Additional forms of organization of training. Additional and auxiliary forms of organization of education Auxiliary forms of education Pedagogy

09.12.2021Heading: masonry

Auxiliary forms of organization of educational work are a variety of activities that complement and develop classroom activities of students. These include: circles, workshops, seminars, conferences, consultations, extracurricular activities, study tours, home independent work students and other forms. It should be noted the well-known convention of defining these forms as auxiliary. Some of them have moved into the category of non-standard lessons and are beginning to claim the status of the main form. With the current diversity of educational institutions and the pluralism of forms of organizing the educational process in them, individual forms, such as seminars, homework, extracurricular activities, excursions, can temporarily become the main forms of organizing educational work.

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Municipal Autonomous General Educational Institution

Konstantinovskaya secondary school

Report

on the topic: "Auxiliary forms of organizing training"

(school methodical association)

Biology teacher: Zaitseva Lyudmila Stanislavovna

year 2013

Introduction____________________________________________________________3

1. Auxiliary forms of education.________________________________4

1.1. Home independent work.____________________________4

1.2. Subject mugs.______________________________________________6

1.3. Excursion.________________________________________________________________6

1.4. Electives.______________________________________________7

1.5. Consultations.______________________________________________7

1.6. Educational conference._______________________________________8

1.7. School lecture._______________________________________________8

1.8. Seminars.________________________________________________9

1.9. Workshops.________________________________________________10

1.10. Additional classes.___________________________________10

1.11. Classes in hobby groups and clubs _____________________11

Conclusion.__________________________________________________________12

References.______________________________________________13

Introduction

Forms of organization of learning (organizational forms) are an external expression of the coordinated activities of the teacher and students, carried out in a certain order and mode. They have a social conditionality, arise and improve in connection with the development of didactic systems. Organizational forms of education are classified according to various criteria: the number of students; place of study; duration of training sessions and others. According to the first criterion, mass, collective, group, microgroup and individual forms of education are distinguished. At the place of study, school and extracurricular forms are distinguished. The former include schoolwork (lessons), work in workshops, at a school experimental site, in a laboratory, and the latter include home independent work, excursions, classes at enterprises, and so on.

The history of the development of the school knows various systems of education, in which it was predominantly given to one or another form of organization: individually - group, mutual learning, differentiated learning according to the abilities of students, team learning.

The most widespread, both in our country and abroad, was the class-lesson system of education, which arose in the 17th century and has been developing for more than three centuries.

Classroom-lesson form of organization of education is the main (basic). In addition to it, other forms are used in the modern school, called in different ways - auxiliary, extracurricular, extracurricular, home, independent, and so on.

Auxiliary forms of organization of educational work are a variety of activities that complement and develop classroom activities of students. These include: circles, workshops, seminars, conferences, consultations, extracurricular activities, study tours, home independent work of students and other forms. It should be noted the well-known convention of defining these forms as auxiliary. Some of them have moved into the category of non-standard lessons and are beginning to claim the status of the main form. With the current diversity of educational institutions and the pluralism of forms of organizing the educational process in them, individual forms, such as seminars, homework, extracurricular activities, excursions, can temporarily become the main forms of organizing educational work.

1. Auxiliary forms of education

1.1. Home independent work

The need for homework for students is determined not so much by the solution of purely didactic tasks (consolidating knowledge, improving skills and abilities, etc.), but by the tasks of developing skills for independent work and preparing students for self-education. Therefore, the assertions that there is no need for homework, since the main thing should be studied in the classroom, are untenable. Homework has not only educational, but also great educational value, forming a sense of responsibility for the task assigned, developing accuracy, perseverance and other socially valuable qualities.

Home study work of students is fundamentally different from classroom work, primarily in that it proceeds without the direct guidance of the teacher, although according to his instructions. The student himself determines the time for completing the task, chooses the rhythm and pace of work that is most acceptable to him. By working independently at home, which is very different from the classroom, the student is deprived of the tools that the teacher can use to make the work more fun; there is no team at home that has a beneficial effect on creating a working mood, stimulates healthy rivalry.

Based on didactic goals, three types of homework can be distinguished:

1. Preparing for the perception of new material, the study of a new topic;

2. Aimed at consolidating knowledge, developing skills and abilities;

3. Requiring the application of acquired knowledge in practice.

A special type are tasks of a creative nature (writing presentations, essays, making drawings, making handicrafts, visual aids, etc.). There may be individual homework assignments and assignments for separate groups of students.

The method of organizing homework is one of the weak points in the activities of the school and the family. Often homework assignments are not singled out as an independent stage of the lesson at all. Meanwhile, homework assignments should, above all, help students learn independently. Homework assignments are given taking into account the possibilities of their implementation by the student within the following limits: I class - up to 1 hour; II - up to 1.5 hours; III-IV classes - up to 2 hours; V-VI - up to 2.5 hours; VII - up to 3 hours; VIII-XI - up to 4 hours. In order not to overload students with homework, it is advisable to build them according to the "minimum-maximum" principle. Assignments are at least mandatory for everyone. Assignments - a maximum of optional, designed for students who are interested in the subject, having a penchant for it.

In the practice of the school, the following types of instruction have developed when assigning lessons at home: a proposal to perform in the same way that similar work was performed in the classroom; explanation of how to complete the task using two or three examples; analysis of the most difficult elements of homework.

Homework in boarding schools and extended-day schools is carried out in the process of self-study.

The advantages of self-training are that it takes place during hours that are productive for independent work (usually after rest, walking); general management of self-training is carried out by a teacher (you can ask for help); the teacher can control the progress of homework and take into account the results in subsequent work in the lesson (if the class teacher leads the self-preparation); it is possible to mobilize the strength of the collective to create public opinion, to organize mutual control, mutual assistance; the class teacher can immediately check the homework and thus free up time in the lesson.

However, self-training is not without its drawbacks. So, in particular, cheating and hints are possible that give rise to dependent moods of individual students; those who completed the task, as a rule, are in the same room as others (they interfere, cause haste); the process of preparing oral tasks becomes more complicated.

Often the teacher leads the self-preparation. On the one hand, this is good, but on the other hand, self-training often turns into a lesson, as attention is paid to eliminating gaps and correcting shortcomings. At present, full-time educators are increasingly involved in the management of self-training. They recommend an expedient order for completing the task; suggest how to work; organize mutual control and mutual assistance.

