization of the goal as a predicted result determines the transition from one part of the lesson to another, from stage to stage. The methods of work of the teacher and students at each stage depend on the content, purpose, logic of mastering educational material, the composition of the group and the experience of creative activity of the teacher and students.

The didactic goal is the most important structural element and determines the type and structure of the educational lesson. Taking into account the active position of students in mastering the material and developing skills, training sessions can be classified according to the didactic goal as follows: studying and primary consolidation of new knowledge; consolidation of knowledge and methods of activity, comprehensive application of knowledge and methods of activity; generalization and systematization of knowledge and methods of activity; verification, evaluation, correction of knowledge and methods of activity. Each type of training session has its own structure, the main component of the lesson is encoded in the name of the type of training session, the common stages for all types of classes are organizational, goal setting and motivation, summing up.

The organizational aspect of a training session involves the creation of productive conditions for interaction between the teacher and students.

The stage of goal setting and motivation ensures the desire of participants in the pedagogical process to work in the classroom through setting goals and updating the motives of educational activities, through the formation of attitudes towards the perception and comprehension of educational information, and the development of the student’s personal qualities.

When summing up, the level of achievement of goals, the degree of participation of all students and each individual, an assessment of their work and the prospects of the cognitive process are determined.

The relationship between the type, didactic purpose and structure of the training session is presented in Table 2 “Types of training sessions, their didactic purpose and structure.”

table 2

Types of training sessions, their didactic purpose and structure

Type of training session	Didactic purpose	Structure	Non-traditional forms of conducting classes
Training session for studying and initially consolidating new knowledge	Create conditions for awareness and comprehension of a block of new educational information	Organizational moment Updating knowledge and skills Motivation. Goal setting Organization of perception Organization of reflection Initial check of understanding Organization of primary consolidation Reflection	Lecture, seminar, excursion, conference, laboratory-practical lesson, didactic fairy tale
Training session to consolidate knowledge and methods of activity	Ensure that students’ knowledge and methods of activity are consolidated	Organizational moment Motivation Updating knowledge and methods of action Constructing a sample of knowledge application in standard and modified situations Independent application of knowledge Control and self-control Correction Reflection	Seminar, excursion, consultation, travel game
Training session on the integrated application of knowledge and methods of activity		Organizational moment Goal setting. Motivation Updating the body of knowledge and methods of activity Independent application of knowledge (exercises) in similar and new situations Self-control and control Correction Reflection	“Literary Lounge”, quiz “What? Where? When?”, “Activity-travel”, concert
Training session of generalization and systematization of knowledge and methods of activity	Organize the activities of students to generalize knowledge and methods of activity	Organizational moment Goal setting. Motivation Highlighting the main thing in educational material Generalization and systematization Reflection Generalization can be carried out both by topic, section, and by problem. The most important thing in the generalization technique is the inclusion of parts into the whole. Careful preparation of students is necessary (communication in advance of problems, questions, provision of didactic material during the lesson)	Lecture, excursion
Training session on checking, assessing, correcting knowledge and methods of activity	1. Ensure testing and assessment of students’ knowledge and methods of activity (control lesson) 2. Organize the activities of students to correct their knowledge and methods of activity	Motivation Independent completion of tasks Self-control Control Correction Reflection	The classes are dominated by activities aimed at gradually increasing the complexity of tasks through comprehensive coverage of knowledge and applying it at different levels

Conditions for achieving the effectiveness of the lesson:

Complexity of goals (training, educational, general developmental tasks);

The adequacy of the content to the goals set, as well as their compliance with the characteristics of the children's team;

Compliance of work methods with the set goals and content;

The presence of a clearly thought-out logic of the lesson, continuity of stages;

Clear organization of the start of classes, motivation of children for educational activities;

The presence of a favorable psychological atmosphere;

Active position of the child (intensification of cognitive and practical activities, inclusion of each child in activities);

Full methodological support and material and technical equipment of the lesson.

The constant transfer of the student from the zone of his actual to the zone of proximal development is the main indicator of the effectiveness of the educational lesson.

Basic requirements for the construction of modern training sessions:

Creating and maintaining a high level of cognitive interest and activity in children;

Efficient use of class time;

The use of a variety of pedagogical teaching aids;

Personality-oriented interaction between the teacher and students;

Practical significance of the acquired knowledge and skills.

