Formation of a close-knit children's team
B. V. Kupriyanov
Kostroma, 2000
Foreword
The publication offered to your attention is an attempt to comprehend the variety of forms of educational work with a children's association. Due to the ambiguous interpretation of the concept, we refused to use the term "children's team". The concept of "children's community" is not yet in common use, so we have chosen the phrase "children's association". In this work, we interpret the children's association quite broadly, including the class of a general education school, and the temporary collective of a suburban children's center, and the club community of children of an institution of additional education.
This work is based on the understanding of the experience of practical educational work, analysis of methodological activities, scientific research of domestic teachers. In our deep conviction, the material presented here is an integral part of pedagogical technology.
In the first part of the brochure, we tried to answer the questions: what is the form of educational work? what grounds can be used as the basis for classifying the forms of educational work with a children's association? what the typology of forms will look like if we proceed from the cultural-historical approach. The next three parts of the work are descriptions of three main types of forms of educational work with a children's association: "performance", "creation-entertainment" and "travel". The publication is intended for students of pedagogical universities, methodologists, teachers-organizers of youth centers and institutions of additional education, class teachers, deputy directors of schools for educational work, students of pedagogical classes.
From time to time we hear from teachers - participants of various courses, seminars, studies - a request: please tell us about new forms of work. It is always somewhat difficult to answer: it is difficult to determine by eye which forms, in the mind of this or that teacher, are “new” and which are “old”. Therefore, in order not to be mistaken, we will start with the traditional forms. This work is an attempt to classify all known forms of educational work with a children's association (collective).
Unfortunately, conceptual confusion sometimes arises in the humanities. For example, practicing teachers often use in an equivalent sense the concepts of "organizational form of educational work", "form of educational process", "educational event", "business" and so on. Maybe in itself this is not so scary, but it introduces serious confusion in the analysis of pedagogical activity, planning the work of educators. Therefore, in order not to make mistakes, let's agree on concepts.
VS Bezrukova introduces the concept of "pedagogical form", which she defines as follows: "The pedagogical form is a stable, complete organization of the pedagogical process in the unity of all its components."
E.V. Titova, considering the form of educational work as an external expression of any content, structure, system of organizing something and a set of techniques and means, gives the following definition: on the solution of certain pedagogical (educational and organizational-practical) tasks, a set of organizational techniques and educational means that provide an external expression of educational work.
S.P. Afanasyev, referring to A.G. Kirpichnik, gives the following definition: “An educational event is a relatively completed joint activity of children in a certain fixed period of time, organized by teachers with a specific educational purpose
Based on the previously stated approaches (S.P. Afanasyev, L.V. Baiborodova, V.S.Bezrukova, A.G. Kirpichnik, S.D. Polyakov, M.I. Rozhkov, E.V. Titova), we assume that the essential features of the form of educational work are:
participants in the activity (persons or groups of persons) performing any clearly defined functions - organizers, speakers, spectators, etc .;
pedagogical tasks that can be solved using this form (the potential of the form, its meaningfulness);
organization of time (fixed period of time for holding the form);
a set of acts, situations, procedures;
order of actions (algorithm);
organization of space.
A number of provisions expressed by I.M. Cheredov in the analysis of the forms of organization of training:
The form of educational work is a construction of a segment of the learning process, characterized by special methods of management, organization and cooperation in educational activities;
The form of training organization is the construction of a process link, which provides for the optimal location and interconnection of training components, their actions and interactions, ensuring the assimilation of knowledge by students, the development of skills and abilities, and the development of their personality.
Based on the foregoing, it seems possible to formulate the following definition of the form of educational work: a structure of joint interaction between children and adults limited in place and time, which makes it possible to solve certain educational problems. The structure of joint interaction includes: the functions of the participants, the content of the interaction, methods and techniques of interaction, the order of actions, the material on which the interaction unfolds. Speaking about the algorithm of the participants' actions, one cannot fail to mention the emotional and meaningful rhythm of the form. "Rhythm is a definite organization of certain processes in time, their phasing, repetition, periodicity."
The tale of the tricycle
There were people in the village not far from the magic forest. One late evening a wizard knocked on one of the extreme huts, he was very tired and asked to stay for a few days to rest in order to continue his journey. In the morning he looked out of the window - the sun was rising, the village girls went for mushrooms, the magician whispered something in an incomprehensible language, and a fairy wheel appeared right out of thin air.
The magician came out for a walk down the street - he sees the men of the whole village going to a gathering. Here the headman has risen to the dais, he speaks, the people scratch their heads, whisper. The wizard looked, looked at all this action and created another wheel.
While the guest was walking around the village, he looked around, it was already getting dark. Young people made a big fire on the bank of the river, boys and girls began to lead round dances. The wizard liked the games and fun, he just cast the spell. Here, out of nowhere, the third wheel is rolling.
He rested, the sorcerer was in the village, gained new strength, and the next day, before saying goodbye to the hospitable hosts, the wanderer assembled three wheels and made a wonderful toy out of them - a bicycle. "This tells your kids to play, play and learn to reason!"
Classification of forms of educational work
The question of classifying the forms of educational work is by no means new. Certain foundations for the solution of this issue were laid by E.V. Titova in the work "If you know how to act", the material of SD Polyakov, presented in the book "Psychopedagogy of education", as well as observations of L.V. Bayborodova and M.I. Rozhkova set out in the tutorial "Educational process in modern school." A significant contribution to the solution of the problem of classifying the forms of educational work, in our opinion, is made by the publications of the Variant MC, carried out under the leadership of S.P. Afanasyeva: "New Year's Tale", "New Year's Party", "The Last Bell", "How to keep the children busy in the school camp or One hundred detachment affairs." “The first bell: What to do at school on September 1. - Kostroma: MC Option. - 1993-1999 "
E.V. Titova presents the typology of forms of educational work as follows: activities, deeds, games. She considers the nature of the subject of the organization of activity (adults or children) as the basis for distinguishing between the first and the second. So, the author defines events as events, classes, situations in a team, organized by teachers or someone for pupils with the aim of direct educational impact on them, and affairs are common work, important events carried out and organized by team members for the benefit and joy of someone. or, including ourselves. We believe this approach is possible, but not exhaustive. However, the proposal of E.V. Titova's view of play as a special form of educational work has an undeniable basis. Indeed, a number of forms have signs of play: an imaginary situation, roles, rules. (For example, a fair, a situational role-playing game, an evening of communication in an impromptu cafe, a travel game, a parade (procession), productive (innovative game) are unthinkable without game attributes).
Based on the approach to the classification of forms of joint activity, L.I. Umansky, S.D. Polyakov puts forward the nature of the interconnection of the subjects of action as the basis for the typology of forms. He proposes to distinguish between the following types of forms of educational work: "defense", "relay race", "fights", "happing".
"Defense" - each group (each student) speaks, acts on its own, and only a common theme unites the participants.
"Relay" is a joint-sequential activity, groups (schoolchildren) perform, act in a sequence determined by the plot, scenario, rule.
"Fight" is a competition between groups, schoolchildren, in particular the interchange of tasks (a classic example is KVN),
Happing is a simultaneous interdependent action of schoolchildren, groups without spectators. Examples: carnival, stage play, general role play.
By the way, L.I. Umansky, we find only three forms. Including, and therefore, doubt is raised by the proposal of S.D. Polyakov should be singled out as a separate form of "battle". We believe that competition (an analogue of combat) should be considered a way of organizing interaction. In the same way, in our opinion, demonstration (organization of purposeful perception), object-practical activity (or its imitation), rituals, conversation (dialogue and polylogue), research should be determined by methods of interaction. Separate techniques can be considered a monologue, a collision. Based on this approach, we will allow ourselves to disagree with the opinion of S.P. Afanasyev, who believes that the "competitive program" can be viewed as a separate class of forms of educational work. So, an intellectual and cognitive game can be carried out in the form of a performance on stage, a game-travel, an intellectual fair-festivities.
It is very important, in our opinion, to distinguish between methods, content and material that we use in our work. “... Once, during a lecture, I asked the students, pointing to the writing table: what is the content for this subject? After a pause in silence, the answer followed: "tree!" It was a very good opportunity to explain the difference in content and material. " The material of interaction is specific information: an idea, a legend, a plot, a reason. For example, adolescents can gain experience of collective activity in a Saturday work day dedicated to the school's birthday. Perhaps arrange a game - a journey "Do you know your native school?" or a concert for first graders. Of course, the material introduces some nuances into the tasks solved by the activity.
S.P. Afanasyev singles out creative contests:
Dedicated to any literary character or historical hero (Sherlock Holmes, Jeanne d "Ark, Doctor Aibolit, etc.),
Representing a competition between two teams ("Two ships", "Two hairdressing salons", "Two clinics", etc.). Based on the foregoing, it seems to us that in this case the author chooses the material as the basis for the classification.
L.V. Bayborodov and M.I. Rozhkov propose two indicators to distinguish between the forms of educational work: quantitative (the number of participants) and qualitative (the subject of the organization and a socially significant result).
Let's make a reservation that in this article we are interested in short-term (from 1 to 2 hours), mass (at least 15 participants) forms of educational work, and the subject of the organization can be anything, as well as the intended result. So, here we refused to consider large (multi-day) forms of educational work with a children's association: "Kommunarskiy gathering", "Socio-psychological training", etc.
We believe that the position of S.D. Polyakov that the forms are addressed, on the one hand, to the content of education, and on the other, to methods. Therefore, such signs of interaction as the functions of participants, content, methods and techniques, organization of space, seem to be the most important in terms of building a classification.
Based on the traditions of the Kostroma scientific-methodological psychological-pedagogical school (L.I. In this case, we can distinguish three main types: "static", "static-dynamic", "dynamic-static". Reflecting on the classification, we drew our attention to the search for other grounds for identifying these types of forms of educational work with the children's collective. We proceeded from the fact that the phenomenon of form itself is sufficiently conservative, and therefore the sources of the emergence of this or that type of forms of joint activity and pastime should be sought in history. In this work, we tried to look at the forms of educational work as a model of the life of peasant communities. For this, they turned to the books of M.M. Gromyko "The World of the Russian Village" and T.A. Pigilova “Folk culture. Russian house". We have taken the liberty of citing these works in a fairly large volume.
So, in our opinion, the origin of forms of children's activity and life activity is peasant communities. “The peasants called their communities“ the world ”or“ society, ”writes M.M. Gromyko. “The family and community served as the organizing principle in many phenomena of the spiritual life of the peasants. The family not only raised children and ran a joint household, being the primary production team. She was the bearer of deep traditions connecting a person with the world around him, the keeper of collective experience. According to Orthodox concepts, the family was a small church ... ".
The community also combined the functions of a production team, a neighboring, religious community (partially or completely coinciding with the parish community), and an administrative unit.
Let's return to the problem of classifying the forms of educational work with a children's association. In this sense, the thought of the remarkable methodologist and writer S.P. Afanasyev on the possibility of using a zoological model for typology: type - class - genus - family - species - subspecies. We met close ideas from E.V. Titova. With this approach, we can get the following picture. The types of forms mentioned above can be “static” - (presentation), “static-dynamic” (creation-festivities), “dynamic-static” (travel). Analysis of the content and structure of the interaction of forms included in each of the types allows us to single out several classes. So, in the "view" type, there are three classes
demonstration performances (performance, concert, viewing, competitive program - performance, solemn meeting);
performances-rituals (ruler),
presentation-communication (meeting, discussion, lecture, frontal conversation, dispute).
If, for example, we take this kind of work forms as "competition program - performance", then, relying on the works of S.P. Afanasyev, we can name as "families of forms of educational work with a children's association" cognitive and intellectual games - performances and creative contests - performances, sports competitions - performances. At the same time, the well-known small forms of work ("Concert-chamomile", "Concert-lightning", etc.) should be classified as "creation-festivities".
In this kind of forms of educational work with a children's association as a "discussion", based on the book by M.V. Clarin, the following families can be distinguished: "round table", "expert group meeting", "forum", "symposium", "debates", "court session". In addition, such a family of forms of educational work as "collective meeting" can be attributed to the genus "discussion".
The "creation-walking" type can be divided into three classes:
entertainment - demonstration (fair, circle performance, dance program);
joint creation (labor action, preparation for the performance, preparation of the exhibition);
entertainment - communication (productive play, situational role play, evening of communication).
We also found three classes in the travel type:
travel-demonstration (game-travel, parade-procession);
travel - entertainment (hike, walk);
travel-research (excursion, expedition).
The classification of the forms of educational work proposed by us is not indisputable, however, it defines the main collective activities of the rural community as the sources of the forms of collective activity of children: joint work to help neighbors, joint entertainment, prayer, gathering, travel. As can be seen from the above activities (cases) may include one or two forms.
Forms-representations in educational work
Examples of static forms (representations) are: ruler, rally, KVN, concert, performance, lecture, frontal conversation, dispute, discussion, watching a movie, video, television movie. All these forms are united by the fact that the organization of space in them presupposes a pronounced center of attention (stage, tribune, sports ground, etc.), the nature of the participants' actions is determined by the presence of speakers and spectators, even if these functions are exchanged during the action. Among the main methods that determine the construction of these forms are "demonstration", "ritual" and "dialogue" (conversation). Reflection on the nature of the emergence of this type of form, as already indicated above, led us to the idea of ethnocultural roots. Therefore, we assumed that the source of this type of forms of educational work could be the "folk veche" - the village gathering (for all forms involving dialogue or polylogue) and the ritual of prayer.
MM. Gromyko names several rituals of prayers still of pre-Christian origin, which were an important form of organizing the life of the peasant world: "celebration on the greens" - a prayer that served when the first shoots appeared, "mass services before sowing, at the first pasture of cattle, during a summer drought, hail , fires, loss of livestock ". One of the most important forms of life of the peasant community, according to the author of the monograph, was a secular gathering. At worldly gatherings, the peasants discussed the most important issues of their lives: the distribution and redistribution of allotments among themselves, resolved conflicts, including intra-family conflicts, the organization of public works (digging canals to drain fields and meadows, building bridges, roads, fencing fields), timing and methods some chores and joint affairs (haymaking, grazing, fishing and others), made decisions on the construction of schools and libraries, churches.
“Of course, writes M.M. Gromyko, the solution of these issues at worldly gatherings did not always go smoothly, they argued a lot, made a lot of noise. " In our reasoning, we are far from limiting the history of the emergence of "static" forms of educational work. So, for example, in addition to the ritual of prayer and gathering, the basic forms of life can be called “meetings-gatherings”. In confirmation, we will cite an excerpt from the book “The World of the Russian Village”. “... Meetings of middle-aged and older peasants, who gathered to talk about current economic affairs and news, were widespread everywhere. Gatherings arose spontaneously or at the invitation of the owner of some hut, and sometimes in a permanent place where it was customary to go at certain hours. At such conversations, the timing of agricultural work was tied, there was an exchange of experience, a common opinion about political and social local news was developed, conversations arose about antiquity ... A serious discussion was interrupted by witticisms, sayings: there were a lot of bylaws, fairy tales, memories ... " ...
A characteristic feature of the performances is a pronounced center of attention. Let us dwell on the origin of this phenomenon. In the work of T.A. Pigilova's "Russian House" indicates the sacred meaning of the table in the dwelling of a Russian peasant. “The table is an altar,” she writes: “Cooking and eating food is a sacrifice, and people first thanked the Creator for what they had, then they just took food. This is a ritual. Many problems were solved at the table. And now, when people come to the house with an important, necessary conversation, first they sit them down at the table, treat them to tea, and then solve problems ... If a person enters the house, then in order to greet him, the owner gets up, respecting him. ... ".