1.2. Subject mugs

The subject circles offered by the school are very diverse, both in direction and content, working methods, teaching time, etc.

Practice confirms that they play a very favorable role in developing the interests and inclinations of students. They contribute to the development of a positive attitude towards learning: active circle members usually study better and take assignments more seriously.

Circles help to strengthen the connection between learning and life, the development of interdisciplinary connections, in particular, the connection between general education and special disciplines.

The work of students in subject circles activates the educational process, improves the quality of education.

1.3. Excursion

Traditionally, auxiliary forms of educational work include excursions, although today we also find them in the list of non-standard lessons. Excursion is an ancient form of study work, so the requirements for excursions are well developed.

In order to successfully conduct an excursion, the teacher must prepare comprehensively: first familiarize himself with the object and the route, develop a detailed plan, and organize students to complete the upcoming tasks. The excursion plan indicates the topic and purpose, the object, the procedure for getting acquainted with it (methodology), the organization of the cognitive activity of students, the means and equipment necessary to complete the tasks, summarizing the excursion. The method of conducting an excursion depends on the topic, the didactic goal, the age of the students, their development, and also on the object of the excursion. Each excursion includes such ways of introducing students to the object, such as explanation, conversation, visual demonstration, independent work according to the plan - observation, drawing up appropriate diagrams, sketches, collecting visual and illustrative material, etc.

The tour can be frontal, group or microgroup (brigade). The choice of its organizational form is determined by the purpose, features of the object, the possibilities of effective management of the cognitive activity of students, as well as considerations of safety and health of students. Educational excursions are planned both for individual subjects and complex ones, including the topics of several related disciplines.

The final stage of the excursion is important - summarizing and processing the collected material. Students analyze and systematize the collected material, prepare reports, abstracts, make collections, make tables, arrange exhibitions. A final conversation is held on the topic of the excursion: the teacher sums up, evaluates the knowledge acquired by students during the excursion, draws general conclusions, recommends reading additional literature that will allow students to become more familiar with the issue. The materials of excursions (especially long-distance or industrial) are discussed at school-wide conferences, to which representatives of production or those objects where the excursion was made are invited.

1.4. Electives

The elective works according to a specific program that does not duplicate the curriculum. An elective in the classroom is a combination of lectures by its leader with various types of independent work of students (practical, abstract work, conducting small studies, reviews of book novelties, discussions in groups, performing individual tasks, discussing student reports, etc.).

Testing and assessing knowledge in optional classes is more educational than controlling. A mark is set only when it is the result of a great work done by students, and is most often set in the form of a test.

1.5. Consultations

The need for consultation - educational conversation, in which questions are asked mainly by students, arises most often in connection with their independent work on a certain educational material or task. Properly organized counseling helps students overcome difficulties in mastering the educational material. In the process of consultation, the teacher directs the activities of students so that they independently come to the correct understanding of a particular issue, clarify a difficult task for them, learn to reveal the essence of the knowledge being studied. The consultation enables the teacher to detect gaps in students' knowledge, draw their attention to issues that require serious study. Properly organized consultation brings up self-control in students, a critical attitude towards their knowledge, helps to correctly establish the level of learning. When consulting, the teacher should not immediately give ready-made answers to students' questions. It is advisable to first, with the help of test questions, find out that the student does not understand what he really finds difficult in, and only then help him. A consultation, especially a thematic one, should be combined with an ongoing quiz or discussion of one or another key issue of the course. This helps students to identify gaps in their own knowledge and eliminate them.

1.6. Study conference

Educational conferencesare practiced in many schools for students in grades IX-X1, especially in gymnasiums and lyceums. For conferences, students prepare reports that contain an analysis of scientific, fiction, the results of their own (sometimes - collective) research. Usually conferences are held once a year, in some schools - at the traditionally set time. At the same time, exhibitions of creative works of students of middle and lower grades are organized. However, this is not necessary: a study conference can be held in one class in one academic subject.

1.7. School lecture

V senior classes and especially in the evening and shift schools use a lecture - adapted to the conditions of the school, the main form of lecture and seminar systems. School lectures successfully used in the study of both the humanities and natural sciences. How rule these are introductory and generalizing lectures, less often they present is a modification of the lesson of communicating new knowledge.

In school conditions, the lecture is in many ways closer to the story, but significantly longer by time. She can takeentire class time. Usually a lecture used, when students need to be given extra material or generalize it (for example, according to history, geography,chemistry, physics), soit needs to be recorded.

At the beginning of the lecture, the teacher introduces the topic and writes down the plan. At the stage of listening and fixing lectures at at first, students need to tell what to write down, but not to turn lecture to dictation. Later on they must independently by intonation and highlight the pace of presentation to be recorded.Students should be taught how to record lectures, and namely: show tricks taking notes, using commonly used abbreviations and symbols, learning to supplement lecture material, apply the necessary schemes, drawings, tables.

School lectures should be preceded by preparing students for perception. This may be a repetition of the necessary sectionsprograms, observation and exercise, etc.

1.8. Seminars

Seminar classes are held in the upper grades when studying humanitarian items. It uses two typesseminars: in the formreports and messages; v question and answer form. Essence seminars is a collective discussion proposed questions, messages, abstracts, reports, trained students under the guidance of a teacher.

Seminar the lesson is preceded by a long advance preparation. The lesson plan is reported, the main and additional literature, the work of each student and class is planned inin general. Structurallythe workshops are pretty simple. They start with brief teacher's introduction (introduction to the topic), then sequentially discussed announced questions. At the end of the lesson, the teacher brings summary, makes a generalization. If messages were prepared or reports, then the discussion is built on their basis with active participation opponents who also prepare in advance and previously read the content of the messages.

special shape seminar is a seminar-dispute. Its difference from extracurricular disputes that a constant composition is preservedclass, debatethe teacher always leads and traditions are preserved collective student work in the classroom. Seminar-disputehas a special purpose- formation of value judgments,approval of worldview positions.

1.9. Workshops

Workshops or practicalclasses applywhen studying the disciplines of the natural science cycle, and also in process of labor and professionalpreparation. They are heldin laboratories and workshopsclassrooms and educational and experimental areas, in student production plants and student student production teams. Usually workbuilt in pairsor individually according to the instructions orthe algorithm proposedteacher. It could be measurements.terrain, assemblyschemes, familiarization with devices and mechanisms mi holding experiments and observations, etc.