To conduct an effective educational lesson, the teacher needs to be quite seriously prepared for it. Will the lesson be a success? How to keep children's attention and develop interest in the subject? These and many other questions concern almost every teacher. What is most important for a teacher when preparing a lesson?

Algorithm for preparing a training session

The algorithm for preparing a training session, as the basis of this methodology, can be as follows:

Stage 1	Analysis of the previous training session, searching for answers to the following questions: Did the training session achieve its intended purpose? To what extent and quality were the objectives of the lesson implemented at each of its stages? How complete and high quality is the content implemented? What was the overall result of the lesson, was the teacher’s forecast justified? Due to what were these or those results (reasons) achieved? Depending on the results, what needs to be changed in subsequent training sessions, what new elements should be introduced, what should be abandoned? Have all the potential possibilities of the lesson and its topics been used to solve educational and training problems?
Stage 2	Modeling. Based on the results of the analysis of the previous lesson, a model of the future training session is built: Determining the place of a given educational lesson in the system of topics, in the logic of the learning process (here you can rely on the types and varieties of classes); Designation of the objectives of the training session; Determination of the topic and its potential, both teaching and educational; Determining the type of occupation, if necessary; Determining the type of activity; Thinking through the content stages and logic of the lesson, selecting ways of working for both the teacher and the children at each stage of the lesson; Selection of pedagogical methods for monitoring and assessing children’s learning of lesson material.
Stage 3	Ensuring the content of the training session: Teacher self-training: selection of informational and educational material (lesson content); Ensuring the educational activities of students: selection, production of didactic, visual, handouts; preparing assignments; Logistics: preparation of the office, inventory, equipment, etc.

It should be noted that in each specific situation the proposed algorithm will vary, be clarified, and be detailed. The very logic of actions is important, the teacher’s tracking of the sequence of both his work and the educational activities of children, the construction of educational activities not as separate, one-time, unrelated forms of work with children, but as a teaching system that will allow the full realization of creative, cognitive, developing potential of the educational subject taught by the teacher.

Detailed compliance with the conditions for the effectiveness of the lesson, the basic requirements for its preparation and construction will ensure a high result of the lesson.

Organization of classes within the framework of a system-activity approach

In the report of the international commission on education for the 21st century, chaired by

Jacques Delors “Education: the hidden treasure”, formulated “4 pillars on which education is based: learn to know, learn to do, learn to live

together, learn to be” (J. Delors)

Learning to know, which implies that the learner constructs his own knowledge daily by combining internal and external elements;

Learn to do focuses on practical application studied;

Learning to live together actualizes the ability to refuse any discrimination, when everyone has equal opportunities to develop themselves, their family and their community;

Learning to be emphasizes the skills necessary for an individual to develop his potential;

In fact, he identified the global competencies necessary for a person to survive in the modern world.

Didactic principles necessary for organizing classes within the framework of a system-activity approach:

1. Operating principle lies in the fact that the student, receiving knowledge not in finished form, and by obtaining them himself, he is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.

2. Continuity principle means such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage. The continuity of the process is ensured by the invariability of technology, as well as continuity between all levels of training in content and methodology.

3. The principle of a holistic view of the world means that the child must form a generalized, holistic idea of ​​the world (nature-society-himself), about the role and place of science in the system of sciences.

4. Minimax principle lies in the fact that the school offers each student the content of education at the maximum (creative) level and ensures its assimilation at the level of a socially safe minimum ( state standard knowledge).

5. The principle of psychological comfort involves the removal of stress-forming factors in the educational process, the creation of a friendly atmosphere in the center and in the classroom, focused on the implementation of the ideas of cooperation pedagogy.

6. The principle of variability involves the development of variable thinking in students, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option.

7. The principle of creativity assumes maximum orientation towards creativity in the educational activities of schoolchildren, their acquisition own experience creative activity. Forming the ability to independently find solutions to non-standard problems.

These didactic principles set a system of necessary and sufficient conditions for the functioning of the education system in the activity paradigm.

Activity-oriented goal setting classes can be divided into four groups:

1. classes of “discovery” of new knowledge;

2. reflection classes;

3. classes of general methodological orientation;

4. developmental control classes.

1. The activity of “discovering” new knowledge.

Activity goal: developing students’ ability to perform a new way of action.

Educational goal: expanding the conceptual base by including new elements.