Let us give a brief description of the forms that have arisen, in our opinion, from a village gathering and prayer, a gathering-meeting.
1. Ruler (solemn ceremony)- a ritual performance, involving the formation of participants in ranks on a site. In our opinion, entering the line is of secondary importance. The functions of the subjects of interaction are as follows:
the leader of the line (in the spotlight);
speakers (with monologues or short performances come into the spotlight);
performers of ritual actions.
The content of the interaction is the formation of an emotional-value attitude and the receipt of any information. The remark of S.P. Afanasyev that the origin of the line is associated with the formation of troops. “In ancient armies, before and after the battle, it was customary to line up troops and address them with a call or thanksgiving word, and in the ancient school (where almost only boys - future warriors studied), students from time to time were taken to a general formation for congratulations, for prayers and executions ”. Until now, the army has preserved such forms as morning examination, morning divorce, divorce of the attire for service, which are general formations.
In the work "The first call" S.P. Afanasyev emphasizes the paramount role of rituals when carrying out a line. It resembles ten fairly well-known rituals (raising the national flag, singing the anthem, taking out the banner and standards, roll call, rewarding, oath, oath, ritual greeting, laying flowers) and more than a dozen new rituals (presenting credentials, symbols, amulets, To the Lord of Fives ", the ritual of" exorcism of twos ", the ritual of" rubbing in the balm of diligence "and others).
The pioneer organization has gained extensive experience in the use of rituals. Based on the achievements of the recent past, the following should be emphasized: the ritual must necessarily take place in the center of attention or be oriented towards accessibility for general observation. The ritual of carrying the banner is very indicative. As a rule, it provided for the movement of the ritual group along the entire perimeter of the formation and stopping in the center of attention. Here, the transfer of the banner, the changing of the guard of honor, etc. could take place. Then, after the end of the ceremony, the ritual group could no longer go around the line in order to avoid monotony.
2. Performance- a performance involving the demonstration of a holistic theatrical action by the performers for the audience. As S.P. Afanasyev, for many centuries there has been such a form as a "Christmas performance": "in the old years on Christmas, professional and amateur actors played scenes from the life of Christ." Varieties of the performance are the Oral magazine (newspaper), the performance of the propaganda team, i.e. demonstration of any information (actual problems) in an artistic form. The play involves the implementation by the participants of such functions as actors (speakers) and spectators. The theatrical scenario (play) itself contains the development of the plot: the beginning, the ascent, the climax, the denouement. Therefore, the teacher-organizer should take into account the emotional-meaningful algorithm laid down by the play.
The performance may not necessarily take place in the auditorium. Once in the high school camp "Trumpeter" we held a performance not in the hall, but in an open area located on the high bank of the river. The spectators were on the opposite, low bank. Since the voice capabilities of the actors were clearly not enough, we installed powerful speakers. That is, some actors moved and gestured, and others voiced them.
3. Concert- "public performance of musical works, possibly in combination with choreography, recitation and other numbers." In other words, a concert is a performance that involves the demonstration of artistic performances (dance, song, theatrical miniature, etc.) for the audience.
Despite the wide popularity of the concert as a form of educational work, let us pay attention to such a detail as the rhythm of joint action. If in the performance it is based on the algorithm laid down by the author of the play, then the complexity of the concert consists precisely in arranging different numbers in successive parts: the beginning, development, culmination, denouement and finale. Recently, organizers of show programs often use sessions as a finale - the final song that all participants sing one line or verse at a time.
4. Watching a movie-, video, television film, performance - a performance during which the participants are shown a spectacle prepared by professionals. In this form, there are two functions of the subjects of interaction - the viewer and the organizer of the viewing. We distinguished between watching a concert (play, film, etc.) prepared by someone and a play (concert) where the pupils themselves perform. The basis for such a division is the signs of the form of educational work. Also, in our opinion, it is necessary to distinguish from a concert and a performance such a form of joint organization of activities, which is preparation for a performance.
5. Performance-competition(competitive program on stage or on the site) - a performance that involves demonstrating to the audience a competition between participants in something. In a Russian village, according to the sources used by M.M. Gromyko, the competition took place in horse riding, fist fighting, various ball games, etc. Varieties: competitive program on stage or sports games on the court. This form is quite popular. Recall, for example, KVN, a knightly tournament (a demonstrative competition in the art of using game weapons, a fencers competition taking place in the entourage of a medieval tournament of noble knights), cognitive and intellectual game, sports team games. Sports games can be both traditional and playful - "Household Battles", "Velo Rodeo", "Bottleball".
In his work "The Last Call" S.P. Afanasyev calls this form “Festive show program”. It seems to us that this name is not the most successful, since any performance can be a show program, in most cases it is simply necessary to strive for this.
6. Lecture (public speaking)- presentation, demonstrating in the form of a monologue a set of views on any issue.
Analyzing the rules of oral speech, I.M. Yusupov names the principles underlying speech impact on consciousness: availability of information, validity of arguments, intensity, associativity, clarity, expressiveness, clarity of expressions ..
7. Frontal conversation ("Meeting with an interesting person", "Eagle light")- a specially organized dialogue, during which the presenter directs the exchange of views on any issue (problem). Frontal conversation can be organized using the game. For example, a lesson ("Lesson in creativity", "Lesson in kindness", "Lesson in fantasy", etc.), imitating a school classroom lesson. The leader acquires the role of a teacher, the other participants - students, and the rules of this game correspond to the rules of a regular school lesson. The change that took place with the TV show "Rush Hour" is very indicative. Conceived as a frontal conversation (participation in the conversation of viewers was carried out using telephone calls), the program turned into a demonstrative individual conversation (television counterparts - "Women's stories", "Lampshade"). The technological analysis of the Smak TV program is of interest. This TV show is a performance that demonstrates an individual conversation (with an interesting person) in the course of substantive and practical activities.
8. Meeting- a meeting to discuss any significant issues, involving the demonstration of views in the form of oral monologues by individual speakers. The ceremonial meeting described by S.P. Afanasyev, in essence, is close to the rally, differing from the latter in the nature of the action and the fact that it is usually held in the audience.
9. Dispute- a specially organized presentation during which there is a demonstrative clash of opinions on any issue (problem).
10. Discussion(including a meeting, a planning meeting, a team meeting) - a specially organized exchange of views on any issue (problem) in order to obtain an information product in the form of a solution. M.V. Clarin suggests distinguishing between the following types of discussion: "round table", "expert group meeting", "forum", "symposium", "debate", "court session". There is no doubt about the proposal of A.G. Consider a collective meeting as a special case of discussion.
It is well known that the effectiveness of a discussion depends on the participants' compliance with certain rules. Here is what M.M. Gromyko: “Verbal insults uttered at the meeting were considered disgraceful. The offended person had to certainly seek satisfaction, otherwise everyone would laugh at him. He demanded proof. If the offender presented satisfactory evidence, the offended person had no right to take revenge. When trying to pounce on the offender, he was stopped. If the evidence was deemed obscure, i.e. did not convince the gathering, then the offended had the right to beat the slanderer in public - no one stood up for him. Fights at gatherings were forbidden by custom. Peasant public opinion considered it appropriate to fight in the bazaar or in the tavern. "
11. Protection of projects- a performance during which participants or groups demonstrate any projects. Such a variation of this form as "Protection of fantastic projects" is quite popular. Functions of interaction participants: presenter, viewer-communicator, demonstrator. The protection of projects is necessarily preceded by such a form as preparation for submission - the idea, development and design of the project.
Creation-festivities as a special type of forms of educational work
We called the second type of forms of upbringing work with the children's collective static-dynamic, or "creation-festivities." This double name is associated with the ethnocultural analogue of the forms of collective (conciliar) life of the Russian community - joint work to help neighbors: "help" and joint festivities after the "done thing". Let us turn to the work "The World of the Russian Village". “The custom of helping is to invite people you know to help with urgent work that the family cannot cope with on their own.” Aid could be a manifestation of the community's charity towards people in difficult life situations (fire, death of a breadwinner, employee recruiting, etc.), or it could be an element of mutual assistance and joint work. The latter include "dozhinki" - the conscientious completion of the harvest, "dung beetle" - joint removal of manure, "uplifts" - the construction of a hut "by the whole world", "cabbage" - joint harvesting of sauerkraut with neighbors and friends. “Thanks to mutual assistance, many difficult things turned into a holiday,” writes M.M. Gromyko.
In all likelihood, this form of life - "collective work-festivities" reflects the peculiarities of the worldview of our ancestors. “Men and women, especially girls, dressed themselves in the best attire for haymaking as for the most solemn holiday, while they put on the worst when harvesting bread. The contemporary saw the reason for this difference in the fact that at the haymaking they gathered in one camp, and at the harvest each family worked separately. An analysis of the work cited above makes it possible to name the varieties of "walking aids": youth gatherings (with or without work), bratchina - "a joint meal of full-fledged members of a one-village community", a round dance ("Birch", "Kolosok", "Mermaids", etc.). NS.). “In the summer - a street, or a round dance in the broadest sense of the term, that is, the whole complex of youth entertainment in the open air, and in winter, gatherings.
The above phenomena, as a result of historical transformation, gave the following forms of educational work with the children's association: fair (folk festivities), subbotnik (labor action), production of an exhibition, newspapers, preparation for a performance, presentation in a circle, situational role play, an evening of communication in an impromptu cafe , a productive game. Let's analyze the above forms. A characteristic feature of this type of form is that there is no single center of attention. The centers of attention are scattered on the site, and each participant can choose an activity to their liking, or the center of attention moves according to the algorithm of this form. With a certain degree of approximation, we can fix the adequacy of "creation-festivities" to "happening".
12. Fair (festivities)- joint entertainment deployed on a specific site, involving the involvement of participants in various attractions. Examples of this form are the development of the New Year's holiday, carried out in the MC "Variant" under the leadership of S.P. Afanasyeva:
“New Year at Deribasovskaya street. Festive fair-festivities ",
"Winter Fair"
"Twelve months" ,
"New Year at the International Airport".
Interesting are the findings of the teachers of secondary school No. 17, who carried out similar events: "Tverskoy Boulevard", "Manhattan", "Arbat", "Champs Elysees". The above facts indicate that the game idea (material) underlying the varieties of "festivities" can be a street, an area of the city where the entertainment takes place, as well as a place intended for this specific pastime. The technique of carrying out the "festivities" is described in detail in the listed developments of the "Option". A variant of the festivities is the "Evening of alternatives" popular in the Kostroma regional camp for high school students named after A.N.Lutoshkin "Komsorg". The peculiarity of the "Evenings of Alternatives" is that the participants walk in their detachments (temporary groups). Based on the form we have defined, we will designate the procedures, acts and situations inherent in the fair-festivities. Firstly, it is the free movement of participants throughout the space where the amusement sites are located. Involvement in attractions is usually ensured in the following way: for participation in attractions, tokens are issued, which can be exchanged for something tasty or useful. There is an opportunity to unfold a whole economic game. There are cases when at the very beginning and at the end of the fair, tokens were exchanged for real money. A slightly different mechanism for involving participants in attractions is provided in the Methodological Development "New Year at Deribasovskaya". Here, high school students spend their tokens, receiving word cards for them. Anyone who can collect a whole phrase or several phrases from the received words becomes the winner and receives a special prize.
Secondly, the specifics of the attraction should be determined as a specific competition that does not require special skills, a long time to complete the task.
Thirdly, the fair usually begins with a general collection, where the rules of the game are explained, the prizes that await the participant who collected the largest number of tokens can be named.
Fourthly, the final of the fair can take place in the form of an auction - a sale, where participants can get rid of the tokens they have left by purchasing commemorative prizes and souvenirs.
The fair algorithm includes:
general gathering, which may be accompanied by a ruler, a carnival procession,
free movement of participants in space,
free choice of an attraction and participation in it,
final collection, with or without auction.
13. Representation in a circle- ritual entertainment that unfolds around an object (Christmas tree, pioneer bonfire, etc.), involving the movement of participants in a circle. These forms are described in detail in the methodological developments "New Year in Prostokvashin", "In the castle of King Gregor", "New Year's adventure of the Cockerel - the Golden Scallop". In our opinion, the performance in a circle comes from a round dance. Here are some excerpts from the book by M.M. Gromyko:
“On the very day of the holiday, young people ... went to the forest to 'curl wreaths'; boys and girls from several neighboring villages gathered in a forest glade: they danced in circles, played games ("burners", "poles") ... the celebration in a forest glade included elements: a fire, cooking a certain set of dishes, curling wreaths ...
The custom of playing the role of a birch tree by one of the girls brought great excitement to the Trinity round dance. First, they prepared a real tree: they cut down a birch tree with two tops, twisted them with a wreath and put a kokoshnik or a scarf on the resulting "head". Two branches were taken away as hands and they put on a jacket, skirt, apron. The outfit was completed with ribbons, beads and wildflowers. A girl of 10-12 years old, with a reputation of a good dancer, ran under the skirt of a dressed-up birch tree.
14. Dance program (disco)- entertainment specially organized on one site, involving dancing. There is a kind of dance program that includes competition - this is the so-called "Startager".
15. An evening of communication in an impromptu cafe- entertainment specially organized on one site that imitates a feast. The methodology of the organization is quite fully presented by S.P. Afanasyev in issues # 5 and # 6 of the "New Year's Party" series. Varieties of this form: "party", "gatherings", "salon", "club", "reception". "Assembly" , . This form assumes such attributes of a cafe as tables, dim lighting, refreshments, etc. However, "gatherings without refreshments" are also possible - "Alphabet endings", "Interpreter's notebook". It is obvious that the prototype of the evening of communication in an impromptu cafe is the brotherhood and youth gatherings. Here is what M.M. Gromyko: “The age composition of the gatherings varied depending on the local tradition. Its lower boundary was determined by the presence or absence of independent gatherings of adolescents. In the most general form, we can say that it coincided with the composition of the round dance: a certain age limit, recognized in this area as sufficient for acquiring the qualities of a groom or a bride, opened the doors of gatherings for the young peasant ... ”.
16. Subbotnik (labor action)- limited in place and time, specially organized subject-practical labor activity of children. The term “subbotnik” is not scientific, however, it is the result of a cultural and historical process, therefore, in our opinion, its use is completely permissible. The subbotnik itself may imply a game, but it is possible to turn the cleaning of the territory assigned to the collective of junior schoolchildren into a secret mission to detain the saboteurs - candy wrappers. The described by S.P. Afanasyev and S.V. Komorin's detachment business - "Riot", combining a meeting and a labor action.
17. Production of an exhibition (newspapers, books, annals, etc.)- specially organized activities for the creation of exhibits or information product for subsequent demonstration to someone. The functions of the participants in the interaction are clearly visible if we take into account that the basis of this form is subject-oriented and practical activity. That is why it is logical to assume that the production of an exhibition requires those who organize joint and individual creativity and those who directly carry out tasks. From the point of view of the organization of space and time, it is clear that this form is discrete. For educational purposes, the production of exhibitions, newspapers, annals, etc. can be used for the acquisition of experience by children, the formation of emotional-value relationships, as well as for recreation.
18. Preparing for the show- specially organized joint activities for the invention, development and implementation of the concept of any concert, performance, etc. It is possible to single out each stage as a separate form of work: inventing (varieties: "brainstorming", "forced association", "classification", etc.), implementation of an idea (rehearsal). Typically, this form is considered the first part of the submission. In our opinion, this is not entirely correct, since the mode (structure) of interaction is quite different.