Workshops largely contribute to solving the problems of polytechnic education and labor training of schoolchildren.

1.10. Additional lessons

Additional classes are held with individual students or a group of students in order to fill gaps in knowledge, develop skills, and satisfy increased interest in the subject.

When lagging behind in studies, first of all, it is necessary to reveal its causes, which will determine the specific forms, methods and techniques of working with students. This may be the lack of formation of skills and abilities of educational work, loss of interest in the subject, or general slow development. In additional classes, experienced teachers practice various types of assistance: clarification of individual issues, attaching weak students to strong ones, re-explaining the topic. At the same time, in some cases, greater use of visualization is required, and in others, verbal concretization.

In order to satisfy cognitive interest and a deeper study of individual subjects, classes are held with individual students in which tasks of increased difficulty are solved, scientific problems that are beyond the scope of compulsory programs are discussed, and recommendations are given for self-development of problems of interest.

1.11. Classes in circles and clubs of interest

Classes in circles and clubs of interest,as well as extracurricular activities, they involve a specific program of activities. However, this program is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and otherfactors. Circle and club work is based on the principles of voluntariness, the development of initiative and amateur performance of children, romance and play, taking into account age and individual characteristics.

Along with permanent forms of organization in learning activities Of great importance in the structure of a holistic pedagogical process are such episodic events as olympiads, quizzes, contests, reviews, competitions, exhibitions, expeditions, etc.

Conclusion

Auxiliary forms of organization of learning have a number of advantages over other forms: they have a more rigorous organizational structure; one teacher works simultaneously with a large group of students and creates favorable conditions for mutual learning, collective activity, education and development of students; the teacher satisfies and develops the spiritual needs of schoolchildren, opens up additional opportunities for the formation of such valuable socially significant qualities as social activity, independence, and initiative.

The main purpose of auxiliary forms of organization of education is to identify and develop the creative abilities and inclinations of children and adolescents in various branches of science and culture.

Bibliography

1. Podlasy I.P. Pedagogy. M.: Vlados, 2001.

2. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education. M.: Academy, 2004.

3. Slastyonin V.A., Isaev I.F., Shiyanov E.N. Pedagogy. M.: Academy, 2002.

Auxiliary forms organization of educational work (a conditional definition, since some of these forms have moved into the category of non-standard lessons) - a variety of activities that complement and develop the classroom activities of students. These include: circles, workshops, seminars, conferences, consultations, extracurricular activities, study tours, home independent work of students, etc.

The main and stable types of extracurricular activities include home independent work students, considered as an integral part of the learning process. Its main goal- to expand and deepen the knowledge, skills acquired in the classroom, prevent their forgetting, develop individual inclinations, talents and abilities of students. Homework is built taking into account the requirements of the curriculum, as well as the interests and needs of students, their level of development. Extracurricular educational activities are based on amateur performance, consciousness, activity and initiative of students.

Important didactic functions home independent work:

- consolidation of knowledge, skills acquired in the classroom;

- expansion and deepening of the educational material worked out in the classroom;

– formation of skills and abilities to perform exercises independently;

- development of independent thinking by performing individual tasks in a volume that goes beyond the scope of the program material, but meets the student's capabilities;

– performance of individual observations, experiments; collection and preparation of teaching aids for the study of new topics in the classroom.

Subject mugs The programs offered by the school are very diverse both in direction and content, working methods, teaching time, etc. They play a favorable role in developing the interests and inclinations of students, and contribute to the development of a positive attitude towards learning. Circles help to strengthen the connection between learning and life, the development of interdisciplinary connections. The work of students in subject circles activates the educational process, improves the quality of education.

Traditionally, auxiliary forms of educational work include excursions.

The method of conducting an excursion depends on the topic, the didactic goal, the age of the students, their development, and also on the object of the excursion.

The tour can be frontal, group or microgroup(brigade). Educational excursions are planned both for individual subjects and complex ones, including the topics of several related disciplines.

The final stage of the excursion is important - summarizing and processing of the collected material. On the topic of the tour is conducted conversation.

Curriculum provides for the organization of all kinds of electives and elective courses. They are developed taking into account the wishes and interests of students and their parents. The specific conditions and tasks of preparing students for practical activities in accordance with local conditions are taken into account.

Consultations enable the teacher to detect gaps in students' knowledge, draw their attention to issues that require serious study. Properly organized consultation brings up self-control in students, a critical attitude towards their knowledge, helps to correctly establish the level of learning.

It is impossible to solve all the tasks of training, education and development within the framework of the lesson, therefore, as the main organizational form of organizing training, it is organically supplemented by other forms. Some of them developed in parallel with it within the framework of the class-lesson system (excursions, consultations, homework, educational conferences, additional classes), while others were borrowed from the lecture-seminar system and adapted to the age of the students (lectures, seminars, workshops, credits, exams). Such forms of organization of training are called additional and auxiliary. Their use is limited by a number of factors: they are not used in all subjects (for example, laboratory work is used only in natural cycle disciplines), not attended by all students (for example, electives are attended by strong students, additional classes are weak), they are not intended for all age groups(for example, circle classes for primary and secondary students, optional classes for high school students) are secondary in relation to the lesson (they consolidate, expand, deepen, repeat the material learned in the lesson).

At the same time, the use of additional and auxiliary forms of organization of education increases the interest of students in the subject, forms their cognitive motivation. In addition, additional forms of organization of education make it possible to quickly identify and develop more capable and gifted students; to pull up lagging and unsuccessful students, etc.

Additional forms of organization of training. Among the additional forms of organizing training, additional classes, consultations, home independent work of students, educational conferences, lectures, seminars, workshops or practical classes, laboratory work, excursions, colloquia, tests, exams should be singled out.

Additional lessons are carried out with individual students or a group in order to fill gaps in knowledge, develop skills and abilities, and satisfy an increased interest in a subject.

When lagging behind in studies, it is first of all necessary to reveal its causes, which will determine the specific forms, methods and techniques of working with students. This may be the lack of formation of skills and abilities of educational work, loss of interest in the subject, or general slow development. In additional classes, experienced teachers practice various types of assistance: clarification of individual issues, attaching weak students to strong ones, re-explaining the topic. At the same time, in some cases, greater use of visualization is required, and in others, verbal concretization.