2. Reflection lesson.

Activity goal: developing in students the ability to reflect on a correctional-control type and implement a correctional norm (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome the difficulty, etc.). Educational goal: correction and training of learned concepts, algorithms, etc.

3. Lesson of a general methodological orientation.

Activity goal: developing the ability of students to a new way of action associated with building the structure of the studied concepts and algorithms.

Educational goal: identifying the theoretical foundations for constructing content and methodological lines.

4. Developmental control lesson.

Activity goal: developing students’ ability to carry out control functions.

Educational goal: control and self-control of learned concepts and algorithms.

And before we move on to getting to know the structure of the lesson within the framework of a systemic activity approach, I suggest our creative groups complete the following task: you have 10 A4 sheets on your tables, glue, a stapler, tape, you need to build a tower with maximum efficiency.

(Completing the task in subgroups. Discussion of the completed task and the concept of effectiveness).

This task is an example of creating a problem situation to start physics or technology lessons; you and I, for example, have very well switched to the concept of “efficiency”.

And now I present to your attention the technology for posing an educational problem:

Dialogue motivating a problematic situation

Encouraging awareness of the contradictions of a problem situation

Encouragement to formulate an educational problem

Acceptance of student formulations of educational problems.

Dialogue leading up to the topic

Message topic with a motivating technique.

Technology for finding a solution to an educational problem:

Hypothesis-provoking dialogue

Encouraging Hypotheses

Acceptance of hypotheses put forward by students

Encouragement to test hypotheses.

Acceptance of tests proposed by students

Dialogue leading to knowledge.

The structure of the lesson of maintaining new knowledge within the framework of the activity approach is as follows:

2. Updating and recording individual difficulties in the trial training

action.

3. Identifying the location and cause of the difficulty.

8. Inclusion in the knowledge system and repetition.

9. Reflection on learning activities in the lesson (result).

Practical task: In circles, correlate the stage of the lesson and the activity corresponding to this stage.

Checking the correct execution of the task:

1. Motivation for educational activities.

This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson. For this purpose, at this stage, his motivation for educational activities is organized, namely:

1) the requirements for it from the educational activities are updated (necessary);

2) conditions are created for the emergence of an internal need for inclusion in educational activities (.want.);

3) thematic framework is established (.can.).

In the developed version, processes of adequate self-determination in educational activity and self-positing in it occur here, implying the student’s comparison of his real self. with the image. I am an ideal student., conscious subordination of oneself to the system of normative requirements of educational activities and the development of internal readiness for their implementation.

2. Updating and recording individual difficulties in a trial educational action. At this stage, preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized.

Accordingly, this stage involves:

1) updating the studied methods of action sufficient to construct new knowledge, their generalization and symbolic fixation;

2) updating of relevant mental operations and cognitive processes;

3) motivation for a trial educational action (.need. - .can. - .want.) and its independent implementation;

4) recording individual difficulties in performing a trial educational action or justifying it.

3. Identifying the location and cause of the difficulty. At this stage, the teacher organizes for students to identify the location and cause of the difficulty.

To do this, students must:

1) restore the operations performed and record (verbally and symbolically) the place - step, operation where the difficulty arose;

2) correlate your actions with the method of action used (algorithm, concept, etc.) and on this basis, identify and record in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are lacking to solve the original problem and problems of this class or like in general.

4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means).

At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.

5. Implementation of the constructed project.

At this stage, the completed project is being implemented: various options proposed by students are discussed and a choice is made. best option, which is fixed in language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. Finally, it is specified general character new knowledge and overcoming a previously encountered difficulty is recorded.

6. Primary consolidation with pronunciation in external speech.

At this stage, students, in the form of communication (frontally, in groups, in pairs), solve standard tasks for a new method of action, pronouncing the solution algorithm out loud.

7. Independent work with self-test according to the standard.

When carrying out this stage, an individual form of work is used: students independently complete tasks of a new type and self-test them.

Literature

Builova L.N. Training session in an additional education institution. – M.: TsDYuT “Bibirevo”, 2001.

Ushakova M.V. Training session in an additional education institution // Out-of-school student. – 1997. - No. 1. – P. 30-32.

Russkikh G.A. Preparing a teacher to design an adaptive educational environment for a student: A manual for teachers. – M.: Ladoga - 100, 2002.

Directory of school administration on the organization of the educational process. Part 1 / Comp. EAT. Muravyov, A.E. Epiphany. – M.: Center “Pedagogical Search”, 2000.