19. Situational role play as a form of educational work- This is a specially organized competition in solving interaction problems and in imitating the objective actions of participants performing strictly specified roles in a fictional situation, and regulated by the rules of the game. In our works, varieties of situational role-playing games are presented: small game (MIG), large role-playing game (BRIG), epic game. As our experience of practical use and empirical study of situational role play shows, the latter is characterized by the fact that. First, the participants in the activity perform the functions - players (in a small game from 13 to 20, optimally 15, in a large game from 30 to 300 and more, in an epic game 100-700), organizers, more often called “masters of the game,” the function spectators for this form are not provided. With the help of a situational role-playing game, you can develop communication skills, promote self-knowledge and self-determination of participants as subjects of interaction, stimulate interest in cognitive activities in the field of history, literature, cultural studies, etc. In terms of time, it is optimal for a small situational role-playing game (game role-playing interaction) to last from one hour to two, large up to 12 to 3 days, an epic game for one or two weeks. The classic version of this form involves familiarizing the participants with the rules of the game, a common legend and individual introductory notes, directly the game role-playing interaction itself, and the exchange of impressions after the game. Our own experimental work shows that the effectiveness of the use of situational role-playing games is ensured by the following algorithm: advance payment, informing, testing, individual orientation, instrumentation, role-playing interaction, verbalization of game sensations, reconstruction (analysis), reflection, exercise in communication. ( For details see 16, 25, 26).
The following excerpt is very interesting in terms of the origin of situational-role play as a form of children's pastime: “The capture of the snow town, immortalized in the famous painting by V.I.Surikov (according to the artist's direct observations), was predominantly in the Urals and Siberia. This complex undertaking, which equally included elements of a game, a performance and a sports competition, was preceded, like skiing from the icy mountains, by the participation of young people in the construction of a special structure ... One party occupied the fortress. The other was on the way. The besiegers were horse and foot. The latter climbed the wall, breaking down to the laughter of the spectators from the slippery ice surface, and the horsemen had to break through the gate one by one. Besieged by brooms, twigs, whips whipped the horse, frightened it to make it retreat back ... Then the victors walked solemnly through the village ... ".
20. Productive (innovative) play- joint activities to create an information product (to solve any practical problem), involving the exchange of views, including a specially organized collision of them, demonstration of intermediate results. When characterizing productive games, specialists endow them with a number of features:
The presence of a difficult task that is fundamentally new for the participants in the game;
Division of participants into small (8 - 12 people) groups, which gradually develop options for solving the problem;
Each group goes through all procedures (problem diagnostics, situation diagnostics, diagnostics and problem statement, goal setting, decision making, project development, implementation program development) during the game with discussion of the group's work results in a general discussion after each procedure;
The presence in each group of a consultant who organizes the work of the group in a special way using the appropriate logical-technical, socio-technical and psychological means.
As a rule, the algorithm of a productive game presupposes the following procedures: general gathering-start (problem statement, explanation of the rules), work in groups, general gathering-finish (summing up). Therefore, a productive game can be considered a rather complex form, since it includes, as an intermediate or final procedure, such a form as "Project protection".
What unites all forms of a static-dynamic type is that they unfold on one site without spectators, the procedures (methods) of movement can be rigidly or not rigidly specified.
Forms of educational work such as "travel"
The third is such a variety as "travel", or, in our interpretation, a dynamic-static type of forms of educational work. We refer to this type as such well-known forms as travel game, excursion, hike, parade (carnival procession). The source of the emergence of such a variety of forms is travel as such: going out to hunt, going to the fair, traveling on a pilgrimage, to work, resettlement to new lands, and so on.
“The roads of the peasants who left their native village for a while to earn money on the side crossed Russia in all directions. They went to close, long and very distant distances, from north to south and from west to east. They left in order to return on time, and brought from foreign lands not only money or purchased things, but also a lot of impressions, new knowledge and observations, new approaches to life ... Most of the Uuga youth, even adolescents, before the soldier's service were sent away. ... Sometimes the girls also left: nannies, cooks in the workers' artels of fellow countrymen ... .. ".
"... The Russian peasant not only reached the Far East, mastered the land in difficult conditions, and in the fertile southern steppes developed a multifaceted economy, and even made his way into the class of the Cossacks ...".
“... In the village of Dolgolaptev, Oryol district, in the first half of the 70s of the 19th century, bread in the field was beaten with hail for three years in a row. The world has decided to send pilgrims from itself, one person from each court. "
It should be noted that imitation of travel has long and firmly entered the folk culture. Many village holidays, according to M.M. Gromyko, were accompanied by processions. These are "carols", a round dance movement on Trinity Day, going from house to house before Christmas and other holidays. In general, the ritual procession is one of the oldest forms of religious worship.
Let us dwell in more detail on the forms of educational work born from travel and its imitation.
21. Travel game has other names as well "route game", "game for overcoming stages", "game by stations", "relay game". We have resorted to the definition of S.P. Afanasyev, as he seems to be the most successful. The purpose of the travel game is variable: this form can be used:
to inform pupils;
serve as a means of practicing any skills (organizational, communicative, solving inventive problems, etc.);
intended to control the relevant knowledge, skills and abilities, in this case it can be carried out using a competition between the participating teams;
promote awareness of views, attitudes or values through "living" in parenting situations,
organization of collective planning of the activities of the team.
The travel game, used as a form of organizing the competition, will help the teacher take a step towards team building. In general, the travel game is one of the richest forms in terms of potential.
Consider a set of acts, situations, and interaction procedures that characterize the travel game. The main thing that distinguishes the travel game is the procedure for the purposeful movement of groups of participants according to a certain scheme, indicated in the route sheet. Based on the variants of the organizational implementation of this procedure, there are several modifications of the relay game. The first modification - the route sheet clearly indicates the order of movement of the team and the location of the sites. The second - in the route sheet, the sites are only named, and the order of their passage and location are not determined. In this case, the scenes of action are scattered over a certain territory and the task of the team is to find and pass as many sites as possible in a limited time. The third modification is that the order of movement is known only to the conductor. It is possible to modify the game-travel according to the number of participants in the teams. A journey game can involve a team of one or two people, and maybe up to eighty. A special procedure is the movement of teams. Participants can move in dashes, especially if the speed of passing the route is put forward as a criterion. Teams can move slowly and carefully (with closed eyes, holding hands or at dusk by the light of a flashlight).
The next procedure in importance is the organization of on-site activities. Activities on the site can be the organization of purposeful perception of information, the performance of a task, a spontaneous response to a situation. When determining the order of the team's passage of the sites, it is important to remember that the same type of tasks and actions quickly tire the participants. Therefore, it is often practiced to alternate platforms designed for the perception of information with those that would provide for the performance of tasks. In general, the organizers of the travel game can be advised to develop an emotional score of the activity and play it out strictly (“according to notes”) during the travel game. The general organizing function can be performed by sound signals, meaning that the action on the site is over, and the team should move further along the route.
The third procedure is a general gathering of the participants in the travel game, which is carried out twice. We conditionally called the procedure of the first collection - "collection-start", and the last - "collection-finish". At the start-up camp, the participants receive the necessary information, including the legendary rationale for the activities and the rules of the game (including the way of assessing the team's performance on the site). At the training camp, the results are summed up, the winners are awarded (if necessary).
The implementation of the pedagogical goal by the relay game also depends on how the participants will be prepared to perceive the upcoming activity, as well as on how the aftereffect will be carried out. Preparation for the perception of the travel game includes an emotional attitude and the formulation of tasks that are understandable for schoolchildren. The aftereffect should create conditions for the release of emotions (both positive and negative), and, in addition, contain a summary for each participant in the game-journey.
Thus, the algorithm for conducting a travel game includes:
1. Preparing the participants for the perception of the travel game.
2. Collection - start.
3. Movement of teams along the route.
4. Team participation in on-site activities
5. Collection-finish.
6. Organization of aftereffect.
22. Excursion- specially organized movement of participants in order to demonstrate any exposition to them. AE Seinensky suggests to understand by excursion "a form of organization of the educational process, which allows observation and study of various objects and phenomena in natural conditions or in museums, at exhibitions, etc.". The author points out that "for a successful excursion, it is necessary to draw up a detailed plan, develop a route, formulate tasks and questions for students." A.E. Seitensky defines the functions of the excursion participants in this way: on the one hand, organizing observations, consulting, communicating the necessary information, on the other, independent observation, keeping records, photo and video filming, tape recordings.
As the analysis of the literature shows, educational, industrial and local history excursions are most often mentioned by the authors.
The excursion can be humorous and ironic. A similar version of its conduct ("Back street excursion") was described by S.P. Afanasyev and S.V. Komorin.
23. Expedition- collective travel somewhere, visiting any objects for research purposes. The relationship of the expedition with the excursion and the hike is undoubtedly, we would even allow ourselves to notice that the expedition occupies a middle position, between these two forms. In the Russian Pedagogical Encyclopedia, the expedition is briefly described in the article on the excursion. However, we would still risk insisting on the thesis of the independence of the expedition as a separate form of educational work. This is primarily due to the fact that we think there is a significant difference between observation (excursion) and research (expedition), as for the hike, the latter can be just entertainment.
24. Hike- a long walk or journey, specially organized movement for a certain (rather long) distance, during which stops (halts) are supposed.
Hike as a form of educational work, according to Yu. Kozlov and V. Yashchenko, has a number of pedagogical potentials. First, the use of the hike allows for diagnostics of the individual and the team. Traveling together can lead to better interpersonal relationships in the group. Thirdly, with a certain pedagogical support, as a result of the campaign, the horizons of its participants expand. And finally, the formation of a value attitude towards the nature and historical heritage of the space covered by the movement of the group.
A characteristic feature of all forms of educational work of the "travel" type is the presence of a route scheme. In a travel game, as in a hike, the pattern of movement is usually called a route sheet. However, in the first case, the route sheet is in many ways an attribute of the game.
In the hike, a route sheet is necessary - Yu. Kozlov and V. Yashchenko indicate as one of the preventive measures in ensuring the safe conduct of the hike; a document of the group on the route, which gives, in particular, the right to concessional travel by rail; reporting document, which is the basis for the design of tourist badges and categories.
When conducting a trip, it is difficult to overestimate the importance of the safety of life and health of the participants in the trip. You can ensure safety in the event of:
observance of safety rules by all participants of the hike,
proper catering,
competent organization of the movement of the group,
provision of the necessary equipment (including a first-aid kit) and clothing appropriate for the season.
Preparatory work plays an important role in the implementation of the educational possibilities of the campaign and ensuring the safety of life and health of the participants. As an independent part of upbringing activity, preparatory work is a collection of individual forms. So, the preparatory work aimed at increasing the cognitive effect of the hike may include a conversation, research assignments, an extramural journey (on the map of the upcoming route). On the eve of the hike, there are also safety briefings, exercises in performing a number of upcoming actions for the participants.
Following the results of the trip, it is advisable to carry out a number of activities: conversation - discussion of the results of the trip, watching a movie (photo) video materials filmed during the trip, decorating an exhibition, album, and others.
25. Parade (carnival procession)- ritual movement of participants in order to demonstrate the external beauty of costumes, building, etc. This form is currently used quite rarely, although for a long time it was an indispensable attribute of the celebration at the school on February 23rd. In the camps for high school students in the Kostroma region, a carnival procession often precedes a festive celebration (fair). In this case, each temporary association depicts a delegation from some exotic country. The most advantageous look, even if somewhat in a comically exaggerated image, are groups depicting Indians, Scots, Japanese or Chinese, Spaniards, Swiss or Bavarians, Alaska natives, etc.
First, the cultural-historical analysis of mass forms of educational work creates the impression that some stable structures of interaction that arose in the course of the evolution of joint activities of adults were transferred to the "social incubator." In a public incubator, they have become the subject of processing by specialists in the field of education. These stable constructions - forms of educational work processed by teachers, continue to carry information from previous generations.
Secondly, the idea of Professor M.I. Rozhkov that in defining the methods of education, the key concept of "interaction" finds, in our opinion, confirmation in the proposed classification of frontal forms of educational work. In addition, his idea of the binary methods of upbringing becomes very significant. In general, we believe that the method of education is a method of pedagogical management of the child's interaction with the environment. Reasoning in this way, we can distinguish several groups of binary oppositions. First:
demonstration by a teacher - research by a child,
demonstration by the teacher - perception by the child,
demonstration by a child - perception by the teacher,
demonstration by a child - research by a teacher.
interaction "person - person" (joint communication) - interaction "person - object" (objective activity),
creation is entertainment.
Thirdly. If we bear in mind that the technology of educational work is an ideal model for solving a certain set of related pedagogical tasks, representing an algorithm of actions and operations based on a certain psychological and pedagogical mechanism, then the proximity of technology and the form of organizing activities is clearly visible, the connection between technology and method is clearly visible, form and method. Somewhat exaggerating, it can be argued that a method limited in place, time, content of interaction and participants becomes a form or technology (with a certain level of detail).
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Forms of education are the ways by which the educational process, collective and individual activities of students are organized by influencing their feelings and behavior.
The methods and forms of upbringing are somewhat similar in content to each other, but they have some differences. With the help of methods, there is a kind of impact on. These are tools that help develop moral convictions in a child.
Factors affecting the choice of means of influence:
- school opportunities;
- peculiarities of traditions and collective;
- the age of the pupils;
- social level and experience;
- the purpose and content of educational tasks;
- professionalism of teachers.
Given these conditions, it is possible to determine the basic forms of education. The list is not exhaustive. Therefore, each teacher must find his own approach.
Forms of education in pedagogy provide for the relationship and interaction between the teacher and the student. The classification of pedagogical forms is very large, but three main ones are distinguished from them:
- Individual.
- Group.
- Collective.
Individual form of education
The meaning of the individual form is that each small personality needs a special approach. Through shared conversations, helping, soulful conversations, and trust, high levels of development can be achieved. The main task of the teacher is to study the personality of the student.
Group parenting
Group learning develops humane relationships among children, improves communication skills. In this case, the mentor participates in the role of the organizer. Its goal is to achieve mutual understanding and respect between the participants.
Collective education
Concerts, group hikes, sightseeing trips, sports competitions - these are all ways of collective forms of raising children. Here the teacher acts as both a participant and an organizer and assistant.
The forms of education and upbringing are determined by the type of activity, the method of influence of the teacher, the time of conducting and training, the number of subjects. It is best when the means of influence are determined in the very process of learning.
Features of education of children of preschool and school ageThe form of upbringing of a preschooler should attract the listener as much as possible, because the final result depends on this. It is necessary to properly interest the pupil so that he cannot be distracted by something else. Main conditions in the process:
- children should have fun;
- the forms should change depending on the circumstances.
The form of education of younger schoolchildren is more varied. Here, in addition to the interest of the first graders, it is necessary to create a friendly atmosphere in the team, help the children to cooperate with each other and try to find compromises in different situations. It is important that at primary school age the student assimilates the essence of people and learns a sense of responsibility towards others and himself.
Modernization in educationIn practice, non-traditional forms of education are very often used. They help to diversify the learning system itself, improve the atmosphere and make children active. These are all kinds of trainings, KVNs, games, contests. Some educators also involve parents in these activities. 