In order to satisfy cognitive interest and a deeper study of certain subjects, individual students are given classes in which tasks of increased difficulty are solved, scientific problems that are beyond the scope of compulsory programs are discussed, and recommendations are given for self-development of problems of interest.

Closely related to extracurricular activities consultations. Unlike the first ones, they are usually episodic, since they are organized as needed. There are current, thematic and general (for example, in preparation for exams or tests) consultations. School consultations are usually group consultations, which, of course, does not exclude individual consultations. It is often practiced to set aside a special consultation day, although this is often not necessary, since teachers and students are in constant communication and have the opportunity to stipulate the time for consultations as needed.

Need home independent work of students is determined not so much by the solution of purely didactic tasks (consolidating knowledge, improving skills and abilities, etc.), as by the tasks of developing skills for independent work and preparing students for self-education. Therefore, the assertions that there is no need for homework, since the main thing should be studied in the classroom, are untenable. Homework has not only educational, but also great educational value, forming a sense of responsibility, developing accuracy, perseverance and other socially valuable qualities.

Based on didactic goals, three types of homework can be distinguished: those that prepare for the perception of new material, the study of a new topic; aimed at consolidating knowledge, developing skills and abilities; requiring the application of acquired knowledge in practice.

A special type of homework are tasks of a creative nature (writing summaries, essays, making drawings, making handicrafts, visual aids, etc.). There may be individual homework assignments and assignments for separate groups of students.

Homework assignments are given taking into account the possibilities of their implementation by the student within the following limits: I - IV grades - up to 2 hours; V-VII classes - up to 3 hours; VIII–XI - up to 4 hours. In order not to overload students with homework, it is advisable to build them according to the “minimum-maximum” principle. Minimum assignments are mandatory for everyone. Maximum tasks are optional, designed for students who are interested in the subject, who have a penchant for it.

Homework in boarding schools and extended-day schools is carried out in the process of self-study. The advantages of self-training are that it takes place during hours that are productive for independent work (usually after rest, walking); general management of self-training is carried out by a teacher (you can ask for help); he can control the progress of homework and take into account the results in subsequent work in the lesson (if the class teacher leads the self-preparation); it is possible to mobilize the strength of the collective to create public opinion, to organize mutual control, mutual assistance; the class teacher can immediately check the homework and thus free up time in the lesson.

Rarely practiced in schools, but quite an effective form of organizing training, which aims to generalize the material on any section of the program, is study conference. It requires a large (primarily lengthy) preparatory work (observations, summarizing the materials of excursions, setting up experiments, studying literary sources, etc.).

Conferences can be held in all academic subjects and at the same time go far beyond the curricula. Students of other (primarily parallel) classes, teachers, representatives of science, art and industry, war veterans, labor veterans can take part in them.

In high school, and especially in evening and shift schools, lecture adapted to the conditions of the school. School lectures are successfully used in the study of both the humanities and the natural sciences. As a rule, these are introductory and generalizing lectures, less often they are a modification of the lesson for communicating new knowledge.

In school conditions, a lecture is in many ways closer to a story, but much longer in time. It may take up the whole time. Typically, a lecture is used when students need to be given additional material or generalize it (for example, in history, geography, chemistry, physics), so it requires recording.

At the beginning of the lecture, the teacher announces the topic and writes down the plan. At the stage of listening and fixing the lecture at first, students need to be told what to write down, but not turn the lecture into dictation. In the future, they should independently, by intonation and tempo of presentation, highlight what is to be recorded. Students must be taught to record lectures, namely: to show note-taking techniques, the use of commonly used abbreviations and symbols, to learn to supplement the lecture material, to apply the necessary diagrams, drawings, tables.

A school lecture should be preceded by preparing students for perception. This may be a repetition of the necessary sections of the program, the implementation of observations and exercises, etc.

Seminars are held in senior classes in the study of humanitarian subjects. In this case, two types of seminars are used: in the form of reports and messages; in question and answer form. The essence of the seminars is a collective discussion of the proposed questions, messages, abstracts, reports prepared by students under the guidance of a teacher.

Seminar lesson preceded by a long period of preparation. The lesson plan, basic and additional literature are reported, the work of each student and the class as a whole is outlined. Structurally, the seminars are quite simple. They begin with a short introduction by the teacher (introduction to the topic), then the announced questions are discussed in sequence. At the end of the lesson, the teacher sums up, makes a generalization. If messages or reports were prepared, then the discussion is based on them with the active participation of opponents, who are also prepared in advance and have previously familiarized themselves with the content of the messages.

A special form of the seminar is seminar-discussion. Its difference from extracurricular disputes is that the class remains constant, the teacher always leads the debate, and the traditions of students' collective work in the classroom are preserved. The seminar-dispute also has a special goal - the formation of value judgments, the approval of worldview positions.

Workshops, or workshops, are used in the study of disciplines of the natural science cycle, as well as in the process of labor and vocational training. They are carried out in laboratories and workshops, in classrooms and at training and experimental sites, in student production plants and student production teams of students. Usually the work is built in pairs or individually according to the instructions or algorithm proposed by the teacher. These can be measurements on the ground, assembling circuits, familiarization with instruments and mechanisms, conducting experiments and observations, etc.

Workshops largely contribute to solving the problems of polytechnic education and labor training of schoolchildren.

Laboratory work - This is a practical lesson, which is carried out both individually and with a subgroup of students. The objectives of such a lesson are to master the system of means and methods of experimental and practical research; development of creative and research skills of students; expanding the possibilities of using theoretical knowledge to solve practical problems.

The main structural elements of the laboratory form of work are the teacher's discussion of the task with the class, answers to students' questions; independent collective execution of the task through reading, practical activities; distribution of private tasks between members of the working group; teacher consultations in the process of laboratory work; discussion and evaluation of the results obtained by the members of the working group; written or oral report of students on the assignment; control interview of the teacher with representatives of the working groups.

As a rule, all laboratory work in a particular academic discipline is combined into a single system and is called a "laboratory workshop".

Excursions are such a form of organization of education, during which students visit natural (natural), economic, industrial, cultural and public objects in order to familiarize themselves with them or obtain practical information. Excursions can be held before studying the topic for preliminary acquaintance with the object, as well as during the study of the topic (current, accompanying excursion) and after the theoretical study of the topic (final excursion).