Tokmakova O.V. Didactic materials for the course “Management of the educational process in the classroom.” Kirov, 2004.

Municipal budget educational institution additional education "Center for Children's Creativity", Okhansky district, Perm region

Baryshnikova Nadezhda Ivanovna, deputy. director of water management, additional education teacher

METHODOLOGICAL SEMINAR

for additional education teachers

Subject:

Modern approaches to organizing the educational process in additional education

Target : introduce modern approaches, principles and forms of planning and organization of the educational process.

Seminar progress:

introduction: topic of the seminar, work plan, updating of the issues raised.

Presentation

Slide 1.

The learning process in additional education is less formalized in comparison with a comprehensive school and does not have a strict framework.

Individualization of learning in the system of additional education for children is carried out by the child himself, who himself chooses what is interesting for himself . The position of the teacher also changes: he acts not only as a carrier of knowledge, but also as an assistant in the development of the student’s personality.

Acting as a consultant, an additional education teacher most often has a strong personal influence on children. Hence the increased demands on his personal qualities.

Slides 2-5.

The educational process organized in the system of additional education must meet the following requirements:

have a developmental character , that is, it should be aimed at developing children’s natural inclinations and interests;

be varied in form (group and individual, theoretical and practical, performing and creative classes), and in content;

be based on a variety of additional ;

be based on developmental methods of teaching children ;

For a teacher of additional education, it is no longer enough to know only the subject area that he teaches; he must:

havepsychological and pedagogical knowledge;

use diagnostics of children’s interests and motivations in order to ensure such a variety of activities and forms of their implementation that would allow different children with different interests and problems to find something to their liking;

based on society;

reflect regional characteristics and traditions.

Slides 6 – 19.

A training session is the main form of organizing the educational process.

In order for an activity to become educational, it must becarefully prepare, plan.

A seminar in this direction was held. Let's remember some aspects.

A)Types of classes:

learning new material

formation of skills and abilities

consolidation and development of knowledge, skills, abilities

repetition

application of knowledge, skills, abilities

combined lesson

control lesson

B)Goals and objectives

B) 12 slide.Didactic tools .

G)Lesson structure . In general, a training session of any type as a model can be represented as a sequence of the following stages: organizational, testing, preparatory, main, control, reflective (self-analysis), final, informational. Each stage differs from the other in the change of types of activities, content and specific task. The basis for distinguishing stages can be the process of assimilation of knowledge, which is structured as a change in the types of activities of students: perception - comprehension - memorization - application - generalization - systematization.

Slide 17 Typical mistakes in preparing and conducting classes.

LESSON!

Lack of specifics of additional education

Class overload(show all the best at once)

Dominance of the form of the lesson over its content

Failure to comply with class times

D)Recommendations for conducting classes .

Teaching methods

Let's consider two classifications of teaching methods.

According to Yu. K. Babansky

Verbal ( the source of knowledge is the spoken or printed word)

Story

Explanation

Conversation

Discussion

Lecture

Working with a book

Visual (the source of knowledge is observed objects, phenomena, visual aids)

Illustration method (showing illustrative aids, posters, tables, paintings, maps, sketches on the board, models, etc.)

Demonstration method (demonstration of devices, technical installations, videos, presentations, etc.)

Practical (gain knowledge and develop skills by performing practical activities)

Exercises

Practical work

Problem solving

Object Modeling

According to M. N. Skatkin and I. Ya. Lerner

Explanatory and illustrative method (the teacher communicates ready-made information through various means, and students perceive it, understand it and record it in memory)

Reproductive method (its essence is to repeat (multiple times) the method of activity as instructed by the teacher)

Problematic method (the teacher poses a problem to the students and himself shows the way to solve it, revealing the contradictions that arise; the purpose of this method is to show examples of solving the problem)

Partial search method (the teacher divides the problematic problem into subproblems, and students carry out individual steps to find its solution, each step involves creative activity, but there is no holistic solution to the problem yet)

Research method (providing organizations for search creative activities of students to solve new problems for them, creative application of knowledge)

Traditional forms of organization children's activities in the educational process.

- Lecture - oral presentation of a topic that develops the creative thinking activity of students.

- Seminar - the form of group classes in the form of discussion of prepared messages and reports under the guidance of a teacher forms analytical thinking, reflects the intensity of independent work, and develops public speaking skills.