It is the modern forms of upbringing that bring their zest to the system itself. They do not give an assessment directly to the individual; here it is the act that is committed that is assessed. The opinion of adherents of modern education boils down to the fact that it is impossible to shout at a child. Children listen to adults only when they listen to them. The forms of upbringing in the family should also be based on this. If a son or daughter is surrounded by care, attention, and respect from the parents, then they will learn to respect. From childhood, observing domestic violence, the child himself in the future will achieve his goals in a negative way.
Introduction
The profound socio-economic transformations taking place in modern society make us think about the future of Russia, about its youth. At present, moral guidelines are blurred, the younger generation can be accused of lack of spirituality and immorality. The problems of upbringing schoolchildren are connected with the fact that modern Russian society needs people who have not only theoretical and practical scientific knowledge, but also moral culture. The problem of the moral development of a younger student in the learning process is interconnected with three factors, which are determined by T.V. Morozov:
firstly, upon arriving at school, the child moves from the "everyday" assimilation of the surrounding reality, including the moral and ethical norms that exist in society, to its scientific and purposeful study;
secondly, in the course of educational work, schoolchildren are included in real collective activity, where the learning of moral norms governing the relationship between students and the relationship between students and the teacher is also taking place;
and the third factor: in the process of discussing the situation in a modern school, the thesis that teaching at school is, first of all, the formation of a moral personality is heard more and more often.
The problem of morality is directly related to the formation and development of the team. The collective largely determines the attitude of a person to work, society, people and himself, guides the process of forming his creative individuality. The collective is the main social environment in which the needs are brought up, the inclinations are revealed, the abilities of the individual are formed.
The moral consciousness of a person in a team is versatile, experiences are sharper and brighter, actions are more deliberate and more responsible. At the same time, the strength and beauty of a team depends on strong-willed and moral qualities, individual brightness and giftedness of its members. According to Tulin O.O. in the team “the personality is free, protected, creatively disclosed, has support and help, and therefore its activity is accompanied by success”.
A significant part of a schoolchild's time, his educational, labor and creative activities, his communication and relationships develop and proceed in the conditions of the classroom, therefore, the school collective plays an exceptional role in the formation of a growing person.
In the collective of younger schoolchildren with its multifaceted relations, thanks to the common activities of its members, the comprehensive development of the individual is ensured, the proper preparation of children for active participation in public life, for the defense of the Motherland. For most children, the classroom is the same class throughout the years of school. The class teacher, as a rule, has also been working with one group of students for a number of years, therefore, it is natural that among the many organizational and pedagogical problems that have to be solved in a modern school, the problem of organizing the classroom takes one of the leading places. The creation of a cohesive team of the class, its development and improvement are one of the most important tasks of the class teacher throughout all the years of his work with this composition of students. But the creation and rallying of an organized, friendly classroom is the task of only the initial stage of the work of the class teacher, followed by the stage of constant development and improvement of all aspects of collective life, overcoming the contradictions that arise in the course of this development, the constant increase in the role of the team in shaping the personality of each student. In constant development, change, one must see both the personality of each pupil and the collective of the class in order to direct this development and guide it. Skillful, pedagogically expedient organization of the classroom is one of the extremely important and effective means of such leadership. A.S. Makarenko, S.T. Shatsky, V.A. Sukhomlinsky, G.I. Shchukina and others studied the school collective as an object and subject of education and its role in the formation of personality.
The most important period in terms of the formation of the school collective is the elementary school. The youngest student first meets his future companions in educational activities, the first teacher, it is in elementary school that his new social status is determined, both on the basis of his achievements in educational activities and on the basis of personal qualities. Being suggestible and dependent on an adult, the younger student is more susceptible to educational influence, the formation of such qualities as: kindness, the desire to help, collectivism.
From the whole variety of tasks solved by the class teacher, one can single out the most long-term ones, which are pivotal in organizing and rallying the class team and are carried out in close unity:
first, the upbringing of conscious discipline and a culture of behavior among schoolchildren, without which no successful educational and educational work is inconceivable at all;
secondly, the organization of diverse educational and socially useful, creative activities of students, aimed at the all-round development of each emerging personality;
third, the formation of civic and organizational qualities of schoolchildren, the development of their independence and initiative, individual inclinations and interests. These tasks are of paramount importance and form the basis of the work of an elementary school teacher with a children's collective and the personality of an individual student.
When considering this topic, there are certain difficulties that arise due to the fundamental differences in the opinions of teachers regarding the concept and structure of the student body. This topic is always relevant, in modern society, with its requirements for life, collectivist qualities are simply necessary, which are formed precisely in elementary school.
Based on the above, we have determined:
object of research: the process of forming a team of junior schoolchildren;
subject of research: forms and methods of forming a team;
the purpose of the research: to identify effective forms and methods of forming a team of primary schoolchildren.
To study the theoretical aspects of the process of forming a team of junior schoolchildren.
Give the psychological and pedagogical characteristics of junior schoolchildren and determine their opportunities for the formation of a children's team.
To identify the forms and methods of forming a team used by an elementary school teacher under the influence of the work we have done.
To test various forms and methods of forming a children's team in working with younger students.
Reveal the changes that have occurred in the formation of the team of junior schoolchildren.
Hypothesis: we believe that the forms and methods of team formation will be more effective when creating the following conditions:
variety of forms and methods;
a combination of methods of forming an idea of the team with methods of forming the skills of collectivism;
interaction of the teacher with the family on the use of various forms and methods of forming a team of younger students.
Research methods:
observation,
analysis of documentation,
questioning,
analysis of products of activity.
Chapter 1. Theoretical foundations of the formation of a team of junior schoolchildren
.1 The concept of a collective
The problem of forming a truly strong team is not new. The need for the formation of collectivism among students in the context of purposeful teaching and educational work was widely studied by A.S. Makarenko, S.T. Shatsky and other prominent teachers and public figures.
A collective, according to A.S. Makarenko, is a group of children that have common socially valuable goals, for the achievement of which they have their own organs and an organized, educational collective.
From the point of view of A.V. Petrovsky, a collective is a group of people united by common goals and objectives, who have reached a high level of development in the process of socially valuable joint activities.
V. Lebedev gives a modern understanding of the collective as a relatively autonomous system, which is characterized by the processes of self-regulation, self-organization, self-government, a coordinated unity of two structures:
official, emerging under the influence of adults, who determine its organizational structure and activities,
informal, developing largely in the process of interpersonal communication.
The collective, in his opinion, is a subject of activity for the implementation of common socially significant goals, it is a holistic education with public opinion, emotional reactions and value orientations, with traditions that determine the behavior of its members. [p. 135; 1]
The most prominent follower of the works of teachers is Sh.A Amonashvili. His approaches to the process of education and upbringing, without coercion, became the main ones in his work. He considered the creation of the happiness of each of the pupils as the basis and purpose of education: “Education is to skillfully, intelligently, wisely, subtly, cordially touch each of the thousand facets, to find the one that, if polished like a diamond, will shine with the unique radiance of the human talent, and this radiance will bring a person personal happiness. " [p.126; 7].
In the studies of Slastenin V., Isaev.I, the following functions of the collective are determined:
organizational - he becomes the subject of managing his socially useful activities;
educational - becomes the bearer and promoter of certain ideological and moral convictions;
stimulation function - contributes to the formation of morally valuable incentives for socially useful deeds, regulates the behavior of its members, their relationships. [p. 230; 16]
The collective as a social group has a number of characteristics.
A.S. Makarenko singled out the following signs of the team:
A common socially significant goal (the goal of the team necessarily coincides with public goals, it is supported by society and the state).
General joint activity and its organization to achieve the set goal (by joint efforts to quickly achieve a certain goal, each member of the team is obliged to actively participate in joint activities, high personal responsibility for the results of joint activities is required).
Relationships of responsible dependence (specific relationships are established between the members of the team, reflecting not only the unity of purpose and activity, but also the unity of the experiences and value judgments associated with them).
General elected governing body. Democratic relations are established in the team. Collective management bodies are formed by direct and open election of the most authoritative members of the collective. But they are especially clearly manifested only with a collective organization. Agreeing with the characteristics of the Makarenko team, A.V. Petrovsky distinguishes one more feature - this is the psychological recognition of each other by the members of the group and identification with it. The group is based on shared interest, principles, similarities.
In addition to the above-mentioned main features of the team of A.S. Makarenko also mentions other very important features:
cohesion, mutual understanding, security,
"A sense of fellowship", involvement in the team,
mutual assistance and mutual responsibility,
benevolence and disinterestedness,
healthy criticism and self-criticism,
competition.
In addition to features, A.S. Makarenko identifies the principles of team formation.
Principles:
publicity (openness),
responsible dependence (arises in the course of any activity requires that a personally responsible person be appointed),
perspective lines (close, middle, far),
parallel action (it is based on the requirement to influence the student not directly, but indirectly, through the primary collective).
V.A. Sukhomlinsky formulated a set of principles that should form the basis for the formation of a team:
the leading role of the teacher;
richness of relations between students and teachers, between students, between teachers;
pronounced civic spirit of the spiritual life of pupils and educators;
amateur performance, creativity, initiative;
harmony of high, noble interests, needs and desires;
creation and careful preservation of traditions, their transfer from generation to generation as a spiritual property;
the emotional richness of collective life;
discipline and responsibility of the individual for their work and behavior.
The Federal State Educational Standard of Primary General Education (2010) makes modern requirements for the personality of primary schoolchildren, which are criteria for the development of the communication skills of primary schoolchildren. The personal results of mastering the basic educational program of primary general education include:
development of independence and personal responsibility for their actions based on ideas about moral norms, social justice and freedom;
the formation of a respectful attitude towards a different opinion;
the ability to use speech means to solve various communicative and cognitive tasks;
development of ethical feelings, benevolence and emotional and moral responsiveness, understanding and empathy for the feelings of other people;
development of skills of cooperation with peers, the ability to avoid conflicts.
Thus, we can conclude that a collective can be called a group of people of a high level of development, characterized by cohesion, integrative activity, collectivist orientation. The most essential quality of a group is the level of its socio-psychological maturity. It is the high level of such maturity that transforms the group into a qualitatively new social formation, a new social organism into a group-collective.
In a friendly, close-knit team, the system of relations is determined by a reasonable combination of personal and public interests, the ability to subordinate the personal to the public. Such a system forms a clear and confident position of each member of the team, knowing their responsibilities, overcoming subjective and objective obstacles.
1.2 Team building process
The teachings of A.S. Makarenko contains detailed technology for the phased formation of the team. He formulated the law of collective life: movement is the form of collective life, stopping is the form of its death; identified the stages (stages) of the development of the team.
Stages of team formation.
Formation of the team:
collective is the educational goal of the teacher,
the organizer of the team is a teacher,
demands are made by the teacher,
allocation of an asset (pupils who support the teacher's requirements),
the basis for team building:
common goal,
general activity,
general organization.
Strengthening the influence of the team:
maximum attention of the teacher to work with the asset,
mechanisms of self-organization and self-regulation operate,
the asset makes its own demands on the pupils,
the range of requirements is gradually expanding,
the team is a tool for the purposeful education of socially important personality traits,
high opportunities for using the team to solve important problems.
Stage 2 contradictions:
collective - individuals,
general - individual perspectives,
norms of collective behavior - norms that spontaneously develop in it, between individual groups of pupils with different value orientations.
The flourishing of the team:
higher requirements for yourself than for others,
the team is a tool for the individual development of each personality,
the main feature is common experience, the same assessments of events.
Makarenko noted that "an asset is that healthy and necessary reserve in an educational children's institution, which ensures the continuity of generations in the team, preserves the style, tone and traditions of the team." [p. 130; 7]
Currently, another approach has developed (L.I. Novikova, A.T. Kurakin, and others) to determining the stage of development of a team, within which it is recognized that not only requirements, but also other means can unite children.
These means they include:
the presence of socially significant goals, their consistent development as a condition and mechanism for constant movement forward;
systematic inclusion of pupils in a variety of social activities;
appropriate organization of joint activities (systematic creation of relations of responsible dependence between pupils, ensuring the effective work of the collective organs);
systematic practical communication of the children's collective through the presence of positive traditions and exciting prospects;
an atmosphere of mutual assistance, trust and exactingness; developed criticism and self-criticism, conscious discipline.
There is another list of stages in the formation of a team. At the first stage, the sole requirement of the teacher to the students should act as a means of rallying children into a team. It should be noted that most of the pupils, especially the younger age groups, almost immediately and unconditionally accept these requirements. The indicators by which one can judge that the diffuse group has grown into a collective are the major style and tone, the qualitative level of all types of objective activity and the selection of a really active asset. The presence of the latter, in turn, can be judged by the manifestations of initiative on the part of the students and the general stability of the group. At the second stage of the development of the team, the asset should be the main vehicle of the requirements for the individual. In this regard, the teacher must abandon the abuse of direct demands directed directly to each pupil. This is where the parallel action method comes into play, since the teacher has the opportunity to rely on the group of students who support him for his requirements. However, the asset itself must receive real powers, and only with the fulfillment of this condition, the teacher has the right to make demands on the asset, and through it, to individual pupils. Thus, a categorical requirement at this stage should become a requirement of the collective. If this is not the case, then there is no collective in the true sense. The third stage organically grows out of the second, merges with it. "When the team demands, when the team comes together in a certain tone and style, the work of the educator becomes mathematically accurate, organized work," wrote A.S. Makarenko. The position "when the collective demands" speaks of the system of self-government that has developed in it. This is not only the presence of the organs of the collective, but also, most importantly, the empowerment of them with real powers delegated by the teacher. Only with authority do responsibilities appear, and with them the need for self-government. The team is growing, gradually moving to new stages of its development. Achieving team level is a difficult task for any group. Not every class can rise to this level and hold on to it for a long time. The team is the peak, the pinnacle of class development. From all of the above, we conclude that the formation of a team is a complex and multifaceted process that goes through a number of very important stages that cannot be forced. This process is associated with the isolation of parameters and the development of criteria that characterize the level of development of the team and the position of the individual in the system of intracollective relations. The collective is a dynamic system in which various changes constantly occur both in the system of relations that develop in the collective and in the personal characteristics of its members. At the same time, we note that the formation of a team is, of course, a pedagogically controlled process, the effectiveness of which largely depends on the extent to which the patterns of its development are studied, how correctly the teacher diagnoses the situation and chooses the most effective forms and methods of pedagogical influence. It is important for every child to be in a team that will have a beneficial effect on him and develop him as a person. But for this it is necessary to take into account the characteristics of the younger student.
.3 Features of the development of primary schoolchildren and their possibilities for forming a team
Younger school age is the stage of a child's development corresponding to the period of study in primary school. The transition to systematic schooling changes the child's entire way of life: awareness of their social responsibilities is formed, interests become diverse, the desire to participate in public life intensifies, new responsibilities appear, the relationship of the child with adults also becomes new, the circle of communication with peers changes radically. The moral development of younger schoolchildren is distinguished by a noticeable originality. In their moral consciousness, mainly imperative (imperative) elements predominate, conditioned by the instructions, advice and requirements of the teacher. Their moral consciousness actually functions in the form of these demands, and in assessing behavior they proceed mainly from what should not be done. That is why they notice the slightest deviations from the established norms of behavior and immediately seek to report them to the teacher. Another feature is connected with this: reacting sharply to the shortcomings in the behavior of their comrades, the guys often do not notice their own shortcomings and are uncritical of themselves. Self-awareness and introspection in younger schoolchildren are at a low level, and their development requires attention and special pedagogical work from teachers. The actions of children of this age are often imitative in nature or are caused by spontaneously arising internal urges.