Before the excursion, the teacher himself gets acquainted in detail with the route, objects of observation, and, if necessary, agrees with the guides. When drawing up a plan for the excursion, the teacher provides for measures to ensure the safety of students along the route and on the route "excursions", details the content of the work of groups and individual students. The results of the excursion are discussed and used in the classroom, when students prepare messages and reports. Often they are drawn up in in the form of wall newspapers, albums, etc. Sometimes excursions are conducted not by one teacher (not in one subject), but together with other teachers in two or even several subjects (complex excursions).

Colloquium(from Latin colólguium - conversation, conversation) is associated with checking the theoretical readiness of the student to conduct practical classes (for example, in physics, chemistry, biology, labor).

It is appropriate to conduct a colloquium in the order of thematic control in grades IX-XI. His methodology is as follows: the topic and a minimum of questions are announced to the students in advance, literature is indicated, and consultations are organized. As a rule, no one is released from the colloquium; all students are subjected to testing. If any of the students did not cope with the task, then the teacher has the right not to allow such a student to practice. Having given him advice on how to eliminate gaps in the knowledge of the topic, the teacher again checks whether the student has mastered it, and only after that allows him to practical work.

offset as an additional form of organizing training, it is carried out in separate sections of the subject in accordance with the program requirements (amount of knowledge and practical skills). After conducting an interview or performing practical tasks, the teacher finds out what is the volume of educational material that the student has firmly mastered, what is the quality of knowledge and skills in the subject being tested, whether they are sufficient to continue studying new sections of the course or other related disciplines on their basis. The results of the tests in points are not evaluated. It is only recorded that the tested subject or its major section was credited or not credited to the student as mastered. The teacher releases from the offset procedure students who are actively working in the classroom and who are doing well in the subject.

Exams may be graduation and qualified. They are accepted not by one teacher, but by an examination (qualification) commission. Based on the results of the exams, the student receives an official document on graduation from the educational institution (certificate, certificate, diploma), qualification (category, category). Questions, assignments, the final exam program usually contain key and basic concepts and the main topics on the subject for all years of study. The study material submitted for examinations is communicated to students in advance, consultations are organized for them.

In addition to graduation in secondary school in some subjects, there are also translation exams. Unlike graduations, they cover the material of only one school year. According to most teachers, transfer exams encourage students to study constantly. Preparation for them systematizes their knowledge, accustoms them to responsibility. The result of such efforts of the student is a higher quality of his knowledge, skills and abilities. However, parents, the public and some teachers believe that the preparation for transfer exams and the procedure for conducting them create an increased nervous, mental and emotional burden. At the same time, the results of transfer exams, as a rule, confirm only that level of mastery of knowledge, skills and abilities by the student, which was known to the teacher on the basis of thematic and final control.

Since 2001, the unified state exam (USE) has been experimentally introduced, which provides for the combination of state (final) certification of graduates of the XI (XII) classes of general education schools and entrance examinations for admission to secondary and higher professional educational institutions. The results of the USE are recognized by general education schools as the results of the state (final) certification; and secondary and higher professional educational institutions - as the results of entrance examinations.

When conducting the Unified State Examination throughout Russia, the same type of assignments and a single assessment scale are used, which makes it possible to compare all students in terms of their level of preparedness.

To conduct the exam, a state examination commission of the subject is created Russian Federation(SEC), which includes representatives of executive authorities, education authorities at various levels, and educational institutions. The composition of the SEC is approved by the Ministry of Education and Science of the Russian Federation on the proposal of the education management body of the constituent entity of the Russian Federation.

Graduates of XI (XP) grades of general education schools who have mastered the general education program of secondary (complete) general education are allowed to pass the exam, regardless of the form of education. The exam is held in such general subjects as mathematics, Russian language, literature, physics, chemistry, biology, geography, Russian history, social studies, foreign languages.

The form, procedure, timing and duration of the USE, the list of general education subjects for which the USE is conducted in a constituent entity of the Russian Federation, is determined by the Ministry of Education and Science of the Russian Federation in agreement with this subject.

The introduction of the Unified State Examination will make it possible to create new mechanisms for state control over the quality of education and training of graduates of educational institutions and the legal framework for a system of objective independent assessment of the quality of education; improve the mechanisms of legal regulation of the procedure for admission to educational institutions of secondary and higher professional education and state (final) certification of graduates of general educational institutions; increase the general availability of vocational education, as well as introduce additional state guarantees for the implementation of the constitutional right of citizens to equal access on a competitive basis to secondary and higher vocational education, including citizens living in hard-to-reach and remote areas, and from families with low incomes.

Auxiliary forms of organization of training. These include those forms of educational organization that are aimed at meeting the multilateral interests and needs of children in accordance with their inclinations. First of all, these are electives and various forms of circle and club work.

An effective form of differentiated learning are electives that appeared in the late 60s - early 70s of the twentieth century. They are super-curricular classes, attendance of which is carried out on a voluntary basis and which are designed to solve the following tasks: to satisfy the needs of students in an in-depth study of individual academic subjects; develop educational and cognitive interests and promote cognitive activity; to promote the development of creative abilities and individual characteristics of students.

Optional classes are held for students of grades VII-IX and X-XI who are interested in any subject. To conduct an elective, students (these can be students from several classes of the same parallel) are united in groups of 12-15 people and choose a course of a certain content. Recently, optional classes have been held in morality, law, ecology, aesthetics, religion, etc.

The elective works according to a specific program that does not duplicate the curriculum. In the classroom, the lectures of his leader are combined with various types of independent work of students (practical and laboratory work, conducting small studies, reviews of book novelties, discussions in groups, performing individual tasks, discussing student reports, etc.).

Classes in hobby groups and clubs (workshops, laboratories, departments, studios), as well as extracurricular activities, they involve a specific program of activities. However, this program is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and other factors. Circle and club work is based on the principles of voluntariness, the development of initiative and amateur performance of children, romance and play, taking into account age and individual characteristics.

Along with the permanent forms of organization of extracurricular activities, such episodic events as olympiads, quizzes, contests, reviews, competitions, exhibitions, expeditions etc.