- Discussion - comprehensive public discussion, consideration of a controversial issue, a complex problem; expands knowledge through the exchange of information, develops skills of critical judgment and defending one’s point .

TOconference - meeting, meeting of representatives of various organizations to discuss and resolve any issues; instills the skills of open discussion of the results of their activities.

- Excursion - a hike or trip for the purpose of inspection or acquaintance with any attraction; enriches sensory perception and visual representations.

- Expedition - a group trip with a special task: solves a set of diverse tasks for organizing effective practice in the process of obtaining a specialized result outside the classroom.

- Hiking trip - movement of a group of people for a specific purpose; realizes the goals of knowledge, education, health, physical and development.

- Educational game - an activity that has certain rules and serves for learning new things, relaxation and pleasure; characterized by modeling life processes in a developing situation.

Non-traditional forms organizing children's activities.

- Presentation of an object, phenomenon, event, fact - description, disclosure of the role of an object, social purpose in a person’s life, participation in social relationships.

- Sociodrama - plot-role-playing game, predetermined by the position of the main characters; a situation of choice on which the course of life and socio-psychological relationships, awareness of oneself in the structure of social relations depend.

- Protection - the ability to project changes in reality in the name of improving life, correlating personal interests with public ones, proposing new ideas for solving life problems.

- Round table - collective work to find the social significance and personal meaning of the phenomenon of life - “Freedom and Duty”, “Man and Nature”, etc.

- Tea party - has great power, creates a special psychological atmosphere, softens mutual relationships, and liberates.

- "Toughie" - solving difficult issues in life together with a group, confidential conversation based on good .

- Day of good surprises - an exercise in the ability to show signs of attention and bring joy to people.

- Envelope of questions - free exchange of opinions on various topics in a friendly atmosphere.

- Graduation ring - report of graduates of creative teams, analysis of the past, plans for the future; creating an atmosphere of friendship, ; developing the ability to interact with people

Summing up the seminar. Reflection of teachers.

Structure of an innovative lesson

(according to N. E. Shchurkova)

Stage 1: organizational.

Task: preparing children for work in class.

Contents of the stage: organizing the start of classes, creating a psychological mood for learning activities and activating attention.

Stage 2: verification.

Task: establishing the correctness and awareness of completing homework (if any), identifying gaps and correcting them.

Contents of the stage: checking homework (creative, practical), checking the assimilation of knowledge from the previous lesson.

Stage 3: preparatory (preparation for new content).

Objective: ensuring children's motivation and acceptance of the goals of educational and cognitive activity.

Contents of the stage: communication of the topic, goals of the educational session and motivation for children’s educational activities (for example, a heuristic question, a cognitive task, a problem task for children).

Stage 4: main.

The main stages may include the following:

1) Assimilation of new knowledge and methods of action.

Objective: ensuring perception, comprehension and primary memorization of connections and relationships in the object of study. When mastering new knowledge, it is advisable to use tasks and questions that activate children.

2) Initial check of understanding.

Objective: establishing the correctness and awareness of mastering new educational material, identifying misconceptions and correcting them. Use trial practical tasks, which are combined with an explanation of the relevant rules or justification

3) Consolidation of knowledge and methods of action.

Objective: ensuring the assimilation of new knowledge and methods of action. They use training exercises and tasks that children perform independently.

4) Generalization and systematization of knowledge.

Objective: formation of a holistic representation of knowledge on the topic. Common ways of working are conversation and practical tasks.

Stage 5: control.

Objective: identifying the quality and level of knowledge acquisition, their correction. Are used test tasks, types of oral and written questioning, questions and tasks of varying levels of complexity (reproductive, creative, search and research).

Stage 6: final.

Objective: to provide an analysis and assessment of the success of achieving the goal and outline the prospects for further work.

Contents of the stage: the teacher provides answers to the following questions: how did the children work during the lesson, what new things did they learn, what skills did they master? Encourages students for their academic work.

Stage 7: reflective .

Task: mobilizing children for self-esteem. Performance, psychological state, work performance, content and usefulness of educational work can be assessed.

Stage 8: informational.

Information about homework (if necessary), instructions on how to complete it, and determination of the prospects for the next classes. Objective: ensuring an understanding of the purpose, content and methods of completing homework, and the logic of further classes.

The stated stages can be combined in different ways, some of them may not take place depending on the pedagogical goals.