According to L. V. Stroganova, one can single out the psychological characteristics of younger students. Where it is noted that the child's psyche develops rapidly, the process of arousal prevails over the process of inhibition, the main activity is learning at school. The child-teacher relationship is transformed into the child-society relationship.
In social terms, a class is, first of all, a children's collective, in which socio-psychological phenomena characteristic of small social groups are found. The most significant issues include group cohesion, leading social values, leadership, social roles. The prevailing style of relationships between students depends on the level of relationships in the team: camaraderie, mutual assistance, competition, hostility, isolation, etc.
Stereotypes of sexual behavior are developed. Boys and girls form homogeneous groups by gender, with their own norms of behavior. Relationships with the opposite group often take on the character of opposition. There can be a fixation on certain stereotypes that can maladjust the child. These specific roles are indicative of the child's psychological difficulties. He does not always occupy a particular social niche; it happens that he is led to a choice that is the result of social interactions.
At primary school age, the child will have to go through all the vicissitudes of relationships, especially with peers. In connection with the development of the class as a collective, it is necessary to consider the totality of its characteristics depending on the age of the students. This allows us to talk about the age characteristics of the classroom.
The group of younger schoolchildren is characterized by the following features: poor organization, a low level of ability for collective activity, emotional instability, poorly expressed gender differentiation of relationships, instability of friendly groups. At the same time, boys and girls have an equally expressed desire for unity, for joint play, a desire to imitate the class of older ages.
Also psychologists Babayan A.V. and I.A. Sikorsky found that primary school age is also characterized by increased susceptibility to the assimilation of moral rules and norms. The main thing in the development of personality in primary school age is the formation of a humanistic attitude and the relationship of children, reliance on feelings, emotional responsiveness.
Empathy plays an important role in the moral development of a child - a person's ability to emotionally respond to the experiences of another. Empathy as a personality trait acts as a motive for various forms of behavior.
Compassion is a stable property, it encourages a person to altruistic behavior, since it is based on a moral need for the well-being of other people, on its basis an idea of the value of another is formed. [Р159; 14]
With age, the child's ability to worry about another develops and switches from a reaction to a person's physical damage to a reaction to his feelings and then to a reaction, to a life situation in general. In primary school age, along with the developing sense of "I", the child develops an idea of the "I" of other people, different from his own. At this age, the child is especially susceptible to the influences of an adult. Elements of social feelings are developed in junior schoolchildren, skills of social behavior are formed (collectivism, responsibility for actions, comradeship, mutual assistance, etc.) Collective ties arise, public opinion is formed. Younger school age provides great opportunities for the formation of moral qualities and positive personality traits.
This allows us to conclude that knowledge of the developmental features of primary schoolchildren will enable the primary school teacher to take them into account in creating a cohesive class team, its development and improvement, which will provide a high degree of probability of choosing the most effective forms and methods of implementing this process.
1.4 Forms and methods of forming a team of primary schoolchildren
The concept of the form of education in pedagogical literature is defined as follows - this is a way of organizing the educational process. The forms of organization of the educational process in the most general form reflect the relationship that develops between educators and pupils.
Allocate mass, group and individual forms of education, which have their own specifics.
Thus, mass forms of work are characterized by the episodic nature of educational events and a significant number of their participants (conferences, thematic evenings, shows, contests, Olympiads, festivals, tourism, etc.). Group forms of educational work are distinguished by their duration, constancy in a certain group (disputes, collective creative affairs, circles, amateur performances, work involves the independent work of the educated person under the guidance of an educator, gradually turning into self-education). Such a teacher as: - N.I. Boldyrev singled out the forms of educational work depending on the method of educational influence:
verbal - meetings, gatherings, rulers, lectures, meetings, practical - hikes, excursions, sports days, olympiads, contests, subbotniks, visual - museums, exhibitions, showcases, stands, wall newspapers, etc.
We believe that the most effective forms of education are:
forms of management and self-government of school life - meetings, class hours;
verbal and logical forms - conversations on a variety of topics, class discussions, meetings;
the form of work has a positive effect on the pupils, joint work. These are different types of work at school: daily cleaning, various assistance to those in need;
entertainment form - games;
effective form is a lesson. The lesson as the main form of education has tremendous opportunities for the formation of a team. Group forms of educational work have become widespread in primary school (the class is divided into groups of 3 - 5 people and each group performs its task as part of the general work). A collective opinion is developed, students are united by the collective joy of jointly achieved success. Intellectual search is impossible without the ability to argue and defend your views, your point of view, imbued with the ideas of other people.
Collective work allows you to take into account the judgments, the way of thinking of comrades, to compare their methods of cognitive activity with their own. Cooperation, interdependence in the process of mental activity (work in pairs to check homework, to work with a book while consolidating new material) leads to greater meaningfulness, awareness of the concepts being studied, since they are considered from a variety of points of view. All this allows each student to be imbued with the general mood. Collectivism, as it were, spiritualizes the very process of work, the choice of the most rational techniques and methods, and its organization. It is also significant that with a collective organization, learning ceases to be only an object of individual concerns and becomes a source of strengthening of truly collectivist motives of behavior.
The child is usually attracted to another person, to a group of people, to a team that can satisfy his needs. A moderately satisfied need, for example, the need for children to play, is the basis for the emergence of new needs: to be with friends, in a team, to acquire some skills and abilities in order to play better.
In strengthening collectivist ties and the development of collectivist relations, joint leisure activities are of great importance. Spending leisure time together introduces schoolchildren to collective experiences, actions, helps them to better get to know each other's spiritual world.
A stable form of collective life that emotionally embody the norms, customs, desires of pupils. is a tradition. At all stages of the development of the collective, large and small traditions arise, grow stronger and unite the collective. Traditions help develop common norms of behavior, develop collective experiences, and beautify life.
In traditions, large and small can be distinguished.
Great traditions are bright mass events, the preparation and holding of which fosters a sense of pride in their team, faith in its strength, and respect for public opinion.
Small, everyday, everyday ones are more modest in scale, but no less important in terms of educational influences.
New tasks facing the team, new ways of solving them become more or less popular over time - this contributes to the emergence of new and the erasure of old traditions.
Traditions are a manifestation of the honor of the children's collective, and this is their special beauty. They inspire in children a sense of pride in their team.
The principles of the formation of traditions in the children's team:
Unconditional acceptance of each student, his strengths and weaknesses.
Impartiality in the assessment of students' actions.
Patience and tolerance in achieving the goal of pedagogical influence.
Dialogue and polylogic in communicating with students.
The teacher's lack of fear to admit that he is wrong, his unprofessional actions.
Using a sense of humor as an integral methodological tool in working with students.
Eliminating the importance of your mood in dealing with children.
In addition to the forms of upbringing, educational methods play an important role in the formation of the team.
A.S. Makarenko, affirming the humanistic orientation of the methods of education, noted that "the method of education is an instrument of touching the personality." As V. Sukhomlinsky wrote, the best method is the one that comes from the soul of the teacher. He emphasized: "We educate not by these or those methods or techniques, but by the personality. Without spiritualization by the living thought and passion of the teacher, the method remains a dead scheme."
Under the concept of upbringing methods, it is determined - the way to achieve a given goal of upbringing, as well as the way to influence the consciousness, will, feelings, behavior of pupils in order to develop the necessary qualities in them. Also, the methods of upbringing should be understood as a set of specific methods and techniques of educational work that are used in the process of various activities of students to develop their need-motivational sphere, views and beliefs, develop skills and habits of behavior, as well as for its correction and improvement in order to form personal properties and qualities.
According to Yu. Babansky, speaking about the methods of education, that this is a way of interconnected activity of educators "and the educated, aimed at solving educational problems.
He believes that the purpose of educational methods is in the cooperation of educators and children.
Currently, the most effective and convenient for the formation of a team is the classification of G.I. Shchukina: it includes in unity:
the procedural side of the methods of education.
There are 3 groups of methods:
methods of forming consciousness
methods of organizing activities and the formation of experience of social behavior
methods of stimulating behavior and activities.
Each group of methods and each method has its own specifics in the field of application.
The methods are applied in a complex and require high qualifications.
Knowledge of methods and techniques, the ability to apply them correctly is one of the most important characteristics of the level of pedagogical skill.
Methods for the formation of consciousness.
They are aimed at the formation of views, concepts, beliefs, feelings, emotional experience of the required behavior.
To develop any quality, it is necessary that the pupil understands well the meaning of this quality, is morally confident in the social and personal usefulness of a certain type of behavior.
An ethical story is a vivid, emotional presentation of specific facts of events that have a moral content.
Functions: serves as a source of knowledge
enriches moral experience
serves as a way to use a positive example
in education.
Requirements for the application of the story:
must correspond to the social experience of the pupils,
be accompanied by clarity (illustrations, photos, folk crafts, paintings),
an appropriate emotional environment must be created (bonfire, bus, spring garden, musical accompaniment, etc.),
professionally presented
do not rush the pupils with an answer, make them feel the content,
should be short.
The stories of L.N. Tolstoy, K. D. Ushinsky, N. Nosov, V. Oseeva, V. Dragunsky, poems by A. Barto, E. Voronkova and others.
Ethical conversation is a dialogue between a teacher and children, the subject of discussion of which is moral problems.
Purpose of the conversation:
Deepening and strengthening of moral concepts,
generalization consolidation of knowledge,
the formation of a system of moral views and beliefs.
Types of conversation: planned and unscheduled.
individual and group
Requirements for a group scheduled conversation:
theme - based on the general content of educational work ("Can you be friends?", "Why does a person study?", "Name and nickname"),
should be problematic,
must be emotionally close to the pupils,
think over the questions in advance,
there may be preliminary training on some issues,
facts, examples from life, clarity are selected,
example scenario:
introduction,
communication of specific facts,
discussion, analysis with the active participation of all interlocutors,
discussion of similar situations,
generalization of the most essential signs of specific moral qualities,
application of learned concepts in assessing their own behavior and the behavior of other people.
give everyone the opportunity to express their opinion,
direct the conversation in the right direction, help come to the right decision,
time limits of the conversation: with younger students -15-20 minutes.
Requirements for one-to-one interview:
the issue under discussion should really bother the mentor,
tactfully explain to the pupil his mistake,
the conversation should be intimate,
in the presence of comrades, the conversation should be short, businesslike, calm, without irony and arrogance.
In the practice of education, they resort to exhortations, combining a request with an explanation and suggestion.
Functions: projecting positive in the personality of the pupil, instilling faith in the best, in the possibility of achieving high results.
Application rules:
Reliance on the positive, praise, appeal to self-esteem and honor.
Show the essence of a negative act and its consequences,
Create an incentive that has a positive effect on behavior, indicate ways to improve.
Suggestion is the verbal influence of one person on another (or a group of people), which is taken on faith, not critically.
V.M. Bekhterev determined that children's suggestibility is associated with the physiological and psychological characteristics of children:
lack of experience,
lack of a well-established worldview,
underdeveloped critical ability,
a special role is played by the habitual recognition of the authority of adults, whose words and actions are the subject of imitation and suggestion.
Requirements for the application of suggestion:
know well the positive and negative qualities of the child's personality;
extend to all spheres of children's behavior:
relieve peer anxiety
remove the feeling of resentment ("He did not want to offend you at all, it just happened. You will see, tomorrow he will apologize, say that he was wrong")
use only when it is required to inhibit any undesirable manifestation of the child, or vice versa, to stimulate morally justified behavior;
Bekhterev advises to keep a hand on the child's head during the suggestion (this is how physical contact is established, rapprochement with the child, this disposes the child to rapprochement).
The position of the hand on the head is associated in a child with stroking, i.e. with a kind attitude of an adult towards him. There is a feeling of closeness, trust;
there should be a different setting depending on the individual characteristics of the child:
soft, emotional, sensitive child - more suggestible in a cordial environment
a sensible, negatively-minded child - it is easier to suggest with a strong-willed inspiring urge: “Stop reasoning. Sit down to do your homework! "
stubborn - require indirect suggestion (when the idea that needs to be instilled in the child is veiled (a story about the exemplary behavior of another child).
words of suggestion should be pronounced clearly, convincingly, emotionally expressively;
suggestive influences should be repeated, but preferably in new formulations;
there must be control over the impression that the suggestion made on the child;
do not abuse the suggestion, because it is necessary to educate an independent, creative personality of the child.
Methods for organizing activities.
Upbringing of a person is characterized not by concepts and beliefs, but by concrete deeds and actions.
The organization of useful activities contributes to the fact that the pupil is involved in interaction with a large number of people, relations are manifested in actions, decisions, choice of a line of behavior.
This group of methods includes:
order,
method of upbringing situations,
Order method
accustoming to positive deeds,
development of the necessary qualities: responsibility, conscientiousness, care, accuracy, punctuality, etc.
Types of orders:
visit a sick friend,
help a classmate in learning,
to make toys for a sponsored kindergarten,
decorate a classroom for the holiday, etc.
Application rules:
no need to detail: what and how,
give scope for independence, initiative in the choice of content, means of activity,
control with the transition to self-control.
The method of upbringing situations is a method of organizing the activities and behavior of pupils in specially created conditions
Conditions for successful application:
situations are not far-fetched: they reflect life with all its contradictions and difficulties. The educator deliberately creates only the conditions for the occurrence of the situation, and it itself must be natural;
situations are unexpected: a pupil who is expecting a certain reaction from the teacher prepares himself for it in advance, and if it is unexpected for him, in most cases he agrees with the teacher.
Violators are disarmed by generosity and kindness, but under one important condition: they must be understood precisely as humane actions, and not as a manifestation of weakness, uncertainty;
in some cases, the teacher's non-intervention in the development of the situation justifies itself;
closely related to all other methods of education.
Methods to stimulate behavior and activity.
encouraging,
fixing,
controlling.
Promotion method. Encouragement is a way of expressing a public positive assessment of the behavior and activities of an individual student or group.
Its stimulating role is determined by the fact that it contains public recognition of the course of action that is chosen and carried out by the student in life.
The educational value of encouragement increases if it includes an assessment of not only the result, but also the motive and methods of activity. It is more often necessary to resort to rewards when working with younger schoolchildren and adolescents, who are especially sensitive to the assessment of their actions and behavior in general. But it is better if it is a collective reward.
The teacher needs to be equally careful not to show up students who are praised and ignored by the public.
The strength of the educational influence of encouragement depends on how objective it is and finds support in the public opinion of the collective.
The method of punishment.
The method of punishment is a method of pedagogical influence, which should prevent unwanted actions and cause feelings of guilt.
This psychological state gives rise to a person's need to change their behavior. Punishment is designed for the gradual transformation of external stimuli into internal stimuli.
Types of punishment:
imposition of additional responsibilities,
deprivation or restriction of certain rights,
expression of moral censure, condemnation.
Forms of punishment:
disapproval, remark, warning, censure, recovery, removal, exclusion.
Competition method.
Competition is a method of directing the natural needs of students towards rivalry and the priority of developing the qualities necessary for a person and society. Competing, a person masters the subject faster, there is a powerful mobilization of all his forces and skills. It is important to properly organize the competition (goals, objectives, program, evaluation criteria, summing up). The effectiveness of the competition increases if the activity itself has a meaningful meaning for the individual and the group, if the summing up is fair and the winners are honored openly. Younger students imitate those who make the greatest impression on them.