Auxiliary forms of education that supplement and develop the classroom activities of students include circles, workshops, seminars, conferences, consultations, extracurricular activities, educational excursions, home independent work of students, etc.

The main and stable types of extracurricular activities include home independent work of students, considered as an integral part of the learning process.

Its main goal is to expand and deepen the knowledge and skills acquired in the classroom, prevent their forgetting, develop individual inclinations, talents and abilities of students. This work is built taking into account the requirements of curricula, as well as the interests and needs of schoolchildren, their level of development. Home independent work of students performs certain didactic functions, among which are the consolidation of knowledge and skills acquired in the classroom, the expansion and deepening of the educational material worked out in the classroom, the formation of skills and abilities to independently perform exercises, the development of independence of thinking by performing individual tasks in a volume that leaves beyond the scope of the program material, but meeting the student's abilities, making individual observations, experiments, collecting and preparing teaching aids - such as herbaria, natural specimens, postcards, illustrations, newspaper and magazine clippings, statistics, etc. to study new topics on the lessons.

The last decade of the development of teaching practice is marked by a revision of the role and functions of home independent work of students. Calls to work without homework spread, which were seen by many as a progressive step towards a restructuring of academic work and didactic relationships. However, there is no serious evidence of the futility of homework. On the contrary, centuries-old practice and pedagogical laws prove that if the knowledge acquired in the classroom is not repeated at home, then they are forgotten. Refusal from home independent work is fraught with a decrease in the quality of education. Not to refuse, but to skillfully manage this work, the teacher is obliged to optimize it. It is necessary to comply with the maximum load standards for schoolchildren, carefully

diagnose, predict and plan home workload.

A common drawback of mass practice is that in the classroom teachers do not orient students to the conscientious completion of homework assignments, do not pay due attention to checking them in the classroom, encouraging the best students. There is often not enough time to explain homework assignments, they are communicated hastily. Teachers rarely guide students in the difficulties that they may encounter when doing homework, do not indicate ways to overcome them. As a result, home independent work is often unmanageable and ineffective. Teachers should rely more on the abilities of students, use more widely differentiated and individual approaches to determining the volume and nature of homework.

The subject circles offered by the school are very diverse both in direction and content, working methods, teaching time, etc.

E. Practice confirms that they play a very favorable role in developing the interests and inclinations of students, contribute to the development of a positive attitude towards learning: active circle members usually study better and take assignments more seriously. Circles strengthen the connection between learning and life, develop interdisciplinary connections, in particular between general education and special disciplines. The work of students in subject circles activates the educational process, improves the quality of education.

Traditionally, auxiliary forms of educational work include excursions. They can be frontal, group and microgroup (brigade). Educational excursions are planned both in separate subjects and interdisciplinary on the topics of several related disciplines. To successfully conduct an excursion, the teacher needs to carefully prepare for it: first familiarize yourself with the object and the route, develop a detailed plan, and be able to organize students to complete the upcoming tasks. The excursion plan indicates the topic and purpose, the object, the procedure for getting acquainted with it (methodology), the organization of the cognitive activity of students, the means and equipment necessary to complete the tasks, summing up. The method of conducting an excursion depends on the topic, di-

Diagnostics and control

the dactical goal, the age of the students, their development, as well as the object of the excursion.

The curriculum of the school provides for the organization of all kinds of electives and elective courses. They are developed taking into account the wishes and interests of students and their parents. Practice confirms the expediency of optional study of courses such as farming, economics, electrical and radio engineering, electronics, polymer chemistry, astrophysics, psychology, ethics, ancient history, ethnology, certain areas of botany, a second foreign language, typing, ethnography, shorthand , librarianship, accounting, painting, music, rhythmic gymnastics, etc. When determining the list of electives and subjects of choice, they proceed not only from the personal wishes of students, but from the social needs and opportunities of the school. The specific conditions and tasks of preparing students for practical activities in accordance with local conditions are taken into account. Extracurricular and elective classes should be held in close connection with lessons in compulsory and general education subjects.

The need for consultation - an educational conversation, where questions are asked mainly by students, arises most often in connection with their independent work on a certain educational material or task. Properly organized counseling helps students overcome difficulties in mastering the educational material. In the process of consultation, the teacher directs the activities of students so that they independently come to the correct understanding of a particular issue, clarify a difficult task for them, learn to reveal the essence of the material being studied. The consultation enables the teacher to detect gaps in students' knowledge, draw their attention to those points that require special attention. Properly organized consultation brings up self-control in students, a critical attitude towards their knowledge, helps to correctly establish the level of learning. When consulting, the teacher should not immediately give ready-made answers to students' questions. It is advisable to first, with the help of test questions, find out that the student does not understand what he really finds difficult in, and only then help him. A consultation, especially a thematic one, should be combined with an ongoing quiz or discussion of a particular key

Section 2. Theory and technology of education

etc. Each value judgment is assigned a certain, pre-agreed (set) score, indicator (for example, the value judgment "excellent" - a score of 5).

The evaluation functions are not limited only to the statement of the level of learning. Evaluation is the only means at the disposal of the teacher to stimulate learning, positive motivation, and influence on the individual. It is under the influence of objective assessment that schoolchildren develop an adequate self-esteem, a critical attitude towards their successes. Therefore, the significance of assessment and the diversity of its functions require the search for indicators that would reflect all aspects of schoolchildren's educational activities and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity.

The most important principles for diagnosing and monitoring the learning (progress) of students are objectivity, systematicity, visibility (publicity). Objectivity lies in the scientifically substantiated content of diagnostic tests (tasks, questions), diagnostic procedures, equal, friendly attitude of the teacher to all students, accurate assessment of knowledge and skills adequate to the established criteria. In practice, the objectivity of diagnosing means that the marks given are the same regardless of the methods and means of control, as well as the teachers who carry out the diagnosis.

The requirement of the principle of systematicity is the need for diagnostic control at all stages of the didactic process - from the initial perception of knowledge to their practical application. Systematicity also lies in the fact that all trainees are subjected to regular diagnostics from the first to last day stay in an educational institution. School control must be carried out with such frequency as to reliably check all the important things that students should know and be able to do. The principle of systematicity requires an integrated approach to diagnosing, in which various forms, methods and means of control, verification, evaluation are used in close interconnection and unity, subject to one goal. This approach excludes

Stages and links of control

universality of individual methods and diagnostic tools.