The method does not tolerate a pattern in its application. Therefore, the educator each time must look for the most effective means that meet these conditions, introduce new techniques. For this it is necessary to penetrate deeply into the essence of the educational situation, which generates the need for a certain influence. The choice of method depends on the style of the pedagogical relationship. In a friendly relationship, one method will be effective; in a neutral or negative relationship, you have to choose other ways of interaction. However, the forms and methods of education cannot be chosen arbitrarily. Being a very flexible and subtle instrument of touching the personality, the form and method of education are always addressed to the collective, are used taking into account its dynamics, maturity, organization. The method depends on the nature of the activity it calls. Forcing a pupil to do an easy or pleasant job is one thing, but getting them to do serious and unusual work is quite another. This means that the choice of methods is subject to a number of patterns and dependencies, among which the goal, content and principles of education, a specific pedagogical task and conditions are of paramount importance. When designing methods of education, it is necessary to foresee the mental state of the pupils at the time when the methods will be applied. This is not always a solvable task for the educator, but at least the general mood, the attitude of the pupils to the projected methods should be taken into account in advance. The methods determine specific ways of realizing the goals of education, increasing the effectiveness of organizational forms.
Thus, summing up, we conclude that the team plays a very important role in the life of each pupil. It also satisfies the natural needs of a person in communication, in belonging to a group of their own kind; in a team, a person can find support and protection, as well as recognition of their achievements and successes. The team is capable of changing a person. Since he has to learn and live surrounded by other people, he is forced to adapt his desires, aspirations, interests to them. In a team, a person has the opportunity to take a fresh look at himself from the outside, evaluate himself and his role in society. The collective to a large extent stimulates the creative activity of the majority of its members, awakens in them the desire for improvement, for superiority.
Chapter 2. From the experience of forming a team of schoolchildren at primary school age
1 Studying the experience of an elementary school teacher in using forms and methods of forming a team of junior schoolchildren
Experimental - experimental work took place in the municipal educational institution No. 6. Petrozavodsk. in 1 "B" class.
The study involved 26 students. Age composition of the class: 2004 - 2005 year of birth
Class 1 "B" teacher - Natalya Olegovna, work experience at school for 8 years.
Purpose of the research: to study the system of work of the teacher of the 1st "B" class on the formation of the team.
Research objectives:
to identify the forms and methods that an elementary school teacher uses to form a team;
to reveal the ideas of children about the team;
to reveal the level of formation of the collective of students of the 1st "b" grade;
to reveal the peculiarities of the teacher's interaction with the family in the use of forms and methods of forming a team of students.
Research methods:
conversation with the teacher of the 1st "B" class ";
talking with children;
observation of children in physical education class;
supervising children in math class;
supervising children in an art lesson;
supervising children in the dining room;
supervision of children at recess;
supervision of children in the after-hours group;
analysis of the plan of educational work in class 1 "b";
questionnaire survey of students;
questioning of parents.
Conversation with the teacher of 1 "B" grade. (see Appendix 1)
Reveal the level of team formation;
to identify the methods and forms of team formation used by the teacher;
identify the sociometric status of students;
what forms of work does the teacher use to work with less popular students.
The results of the conversation showed that a favorable atmosphere reigns in the class, all conditions have been created for the favorable formation of the team.
The main methods and forms of upbringing children are conversation about friendly relations, games, hikes, walks, theme nights. The teacher carries out work to educate children of personal qualities: cooperation, mutual assistance, solidarity. Natalya Olegovna pays much attention to group work in the classroom.
Observing the work of the teacher, we can say that the teacher works fruitfully with the class, choosing methods and taking into account the characteristics of the class.
Conflicts do not arise often, but if they do arise, the teacher makes every effort to prevent them. To do this, Natalya Olegovna uses educational conversations of an individual nature with those who have violated the rules of conduct, and preventive conversations with the whole class.
There are both popular guys and less popular ones in the class. Of the most outstanding children in the class, you can name: Emilia K, Maxim. Anton K, Marina S. These guys are popular in the class, but it should be said that they are always friendly to their classmates, and help them in some matters. There are also less noticeable guys in the class, Lyosha Z and Vanya K. stand out against the background of the class. The work of the teacher for the students who are not so noticeable in the class is different. So it can be: their inclusion in the activities of the class, during which after work the students are encouraged to work, the teacher's assignment, when Natalya Olegovna gives instructions to the students, naming the positive qualities for which they received this assignment.
Thus, we can conclude that the teacher conducts fruitful work with the class, but in our opinion, Natalya Olegovna did not name all the methods and forms when working with the class that could be included in the work of forming a team.
Conversation with pupils of 1 "B" class of school number 6 (see Appendix 2)
Purpose: to reveal the knowledge of students about friendship and such personality traits as friendliness, benevolence, responsiveness.
We found out that students have their own opinions and views on the concept of friendship. So Dima. M. replied that friendship is "when you can rely on a person, you feel good with him." It is worth noting that many guys do not fully understand what it is. The thing is that the students have not fully formulated the concept of a friend. Vitya believes that "a friend should be handsome." Most of the students supported him, but all agreed that if the friend were not handsome, they would still be friends with him. In the lesson, it was concluded that a friend is chosen not by his appearance, but by the qualities of his soul, interests.
It is worth noting that when one student answered, everyone listened carefully, and did not laugh at the answer and thoughts of a classmate.
Observing children in math class. (see Appendix 3)
Reveal the degree of benevolence and ability to help each other in the process of educational activities;
Reveal what forms and methods of team formation are used by the teacher in the lesson.
In a mathematics lesson, the children orally solved an example, later they had to go out to the teacher and stand next to him, so during this task, almost all the children gathered around the teacher. When the guys pushed each other, the teacher suggested remembering how to behave. The teacher reminded them where they were. For those who coped with the work the fastest, Natalya Olegovna offered to help classmates who find it difficult to work. Maxim M., Emilia K., Anton K., Marina S. themselves chose from those students who raised their hand, but before that asked permission from the teacher.
Emilia K., on her own initiative, volunteered to help children who find it difficult to solve examples, and to work with them after lessons. So she helped Maxim D., Dima M. The guys accepted help with gratitude, the students treated each other kindly.
The observation results showed that there is mutual help in the class, the students are kind to the support of classmates. The teacher used methods such as: proposals, assignments, as well as such forms as: conversation. With the help of such work, students develop personality traits such as: responsiveness, friendliness, and a desire to help those who need help.
Observing children in physical education class.
to identify the features of the relationship of students in this lesson;
identify the personality traits shown by children in relation to each other.
At the beginning of the lesson there was a relay race of various types. When the teacher began to divide the class into 3 groups, each in his own group wanted to be a commander, which is why the teacher had to calm down the children. While participating in the relay, the guys encouraged their participants, there were cases of violation of the rules in order to complete the task faster than the others. So Vadim S., Emilia K., Anton K. stepped over the line, thereby turning out to be faster than the others.
Different relationships were observed in each type of running in the relay.
Running with a block. In this type of relay, the students tried to do everything neatly, since they understood that it was impossible to throw the bar to a friend, as they could hurt themselves. Therefore, they passed it on calmly. During this relay, the guys were just picking up speed, so there was no encouragement.
Running with the ball. In this type of relay, there were cases when Dima M. could not pass the ball to his friend, but throw it while he was running in order to complete the task faster.
Running with a hoop. It was the final relay race, relations were tense, everyone wanted to win, each team encouraged each other, exclaimed, everyone wanted to win.
Later, when the results were summed up and the winners were revealed, the teams that lost were upset, but did not show their minds, and applauded the winners.
Thus, we note that in the physical education lesson, the relationships of the children were mostly benevolent, but sometimes there were cases when the children violated the discipline. In the lesson, the students showed leadership qualities during the relay races, and also showed sympathy for their classmates.
Supervising children in an art lesson
The topic of the lesson is "Underwater World".
study the relationship of children;
to reveal the forms and methods of the teacher's leadership in the relationship of children.
The children listened attentively to the answers of their classmates, did not interrupt them, and then raised their hand and supplemented their answers.
The teacher in this lesson used such forms as: conversation at the beginning of the lesson, when explaining to the students the beauty of the underwater world. She also used the proposal method when making works by students and when evaluating works by students.
Supervision of children in the dining room.
to identify the degree of care of children in relation to each other in the process of eating;
identify whether the teacher had to make adjustments to the relationships of the children in the dining room.
Due to the fact that the teacher reminds the children every day that boys should help girls, girls should be friends with boys, children should be polite, students behave positively, not forcing the teacher to raise their voices.
Observing the relationship of children at recess.
Purpose: to identify the degree of interest of children in each other and the skills of a culture of communication.
We watched the children at breaks 1-2, at the end of the day.
The results of observation of children showed that if at the beginning of the day only some children interact with each other, and the rest are engaged in quieter activities, such as reading books, drawing, then a little later the students interact with each other more actively. At recess, boys and girls do not interact. Basically, these are interest groups: boys discuss films, cars, and girls talk about dolls, a dance club. We noticed that girls are not very trusting in letting boys into their groups. Among the girls, two students stand out: Emilia K. and Marina S. The rest of the girls try to make friends with them and listen to their opinion. Boys also try to communicate with them. It is impossible to single out specific guys among the boys, since, unlike girls, they try to be friends with all the boys from the class. There are not popular students in the class, this is Lyosha. Z and Vadim. E. Observation of children at recess showed that students try to make contact, show friendliness towards each other.
At the break, an incident occurred: Lyosha Z. pushed Marina S. and did not want to apologize. Lesha does not behave in a friendly manner towards the guys, and this repels the guys, they do not want to communicate with him. After that, the teacher had a conversation with Lyosha, and the next day he apologized to Marina.
The observation revealed the degree of interest in the class between different students. Unfortunately, there were conflicts where the degree of ill will of the students was shown. Also, it should be noted that some students have communication skills. So Maxim M. tries to communicate with all students in the class, Marina S. finds an approach to each classmate.
Analysis of the plan of educational work of the teacher 1 "B" class.
identify what forms of educational work the teacher uses to form the team of his class;
to identify the forms of work of a teacher with parents, aimed at forming a team of students.
The analysis of the plan of educational work gave the following results: one of the directions of the educational work of a teacher in grade 1 is to reveal the individuality of a child who knows how to live in a classroom and build with his classmates.
During the school year, the teacher conducted extracurricular activities such as: "First time in first grade", "Health Day", "Autumn Festival", "Harvest 2012", "Mother's Day", "New Year", "Primer Holiday" conducting conversations on various topics. At the beginning of the academic year, a survey was conducted to determine the student's school motivation. Also, a social passport was drawn up for each student and for the class as a whole. The level of education of the class collective was determined. In October, the parent meeting "Adapting My Child" was held. In our opinion, the educational plan lacks a bias towards the work of parents with children. With the help of such forms of team building work in the classroom as: conversation, games, joint work activities, it helps to establish a favorable atmosphere in the classroom, to form a team. The teacher conducts various forms of work with parents, which are aimed at forming a team of students. So these are such forms as: conversations, consultations with parents, involving parents in the life of the class.
Questioning of pupils of secondary school № 6 1 "B" class.
to identify the assessment of children of their relationships with classmates.
12 people took part in the survey. The survey showed the following results: 8 people think that it is easy for them to communicate with classmates, 6 people say that they like to spend time with their classmates, help them, 5 people answered that sometimes 15 people answered negatively. 7 people go to school with a desire, the other 5, sometimes answered. Out of 12 students, 4 noted that they are sometimes offended in the classroom, the remaining 8 answered no. All respondents unanimously answered that they did not want to move to another school. We found that the work on the formation of collective qualities in students, a sense of the team takes place in an atmosphere where children willingly make contact. But we can state that this work is not carried out systematically.
Parents survey
Purpose: to identify the assessment of the parents of the teacher's work in the formation of the team.
All parents unanimously answered that they were satisfied with the work of the teacher; some parents suggested activities to unite children. These are such as: "My family and me", "My ancestry", Games, conversations.
Parents are actively involved in class activities. Help the teacher.
When studying the experience of an elementary school teacher in forming a class team, we can note that forms and methods were used: a cycle of conversations, counseling parents, collectively creative affairs, games - help to form in students such qualities as: empathy, benevolence, empathy. Students try to interact with each other. At the moment, the students have not formed the concept of a collective. Students of 1 "b" grade are at the first stage of team formation.
2.2 Organization of work on testing the selected forms and methods for forming a team of younger students
Purpose: to continue the teacher's work to form a team.
) to clarify and expand children's understanding of the team:
) to form in children the skills of a benevolent and caring attitude towards each other;
) to test the selected methods for team building.
In the process of realizing the goal of the formative experiment, we used the following methods:
a conversation with students on the topic "Let's talk about friendship",
conducting games:
"Confusion"
"All - some - just me"
work on the school site,
joint lesson in the class on the topic "My team",
children composing stories on the topic "How are we friends?"
consultation for parents on the topic "A close-knit team",
Conversation with parents.
Purpose: to inform parents about the possibilities of the team, to reveal during the conversation the opinions of parents about the class, its composition.
Through a conversation with parents, their opinion about the work of a teacher was revealed, each parent revealed the individuality of his child. During the conversation, the parents learned about the team and its capabilities.
With the help of the conversation, it was revealed that the parents like the atmosphere of the class, and they consider it favorable for the development of a close-knit team in the future.
When talking with one of the parents who had problems with the child in the kindergarten due to some of his shortcomings, it was revealed that at this time, the child's position has improved. Vanya K. communicates with his classmates, is affable and benevolent. Here you can see the teacher's strong work in shaping a culture of communication among children, as well as the level of education of students.
Conversation with children on the topic "the team is interesting"
clarify children's ideas about the team and consolidate their knowledge of the rules for communicating with classmates.
to form an idea of what qualities a member of the team should have.
to form in children the ability to differentiate the concepts of "friend", "comrade".
During the conversation, we talked with the guys about the concept of friendship, about the fact that if the guys in the class are friends, they have common interests, then we can say that such a class can be called a collective. We have delineated the concept of a friend. We found out that in addition to the term friend, there are also terms such as: comrade, friend. And all these concepts have different meanings. A poll was conducted about whether the guys have comrades, buddies besides friends. We made a conclusion about who we can call a friend, and who can be called another friend.
After analyzing the conversation, we conclude that the students do not understand the differences between a friend, a comrade. During the conversation, the guys created the "Law of Friendship".
Purpose: To promote the formation of a sense of collective joy and goodwill in children.
"Confusion"
Purpose: to promote collective experience in children.
Each of the students had their own piece of the puzzle, and it was necessary to assemble a picture. Each group wanted to win, the guys worried about each other, encouraged each other.
"All some - just me"
Promote the unification of children into groups according to certain characteristics (hair color, eyes, interests).
Students in the game moments learned a lot about their classmates.
For some, after playing activities, the information they learned about classmates was a revelation.
For example, there were cases when guys united in interest groups. Anton, Maxim, Emilia, Marina go to the tennis section.
Or guys who are engaged in gymnastics united in their own group.
Thanks to these games, the guys learned to interact in groups, together.
During the games, the children behaved kindly, work in groups in the game "puzzles" allowed the children to rally.
Labor on the site of the school. "Our friendly snowman"
Purpose: to create in children the joy of teamwork
At the beginning of the walk, I got the guys interested in the fact that the snow was sticky, and it would be great if, instead of a regular walk, we did something together. The children liked the idea, and we began to distribute responsibilities. Some were responsible for assembling the parts of the snowman, others were preparing the parts, and still others were responsible for the design of the snowman.
All the guys took part in the work, helped each other, found natural materials for the parts of the snowman.