The principle of visibility (publicity) consists primarily in conducting open tests of all trainees according to the same criteria. The rating of each student, established in the process of diagnosing, is visual, comparable. The principle of publicity also requires the disclosure and motivation of assessments. Evaluation is a benchmark by which students judge the standards of requirements for them and the objectivity of the teacher. Necessary condition the implementation of the principle is the announcement of the results of diagnostic sections, their discussion and analysis with the participation of interested people, the compilation long-term plans elimination of gaps.

2. AUXILIARY FORMS OF ORGANIZING TRAINING

2.1 Auxiliary forms of organization of the pedagogical process

Electives are an effective form of differentiated education and upbringing. Their main task is to deepen and expand knowledge, develop the abilities and interests of students, and conduct systematic career guidance work. The distribution of students in electives is voluntary, but the composition remains stable for a year (or two years). The elective works according to a specific program that does not duplicate the curriculum. An elective in the classroom is a combination of lectures by its leader with various types of independent work of students (practical, abstract work, conducting small studies, reviews of book novelties, discussions in groups, performing individual tasks, discussing student reports, etc.).

Checking and evaluating knowledge in optional classes are more educational than controlling. A mark is set only when it is the result of a great work done by students, and is most often set in the form of a test.

Classes in hobby groups and clubs, as well as extracurricular activities, involve a specific program of activities. However, it is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and other factors. Circle and club work is based on the principles of voluntariness, the development of initiative and amateur performance of children, romance and play, taking into account age and individual characteristics. Along with permanent forms of organization of extracurricular activities, episodic events, such as olympiads, quizzes, contests, reviews, competitions, exhibitions, expeditions, etc., are of great importance in the structure of a holistic pedagogical process. an auxiliary form of organization of training as a tourist club.

2.2 Aims and objectives of tourist clubs

Tourist clubs can be attributed to the traditional methods of education, training and rehabilitation of children, adolescents and youth in the pedagogical practice of our country. School tourism has a complex, integrative nature of the impact on the individual and the team. This is expressed in increasing the spiritual and physical potential of the child, the level of knowledge and skills, meeting the needs of children in self-expression, creativity, communication with people and nature, etc. Tourism and local history activities are universal in content and available in terms of organization in almost every institution involved in the leisure of children, adolescents and youth.

The main goals and objectives of tourist clubs

to give knowledge, abilities and skills on the basics of tourism and local history activities (skills for selecting personal and group equipment, organizing halts and overnight stays, packing a backpack, techniques for overcoming natural obstacles, orienteering, etc.);

To form ideas about the rules of behavior in nature, during hikes, walks, excursions;

To instill interest in tourism and local history as an active, educational, recreational and leisure activity;

Contribute to the development of the team in the group, creating an atmosphere of goodwill, psychological comfort, meeting the needs of children in communication;

To develop the initiative and individual abilities of pupils.

In addition to all of the above, tourist clubs realize pedagogical opportunities that are unique to tourism, which will be discussed in the next section of this work.

2.4 Pedagogical opportunities of tourism

It is well known that tourism carries a huge socio-cultural potential and is, first of all, an important element not only of the physical, but also of the ecological, moral, aesthetic and other spheres of culture.

The cultural value of tourism depends on its variety (international, domestic; planned amateur; educational, health, sports; trip, hike, competition, rally, etc.), and the aesthetic significance of a certain type of tourism - primarily on to what extent certain aesthetic values are represented in it.

Significantly, the cultural, humanistic value of tourism is also influenced by the peculiarities of consciousness (interests, attitudes, value orientations, etc.) of those people who are involved in tourism, seek to use it for certain purposes, organize these activities and tourism competitions.

Sports amateur tourism is a kind of sport, doing which a person harmoniously develops both physically and spiritually. In addition, each tourist participates in gatherings at the district, city or region level, during which competitions in tourism techniques and various art-related competitions are held. Sports and art are closely intertwined in amateur sports tourism.

Research conducted by the candidate of pedagogical sciences S.S. Novikova showed that the interests and value orientations of tourists are directly dependent on both the presence of tourist experience and age. If children, when clarifying the cultural values of tourism, put physical culture, the physical improvement of a person in the first place, and expanding their horizons - in the third place, then for adults who have a certain tourist experience, it is cognitive values that become the main ones.

All tourists noted the connection between tourism and culture in all its multifaceted manifestations, as well as the positive impact of tourism not only on the physical, but also on the cultural, spiritual, emotional and moral development of a person. Those engaged in amateur tourism, as a rule, are associated with some kind of art or even with several: someone composes poetry, someone sings songs, someone draws or collects various collections, someone photographs or makes films, and all this either during the campaign, or after its completion, under the impression of what he saw, experienced and experienced most often. All these activities are an integral part of any sports trip.

Pedagogical factors of tourism are diverse. This is due to the presence of a large number of forms and types of tourism. Since the work deals with amateur tourism, we will focus on what pedagogical factors are manifested in the work of tourist clubs and schools of tourist training at various levels, including during tourist events such as hikes, rallies, competitions, etc.

The main pedagogical factors of tourist work are the following:

emotional impact;

Tourist communication;

amateur performance;

Recreational.

The spoken word, print, visual aids are the main "carriers" of emotional impact. None of these means is universal: in tourism work they are used in combination with each other. It should be noted that in the work of clubs and schools of tourism, methodological developments that have been well developed in practice are used.

Tourist communication is aimed at the joint development of the values of tourism by the participants, their exchange. In tourism activities, this is manifested in selective and voluntary contacts, namely in the regular classes of club commissions and schools and in unregulated group classes. The most important aspect of tourist work is social creativity, which is inherent in one way or another in almost all tourist activities and is especially actively developing in tourist troupes. Their daily life itself develops and develops disinterestedness, collectivism, the desire and ability to cooperate, to help comrades.

Tourism, and especially amateur tourism with its rich content of various activities (self-service, overcoming various obstacles and life difficulties, testing knowledge, skills, abilities, etc.), is an excellent means of self-education, which is based on the need for a person to "turn on" volitional efforts. The latter are associated with muscle tension, tension of attention, overcoming fatigue, feelings of fear, insecurity, adherence to a certain travel regime.