Victor L. helped the girls to make a ball for the snowman and brought it to the place where the snowman was made. There was one unpleasant case when Lyosha Z. prevented the children from working, and later, decided to sculpt a snowman himself, but he did not succeed, and he tried to destroy the children’s snowman.
Repeatedly Lesha was offered to help the guys, but he refused.
During the preparation of the project, she encouraged the students. She talked about what kind of snowman we get. How nice it is when we all work together. She herself took part in its manufacture. The guys were very happy with their work.
Photos were taken for memory. The guys really liked the joint activities.
Joint lesson in the class on the topic "My team"
Purpose: to form knowledge about the team.
To consolidate the knowledge of the students about the concepts of Friend, comrade, friend.
During the lesson, the children were offered various situational tasks, where the students expressed their opinion about the situations. So for example, when the problem was given about, "If your friend did not complete the job, what are your actions?"
Marina S. replied that she would help him with the assignment. Misha replied that he would let me write it off. Later, a conclusion was made about whose action is correct.
Proverbs about friendship were also given, where it was necessary to arrange the words in the correct order. The guys were divided into groups and discussed the correct option. Later they gave an answer.
During the lesson, some knowledge about the concepts of friendship, friend, comrade, friend were formed and consolidated.
Drawing up the story of the guys "How we are friends." (See Appendix 14)
Objective: To learn from the students their attitude towards friendship in the classroom.
A conversation was held with the children, where they talked about their friend, friends in the class, why they are friends with them, what qualities they like in their friends, what they would like to see in their best friend.
Victor talked about the qualities of a friend that he would like to see in a friend, and called beauty, to which, Marina objected that even if a friend is not beautiful, he is still your friend.
Dima talked about how he is friends with Maxim, because he is a good friend. He helps with assignments, they play together, he protects him from bullies.
To the question "What do you think is our class?" The guys replied that they consider him friendly, because many of the guys in the class are friends.
After the guys' stories, they were asked to draw their cool friends and sign their names.
After that, an analysis of the work was done, during which it turned out that most of the children have 1-2 friends in the class. There were also difficulties in the fact that several people have friends studying in other schools, then they were asked to draw comrades with whom they communicate.
Consultation for parents on the topic "Close-knit team".
Purpose: to form parents' interest in the need to have a team in the class.
For the parents of the students, a consultation was offered on the topic of the collective, where it was possible to talk about the role of the collective in the class, its necessity, the parents' suggestions were heard about what they would like to offer to unite it, how the parents see the class.
As a result of the consultation, the parents managed to come to a common opinion, and recommendations were made to parents on how to rally the team.
We can assume that the use of various methods of upbringing contributes to a better assimilation by children of the concept of a collective, the ability to find a common language with classmates. Later, the recommendations were distributed to the parents.
As a result of the experiment, we revealed the influence of visual, interactive and playful methods of education, the formation of a sense of the team in students. Thus, after analyzing the entire formative experiment, we were able to move on to the next experiment, setting goals and objectives for forming a team in this class. As a result of the conducted formative experiment, we assumed that we partially formed the students' interest in the class environment, were able to interest the students to get to know each other better. We assumed that the use of visual, interactive, playful methods of education contributed to a better assimilation of information by the children, the knowledge of the children expanded, became more specific, accurate and deep, the ability to interest the interlocutor, the class with their personality appeared.
team formation primary school
2.3 Analysis of the effectiveness of the work done on the use of methods and forms of forming a team of junior schoolchildren
The purpose of the analysis of the effectiveness of work on the use of methods and forms, we identified: to identify the level of formation of the team.
In an experiment, you can define the following tasks:
identify changes that have occurred in student perceptions and skills of the formation relationship in the team, as a result of data testing.
compare the results of the final conversation with the results of the ascertaining experiment.
To achieve the goal and objectives of the control experiment, we used the following methods:
drawing children of their friends, class,
final conversation,
Talking to a teacher about relationship changes,
questioning students,
questioning of parents.
Drawing on the theme "Me and my class"
Purpose: to identify children's ideas and how they feel in their class.
Before drawing, the guys remembered the concept of friendship, talked about their friends in the class. 10 children participated in the drawing, some of whom drew themselves and one friend, several. Some drew themselves and friends from the class in the amount of 4-4 people. In the course of drawing, two children had difficulty, as the children did not know what to draw, because their friends are in another school, class. In the process of drawing, the guys asked for the teacher's help. The students drew with interest and enthusiasm. All drawings will be bright and colorful.
Thus, drawing by children on the topic "Me and my class" allowed us to draw the following conclusions: the children drew more independently than at the stage of the ascertaining experiment. Compared to drawing at the stage of the ascertaining experiment, we see that the children's ideas about friendship in the classroom have become broader. If earlier the guys drew themselves and one friend, then at this stage the children's drawings are completely different. Children's work has changed for the better, and it is clear that the work with the class has yielded results. The guys tried to draw so that the drawings correspond to reality.
Final conversation about "Friendship and that you need to live in harmony."
Purpose: to reveal the knowledge of collective cohesion among the children.
15 children took part in the conversation. We watched an excerpt from the film "Scarecrow". The children watched the film with interest, attentively. We talked about the situations in this film, found out who is right and whose behavior is terrible. The results of the conversation showed that the guys condemn the heroes who mocked the girl. Explained why this behavior is not acceptable. The heroine of the film, Lena Bessoltseva, aroused pity among the guys, but at the same time and respect, created according to the story of Vladimir Zheleznyakov, she retained her dignity, no matter what. The children were offered a situation, how they would have acted in the place of the students in the class. So that they change in the story situation.
As a result, we came to the conclusion that friendship in the classroom is necessary, you cannot offend people, you need to be friendly towards everyone. Whether it is necessary to be delimited in the class into separate groups, or is it better to be all together. This question gave an ambiguous answer. The difficulties remained. Since the class has already begun to appear its own stars and its outsiders. Some of the answers were not positive.
Thus, we can conclude that the children's ideas about friendship through the use of visual and interactive methods of education have expanded, the children know the concept of friendship, they have gained the skill of building relationships in the classroom, but there is still room to strive for. Despite this, the guys' attitude in the class changed in a positive direction, those guys who had not communicated before began to establish some kind of relationship. Some developed mutual sympathy.
Talking to the teacher about changes in student relationships
Purpose: to identify progress in team building work in the classroom.
The conversation with the teacher showed that the situation in the class has improved, the children have become more attentive and friendlier to their classmates. There is an asset in the class that helps the teacher in his work. According to the impressions of the parents, the children began to show interest in their classmates and the life of the class.
Questioning students.
The children were offered a survey, in which 12 people took part.
The children were offered three options for the answer Yes. No. Sometimes.
After analyzing the answers of the guys, a solidarity chart was drawn up. In which, according to the results, it was revealed that most of them tolerate the formation of the team positively, and are actively trying to participate in it. Compared to the first survey, there are positive shifts for the better. This means that the work during the practice went well and gave a result.
Parents' questioning.
Purpose: to identify an assessment in the change in children's perception of the team.
Parents were asked questions to identify changes in the child's behavior over the past month.
The survey showed a positive shift. Children happily tell their parents about the changes in the class, their comrades, actively try to participate in the life of the class.
Conclusion
Experimental work took place on the basis of the municipal educational institution No. 6 in the 1st "B" class. As a result of the ascertaining experiment, we found that the collective spirit in the class develops, for the initial stage, it is pretty good. But the fact was noticed that not all children communicate with each other to the fullest.
The teacher introduces the children to the concepts of friendship, collective, using the following methods of work: conversation, joint walks, joint collective and creative affairs. Children's ideas about the concept of friendship are meaningful, they know what it is, the rules of friendship, and the requirements for friendship. The results of the experiment showed that it was necessary to work in the class on cohesion using visual and interactive methods: reading stories, poems about friendship, conversations about the rules of friendship, Game methods: conducting trainings, games showing the degree of class cohesion.
As a result of the conducted formative experiment, we assumed that we partially formed the students' interest in the class environment, were able to interest the students to get to know each other better. We assumed that the use of visual, interactive, playful methods of education contributed to a better assimilation of information by the children, the knowledge of the children expanded, became more specific, accurate and deep, the ability to interest the interlocutor, the class with their personality appeared.
As a result of the control experiment, we found that the children's ideas about friendship in the classroom expanded, became more complete and deep. But not accurate enough. There are still difficulties: some guys still have difficulty communicating with each other. We partially formed the idea of friendship in children.
In the course of the control experiment, we revealed the positive influence of the use of visual, interactive, game methods on the process of forming the cohesion of the 1 "B" class team. We made this conclusion on the basis of a comparative analysis of the results of the ascertaining and control experiments. We believe that such results have been achieved through the use of visual, interactive, playful methods in the process of forming a team in elementary school.
In everyday communication, they became much softer, more sensitive to their peers. The level of value orientations remained the same. In general, the atmosphere in the classroom has become even more satisfactory, students have a positive view of their class, and negative manifestations towards each other have also decreased in behavior. The social activity of the class has increased: children are more willing to participate in intra-class and general school activities, they themselves offer some ideas. We can say that this situation has changed thanks to the forms and methods used in practice. Consequently, the hypothesis was confirmed.
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Education methods.
The principles of education.
Scheme of the functional-operational approach to the methods of education.
Classification of forms of education.
Principle is a general guideline requiring consistency in action under different conditions and circumstances. This is a very high degree of generalization, otherwise the principle cannot be realized in unique private situations, in unusual groups of children. The generalized nature of the principle allows them to always be guided. However, there should be a few of them to keep them in memory as some initial settings.
The principle of value orientation(POTSO). Relatively speaking about values, they mean cultural values developed by mankind over its history. It is clear that one person includes food, money, a car in his values, while another, interpreting this as a condition of existence, chooses love, beauty, nature as values. The teacher, as a representative of human culture, directs the attention of children to the highest values, but the market does its dirty deed, pulls towards false values, to the level of uterine existence.
Value relationships are a stable, selective, preferable connection of the subject with the object of the surrounding world, which acquires a personal meaning, something significant for the life of an individual. For the emergence of value, one needs not so much a process of comprehension as real living, the experience of one's own hard-won hierarchy of meanings. A person often does not realize how the value structure is formed, but it pops up in moments of choice, in critical situations. Value orientation is a way of entering culture, which allows you to see the drama of relationships behind everyday actions: you take the most convenient place, you smile in spite of troubles, you are glad of your friend's oversight. Focusing on value relationships, the child will not drag the cat by the tail - it is alive, it hurts, it will try to restrain its dissatisfaction with a friend - he is different, unlike me. And then the content of upbringing becomes value relationships, and assessment is the main method of educational work, the art of the teacher, since he through himself broadcasts the world to the pupil, and is able to broadcast only what value is appropriated by his personality.
The principle of value relations is carried out through joint activity organized by the teacher as the living of value relations (for example, he won a competition - he overcame himself). Then, for the child, the whole world acquires significance and rises to the level of modern culture.
Compliance with the POCO involves:
1. Interpreting actions as relationships. This can be taught by an educator paying attention to relationships. Conditions for the emergence of personally significant value relationships:
§ emotional experience of emerging relationships;
§ the appraisal of their defeats and victories.
There is an organic connection between the evaluating function and emotions (not a pedagogical assessment - "you are a scoundrel", but a sensual one - what you felt through the "I" - the message).
2. Formation of a personal life position "to be" when it is important for a person what happens to him. The position of the teacher (according to K. Rogers):
§ empathic understanding: empathy, reflection of words, feelings, smiles;
§ openness to personal experience;
§ trust in the student's possible abilities;
§ sincerity in the expression of their feelings.
The principle of subjectivity... The teacher maximally contributes to the development of the child's abilities to be aware of his “I” in relations with other people and the world, to comprehend his actions, to foresee their consequences, to evaluate himself as a bearer of knowledge, relationships, as well as his own choices made hourly.
The general way to initiate subjectivity is to give upbringing a dialogical character. “To be means to communicate dialogically” (MM Bakhtin). In dialogue, one's own "I" is acquired through comparison with others. So the modern method of group work with children is built on the basis of dialogue. This principle excludes a hard order, as a traditional method of influence, enhances the role of etiquette, brings the style and forms of communication closer to the ethical achievements of modern culture.
As for the fulfillment of elementary norms of behavior and the fulfillment by children of their strict duties, this is guaranteed by the contract between the teacher and the children. There are only two “no's” in the contract: you cannot encroach on another person and you cannot not work, not develop yourself. The requirement for their fulfillment is categorical. Position of the teacher:
§ making a choice;
§ comprehension;
§ assessment;
§ confidence;
§ cooperation.
On the one hand, the principle of subjectivity simplifies the work of the teacher, on the other hand, it puts him in front of the need for a subtle and well-thought-out technology, program of activity.
Taking a child for granted... Recognize the dignity of a person in a child, maintain respect for him as a person, regardless of his success, development, position, abilities.
It is far from always possible to implement this principle, the reasons: the old traditions of a critical attitude towards each other, the strict normative position of the student, the difference in views, but the main thing is the lack of interest in another person who is not like you, hence the desire to adjust everyone to one measure. The child must be taken for granted, recognized his right to be unique and taught to be himself. Position of the teacher:
§ to react to the given of the personality, taking into account its state “here and now”;
§ belief in human capabilities;
§ remember that development is a process.
Undoubtedly, there are boundaries of acceptance, they are in two "not allowed" (see above).
The union of the three principles of education gives education harmoniously combined characteristics: philosophical, dialogical, ethical. They cannot exist one without the other, therefore we are talking about a system of principles of their interconnection, because they flow from the essence of humanistic education that we have defined. Thus, the requirements for the principles are obligatory, comprehensive, and equivalent.
In the pedagogical literature, there are different formulations of the principles of upbringing, which differ in orientation. For example, there is a pedagogical orientation of the principles of I.P. He highlights the following principles:
§ social orientation of education;
§ connection of education with life and work;
§ reliance on the positive in upbringing;
§ personal approach;
§ the unity of educational influences: families, schools, etc.
Makarenko A.S. indicates, for example, such a principle as the unity of respect and requirements for the pupil. Amonoshvili Sh.A. highlights the principle of humanizing circumstances in the pedagogical process. Gazman O.S. talks about the principle of development based on the value of the line of his life. Thus, there is a variety of approaches to the principles of education, but all of them are aimed at the successful implementation of the goal of education - comprehensive, harmonious development of the individual.
Parenting methods:
§ these are specific ways of influencing the consciousness, feelings, behavior of pupils to solve pedagogical problems in joint activities with educators;
§ these are ways to achieve a given goal of education;
§ these are ways of influencing the consciousness, will, feelings, behavior of the pupil and interaction with him in order to develop their position and qualities set by the goal of education.
Parenting methods are sometimes defined as a system of techniques and means used to achieve a goal. In the structure of a method there are always techniques and means (so a word is a means, and a replica, remark, comparison are techniques).
Education methods:
§ This is an individual, pedagogically designed action of a teacher, aimed at consciousness, feelings, behavior for solving pedagogical problems;
§ this is a particular change, an addition to the general method of education, corresponding to the specific conditions of the educational process.
Educational tools are objects of material and spiritual culture that are used in solving pedagogical problems.