One of the functions of tourism is to relieve fatigue, give a person physical and psychological relaxation, which contributes to the restoration and further development of his physical and spiritual strength. At the same time, factors of a wider purpose should be taken into account, namely: a change in occupations (the most universal factor of rest); ease and unregulated communication; motion; community service during tourism events. It is important here that tourism work is quite versatile and combines the satisfaction of people's needs for recreation and healthy entertainment with educational and educational tasks.

It should also be noted that there are specific principles, methods and forms of tourism work. For example, if we consider a separate tourist event as a relatively closed link in the educational process, then the main form of managing this process will be in this case the provision for a rally, competition, route plan, which play the role of pedagogical programs that provide the solution of specific educational and other tasks.

Now various cooperative forms of work on tourism, cooperatives for the provision of certain types of services and producing tourist equipment have begun to emerge. Their organizers are mainly former amateur tourists who are well aware of the specifics different types tourism, the needs that arise or may arise among the population, as well as more rationally, quickly and efficiently realizing these needs (be it some kind of equipment, a trip to some area, etc.).

From the foregoing, it follows that tourism (primarily amateur) is not only an important component in the system of educating schoolchildren, but also affects the physical and cultural development of people involved in it, regardless of age and profession. Tourism contributes to the comprehensive and harmonious development of a person, which confirms the need for a wide spread of tourism and the use of not only traditional, but also new forms of its organization. The forms of holding can be different: from one-day trips to the organization of "Sport Touriad" - complex multifaceted tourist and cultural events. Practice shows that young people's interest in such forms of tourism organization is significant and in some cases tends to grow.

Tourism is a product of a long historical development. It existed long before our era, and its formation and development are closely connected with the history of society. The more high level development of society, the more developed types and forms of tourism arise in it, which, in turn, makes it possible to reveal its cultural value to people to a greater extent. At present, a whole "industry" of tourism has emerged in the world with a huge variety of forms for the realization of human cultural needs: aesthetic, health, educational, and many others. But, despite the significant cultural potential of the existing forms of tourism organization, the possibilities for its significant increase are far from being exhausted, which is confirmed by the above data on new tourism reserves.

CONCLUSION

We consider the forms of organization of education as an external expression of the coordinated activity of the teacher and students, carried out in a certain order and mode. They have a social conditionality, arise and improve in connection with the development of didactic systems. Organizational forms of education are classified according to various criteria: the number of students; place of study; duration of training sessions, etc.

According to the first criterion, mass, collective, group, microgroup and individual forms of education are distinguished.

The most widespread, both in our country and abroad, was the class-lesson system of education, which arose in the 17th century and has been developing for more than three centuries. Its contours were outlined by the German teacher I. Sturm, and the theoretical foundations were developed and embodied in practical technology by Ya.A. Comenius.

The study of pedagogical experience indicates that the class-lesson form of organization of education is the main (main). In addition to it, other forms are used in the modern school, called differently - auxiliary, extracurricular, extracurricular, home, independent, etc. These include: consultations, circle and extracurricular activities, club work, extracurricular reading, home independent work of students, etc.

The auxiliary forms of organization of the pedagogical process include those that are aimed at satisfying the multilateral interests and needs of children in accordance with their inclinations. These include electives and various forms of circle and club work.

Among various kinds Auxiliary forms of organization of education are especially distinguished by tourist clubs - developing in students both physical and aesthetic qualities. Tourist clubs provide pupils with the opportunity to go out into nature, and acquire skills and rules for being in various natural conditions.

Tourism contributes to the comprehensive and harmonious development of a person, which confirms the need for a wide spread of tourism and the use of not only traditional, but also new forms of its organization.

LIST OF USED LITERATURE

1. Goncharov I.F. Reality and art in the aesthetic education of schoolchildren: From the experience of a teacher. - M.: Enlightenment, 1978, 160 p.

2. Grebenyuk O.S., Grebenyuk T.B. Fundamentals of Pedagogy of Individuality: Textbook. - Kaliningrad: Amber Tale, 2000. - 572 p.

3. Drogov I.A. On the place of amateur (mass sports tourism in the system of education and health improvement) // Scientific problems of tourism and recreation: Bull. sci.-tech. inform. - M.: TsRIB "Tourist", 1990, No. 8, p. 58-64.

4. Istomin P.I. Tourist activity of schoolchildren: questions of theory and methodology. - M.: Pedagogy, 1987, 96 p.

5. Istomin P.I., Simakov V.I. Organization of mass amateur tourism: Proc. settlement - M.: TsRIB "Tourist", 1986. 56 p.

6. Quarterly V.A., Fedorchenko V.K. Social tourism: history and modernity. - K .: Vishcha school, 1989, 341 p.

7. Kukshanov V.V., Chernyakin M.V. Native land and aesthetic education of schoolchildren-tourists. // Aesthetic education of students in the tourist and local history work. / Sverdl. state ped. in-t. Sat. 243. Sverdlovsk, 1974, p. 46-60.

8. Novikova S.S., Sazonov V.E. Cultural values of tourism // Problems and programs of tourist and recreational use of natural and historical and cultural potential in the regions of Russia. Sat. scientific works. M., 1995, p. 72-82.

9. Novikova S.S. On the organization of tourist work with children on the basis of the "SpArt" project // Proceedings of scientists of the State Center for Physical and Physical Education for 75 years. Yearbook. - M.: GCO-LIFK, 1993, p. 49-51.

10. Novikova S.S. Socio-pedagogical and economic aspects of the functions of amateur tourism in modern conditions//Social, economic and managerial aspects of functioning and development physical culture and sports in modern conditions. Scientific materials. conf. / Ed. Yu.A. Fomin. - M.: VNIIFK, 1993, p. 101-104.

11. Obraztsova L.P. Tourist songs as one of the means of aesthetic education // Aesthetic education of student youth. Sverdlovsk, 1966, pp. 204-209. (Uchen. zap. Sverdl. state. ped. institute; Sat. 40).

12. Podlasy I. P. Course of lectures on correctional pedagogy. For secondary specialized educational institutions. – M.: Vlados, 2002

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15. Rubel R.B. Culture of youth tourism // Aesthetic education of students in tourism and local history work. Sverdlovsk, 1974, p. 82-89.

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19. Tyuchkalov V.F. School tourism as a means of comprehensive development of students. Saratov: Saratov Publishing House. un-ta, 1965, 87 p.

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