Scheme of the functional-operational approach to education methods:
| Category | Upbringing methods are specific ways of influencing the consciousness, feelings, behavior of children to solve pedagogical problems and achieve the goal of upbringing in the process of interaction of children with the teacher and the world | ||
| Appointment | Formation of social and value relations of the subject, his way of life | ||
| Method functions | Formation of beliefs, concepts of judgments, presenting the world to the child through: 1) Show, example - visual-practical forms 2) Communication, lecture, conversation, discussion, debate, explanation, suggestion, request, exhortation - verbal forms | Formation of experience of behavior, organization of activities through: 1) exercises, accustoming, assignment, play, educational situations - visual practical forms 2) Requirement, order, advice, recommendation, request - verbal forms | Formation of assessment and self-esteem, stimulation through: 1) Encouragement and punishment - practical and verbal forms 2) Competition, subjective-pragmatic method - practical forms |
| The essence | Spiritual activity to comprehend life, the formation of the moral position of the subject, worldview | Living in social and value relationships, substantive activities and communication. Acquisition of skills and habits | Development of motivations, conscious motives, stimulation, analysis, assessment and correction of vital functions |
| Some parenting techniques | Persuasion by personal experience, "continuous relay of opinions", improvisation on a free or given topic, clash of conflicting judgments, comradely dispute, the use of metaphors, parables, fairy tales, passion for creative search for a good deed, etc. | Organization of group activities, companionship, creative play, indirect demand: advice, request, expression of trust, collective creative work | Creative competition, competition, companionship, reminder, control, condemnation, praise, reward, punishment according to the logic of natural consequences, granting honorable rights, imitation of something worthwhile |
| Result | The device and transformation of one's own life, self-realization and personality development |
In fact, the choice of methods is rigidly determined, since it is deeply causal. The deeper the educator understands the reasons why he uses certain methods, the better he knows the specifics of the methods themselves and the conditions for their application, the more correctly he outlines the paths of education, chooses the most effective methods. There are no bad or good methods, the conditions of their application are always and everywhere taken into account. Consider the general factors that determine choice of educational methods:
1. Goals and objectives of education.
3. Age features. This is both the social level and the level of development of psychological and moral qualities (for example: methods suitable for the first grade are not suitable for the tenth grade).
4. The level of formation of the team.
5. Individual and personal characteristics of the pupil. A humane educator will strive to apply methods that enable each individual to develop their abilities, to realize their "I".
6. Means of education are the whole world. Pedagogical technique: speech, facial expressions, movement. Mass media, visual aids, works of art.
7. The level of teaching qualifications.
8. Time of upbringing (when time is short and goals are large, powerful methods are used).
9. Expected consequences.
The general principle of the choice of methods is a humane approach to the child.
Upbringing methods reveal their content through:
1. Direct influence on the pupil (example, requirement, training).
2. Creation of conditions and situations that force the pupil to change his attitude, position.
3. Creation of public opinion.
4. Communication, activities organized by the educator.
5. Processes of transferring information for the purpose of education, and then self-education.
6. Immersion in the world of art and creativity.
Educators should not forget that we are always dealing with an integral system of methods, and no separate means, torn out of the system, will never bring success. Therefore, in life, in practice, one method or technique always complements, develops or corrects and clarifies another, therefore, an integrated, systematic, constructive approach to the use of educational methods for the effectiveness of the educational process is needed.
Forms of education- these are options for organizing a specific educational process, in which the goal, objectives, principles, patterns, methods and techniques of education are combined and combined.
The task of the teacher is to properly manage this process, build it on the basis of respect for the individual, recognition of his individuality, rights and freedoms. The teacher should rely on potential personal capabilities, contributing to their development, and on the inner activity of children.
The choice of forms of educational work is determined on the basis of scientific principles, depending on the following factors:
1. The purpose of education.
3. The age of the students.
4. The level of their education and personal social experience.
5. Features of the children's team and its traditions.
6. Features and traditions of the region.
7. Technical and material capabilities of the school.
8. The level of professionalism of the teacher.
There are a great many forms of educational work. It is impossible to compile an exhaustive list of them, it will always be incomplete. Therefore, the question arises of how to navigate in all this diversity. There is only one effective way - this is classification.
From the whole variety of forms, several types can be distinguished, which differ among themselves according to certain characteristics. These types combine different kinds of shapes, each of which has an infinite number of different variations of specific shapes.
There are three main types: events, affairs, games. They differ in the following ways:
§ by target orientation;
§ according to the position of the participants in the educational process;
§ on objective educational opportunities.
activity- these are events, classes, situations in a team, organized by teachers or someone for pupils with the aim of direct educational impact on them. Characteristic features: the contemplative and performing position of children and the organizational role of adults or older pupils. Types of forms: conversations, lectures, disputes, discussions, excursions, cultural outings, walks, training sessions, etc.
As a certain type of form of work, an event can be chosen:
§ when it is necessary to solve educational problems;
§ when it is necessary to refer to the content of educational work that requires high competence;
§ when organizational functions are too difficult for children;
§ when the task is to directly teach children something;
§ when measures are needed to improve the health of children, their physical development, to fulfill the daily routine, to maintain discipline and order.
Affairs- this is a common work, important events carried out and organized by team members for the benefit and joy of someone, including themselves. Characteristic features: active and creative position of children; their participation in organizational activities; socially significant orientation of the content; amateur character and mediated pedagogical guidance. Types of forms: labor landings and operations, raids, fairs, festivals, amateur concerts and performances, propaganda teams, evenings, as well as other forms of collective creative affairs.
By the nature of the implementation of forms-cases, there are three subtypes of them:
§ cases in which the organizational function is performed by any body or even someone personally;
§ creative affairs, distinguished, first of all, by the organizational creativity of any part of the team that conceives, plans and organizes their preparation and implementation;
§ collective creative affairs (KTD), in the organization of which and in the creative search for the best solutions and methods of activity, all members of the team take part.
Among all forms of educational work, KTD have the most objective educational capabilities, since they:
§ provide an opportunity for each child to make his own personal contribution to the common work, to show his personal qualities;
§ ensure the active implementation and enrichment of personal and collective experience;
§ contribute to the strengthening of the team, its structure, promote the diversity and mobility of intracollective ties and relations;
§ are emotionally attractive for children, allow them to rely on the content and methods of organizing activities that are meaningful to them in a variety of situations of the educational process.
Games is an imaginary or real activity purposefully organized in a team of pupils for the purpose of recreation, entertainment, education. Characteristic features: do not carry a pronounced socially useful orientation, but are useful for the development and education of their participants; there is an indirect pedagogical influence hidden by game goals. Types of forms: business games, role-playing games, field games, sports games, cognitive games, etc.
For the listed types of forms, the following differences can be cited: events are carried out by someone for someone with the purpose of influencing. Things are done for someone or for something, they have a productive activity. Games are valuable in themselves, as a way to spend time in an interesting and exciting way in a joint vacation or study.
In the practice of educational work, there is such a phenomenon as the "degeneration of forms" from one type to another during their implementation.
The transition of forms from one type to another "along the ladder": Activities -> Games -> Deeds is the most favorable from the point of view of increasing the educational capabilities of forms. Going in the opposite direction is unfavorable and undesirable.
Having a sufficient supply of certain types of work, one can find new variations of them each time. You just need to determine by what parameters you can vary. Let's name some of them.
By the time of preparation and conduct:
§ impromptu;
§ relatively lengthy preliminary preparation.
By way of organization:
§ organized by one person;
§ organized by a group of participants;
§ organized collectively.
By the nature of inclusion in activities:
§ mandatory participation;
§ voluntary participation.
On the interaction of the team with other teams and people:
§ "open" (for others, together with others);
§ "closed" (for their team).
By methods of education:
§ verbal (conferences);
§ practical (hiking);
§ visual (exhibitions).
In the direction of educational work or types of activities:
§ organization of cognitive and developmental activities;
§ moral education;
§ aesthetic education;
§ physical education.
Thus, various variations of the forms of educational work make it possible to use their potential more fully and purposefully choose the appropriate options for the forms, taking into account their advantages and disadvantages.
In conclusion, we can draw the following conclusion. All types of forms of work have their own pedagogical significance, and each of them is valuable in its own way in the process of education. Each type of form has its own specific educational capabilities, and they must be fully realized. The educational process is an objectively complex and diverse phenomenon, therefore, effective educational activity can be organized only through the complex use of various forms of organizing the pedagogical process.
Literature:
1. Pedagogy / Ed. Pidkasistogo P.I. - M .: Rospedagenstvo, 1998.
2. Kharlamov I.P. Pedagogy. - M., 1998.
3. Smirnov S.A. Pedagogical theories, systems, technologies. - M., 1998.
4. Wigman S.L. Pedagogy in questions and answers. - M .: Prospect, 2005.
5. Samygin S.I., Stolyarenko L.D. Pedagogy. Exam answers for students. Series: passing exams. - Rostov on Don: Phoenix, 2003.
6. Titova E.V. If you know how to proceed. - M., 1999.
7. Podlasy I.P. Pedagogy - M., 1999.
8. Slastenin V.A. and others. Pedagogy. - M., 2001.
9. Russian pedagogical encyclopedia: in 2 volumes / Ch. ed. V.V. Davydov - M .: Great Russian Encyclopedia, 1993.
10. Yanovskaya M.G. Emotional aspects of moral education. - M., 1986.
Gazman O.S. Freedom of the child in the educational process. Modern school: the problem of humanizing the relationship between teachers, students and parents. M .: APN
TOPIC 9. INTRODUCTION TO DIDACTICS
Definition
The forms of educational work are options for organizing the educational process, the compositional construction of educational affairs.
In psychological and pedagogical literature, the concept of "educational action" is used to designate different types and forms of educational work. But experts record the discrepancy between the designated concept in the actual meaning of educational work, since "action implies fragmentation."
The systematic nature, complexity, priority, continuity of upbringing more accurately conveys the concept of "upbringing craft", which has recently been preferred by theorists and practitioners.
Definition
The upbringing craft is a type (form) of organization and implementation of certain activities for the purpose of upbringing.
The main feature of educational work is necessity, usefulness, and feasibility. Educational affairs must be collective and constructive.
Traditionally, educational affairs are organized in their free time from studies, i.e. during leisure hours. Children participate in exciting, meaningful, interesting educational activities of their own free will. Considering that leisure activity in its content can be socially important, i.e. promote the multilateral development of the personality (such is all the activity that permeates extracurricular educational affairs), then all educational affairs organized during leisure hours are considered forms in which the leisure activity of adolescents is found. Consequently, any form of leisure activity must be an educational activity.
The structure of the forms of educational work
If we consider educational affairs as the personification of systemic education, we can note their generalized structure:
- goal setting, planning;
- organization and preparation;
- specific embodiment of the case;
- analysis of the results achieved.
The abundance of forms of extracurricular educational work is continuously supplemented by new forms corresponding to the conditions of school life, which are constantly changing. Often, the basics of their content and methods are drawn from popular games and television programs (KVN, "Brain-ring", "Field of Miracles", "Guess the Melody", "Call of the Jungle", "The Magnificent Seven", "Clever and Clever Men", etc. ). P. Ivanov (80s of the XX century) and N.E.Shchurkova (90s of the XX century) made a significant contribution to the study of the latest forms of educational work.
Classification of forms of educational work
The whole abundance of forms of educational work with students is divided into 3 categories - depending on the main task that is implemented in the process of applying one form or another:
- forms of management and self-government of school life (fees, rulers, meetings, hours of class teachers, meetings of representative bodies of student self-government, wall printing, etc.);
- educational forms (excursions, hikes, festivals, oral magazines, printed publications, theme nights, studios, sections, exhibitions, etc.);
- entertainment forms (matinees and evenings, holidays, game programs, etc.).
Any form that is used in the pedagogical process helps to solve more than one educational problem. For example, the forms of school life management solve not only the task of organizing the activities of the student collective, but also the task of educating adolescents (primarily in management issues) and developing their managerial skills. To this end, teachers use as organizers of these forms of work not only capable pupils, but also those who at first do not show organizational capabilities in any way. At the same time, in particular, the importance of constant changes in student self-government bodies, attracting as many students as possible to management activities in various spheres of school life lies.
Amusement forms of work cannot and are not required to perform only an entertaining function: they will truly amuse only when they begin to introduce ideas and knowledge of something previously unknown into the minds and feelings of children and the conviction of their importance in the system of interpersonal relationships. To ensure this, it is necessary to think over the organization of the case perfectly, to involve the largest number of participants in its organization and conduct (in the optimal case, all participants are obliged to feel themselves responsible organizers of the form of work that is being carried out), to make sure that the students have a great rest.
Amusement forms of upbringing (if they are correctly pedagogically thought out, prepared and carried out) contribute to the intellectual and spiritual development of adolescents, strengthening their health.
At the present stage, the interest of teachers is focused on personality, individuality. The concepts of "personality-oriented education", "education, centered on the pupil", etc. are filled with practical organizational-pedagogical and emotional content: diagnostics of the meaning of intellectual, physiological and sensual-moral formation, research of the strategy and tactics (technology) of the personal pace of mastering the content of education and the creation of specific character traits. In connection with this, a new, most profound significance is given to the classification of forms of implementation of extracurricular educational work, depending on the number of participants in one or another educational activity. Individual, group and mass forms of organizing the pedagogical process in their combination guarantee, on the one hand, optimal consideration of the student's characteristics and the organization of activities and relations of each according to his inherent abilities, and on the other hand, the adaptation of everyone to the social conditions of inevitable joint work with individuals of a wide range of ideologies , nationalities, professions, lifestyle, character, disposition, etc.
If in teaching, the activity for the development of intelligence is inherently considered personal, then in educational work, the development itself is expressed in the interaction of the individual with another or (which happens more often) with other, not in all similar, and often in many respects dissimilar subjects of the educational process. The essence of upbringing as a process is most expressed in activity, in interaction with other people, in which the relationship of the individual to his environment is formed. It is in this connection that the classification of the forms of educational work by the number of participants in this process is considered the most important than in studies.
Categories of forms of educational work
But this does not mean that the means and methods cease to play their essential role. Depending on this feature, the forms of educational work are divided into 3 categories:
- verbal (meetings, rallies, conversations, disputes, debates, etc.), during which verbal methods and types of communication are used;
- visual (exhibitions, museums, excursions, stands, collages and other forms of visual agitation), which are aimed at introducing visual methods - visual perception by students of models of relationships, actions, etc .;
- practical (duty, patronage and charitable activity, collection and design of exhibits for museums, exhibitions, production of stands, etc.), which are based on practical actions of students that change the objects of their activity.
How does this classification of forms of educational work differ from the classification of methods? The difference lies in the fact that when the methods are classified according to the source of knowledge, then individual methods are considered as independent ways of solving a didactic task. For example, an explanation is an independent method and can be applied independently of the others. And any verbal form of educational work is not limited to one way. During the meeting, they can explain, speak, and discuss. Practical forms of work also imply not only the execution of exercises or graphic works, but it is always assumed the introduction of several (almost all) methods in a certain combination. This is the essence of the polymorphism of the form of the pedagogical process.
The sources of polymorphism of the form are in the versatility of an individual pedagogical task, in the duration of its solution, not limited by the time of interaction between the teacher and the student, in the narrow connection of pedagogical tasks, in the dynamism of the pedagogical process. All this can be overcome, a diverse set of tasks can be solved only through the use of form, and not through the use of any method, including the absolute, correctly chosen, etc. For educational work, this is typical even more than for educational work: in studies, based on the results of applying one method, the illusion of solving a pedagogical problem in the form of mastering a specific amount of knowledge, creating a specific skill can be created. But the pedagogical task that is solved in studies is not limited to knowledge and skills. Its important components are the creation of relationships, the multifaceted formation of a pupil-pupil. And this can only be ensured by a specific combination of means and methods of their implementation, i.e. within the form corresponding to all contents of the problem.