2.1 Methods and forms of organizing the educational process communicative culture junior schoolchildren
The development and education of children is carried out using certain means and methods.
No matter how good the methods are, they give an effective result only under certain conditions:
any method (group of methods) must be humane, not humiliating the child, not violating his rights. This applies to children of any age.
the method must be real, feasible, it requires a logical
completion.
The upbringing of a communicative culture is determined by how the younger student learns the relationships that exist in society. The question arises how to ensure such assimilation. For this it is necessary to choose an effective educational method and properly organize educational work.
It has been proved that in the process of play and entertainment activities, activities according to interests and leisure activities, the younger schoolchildren form value orientations, models of behavior and communication that function in society, that is, a communicative culture is brought up, which is so necessary for timely educational influence in order to prevent junior schoolchildren "communication problems".
In order to determine the method of educating the communicative culture of younger schoolchildren, let us consider some methods and forms of organizing the education of the communicative culture of younger schoolchildren in various activities.
Play as a method of education.
Considering play as a universal, spontaneously arising form of education, the famous psychologist D.B. Elkonin emphasized that no other type of human activity creates such a powerful "pedagogical field" around itself. The uniqueness of the game is that it is the game that is the activity in the process of which the human imagination is formed, without which no manifestation of personality is possible. L. S. Vygotsky saw in play an inexhaustible source of personality development.
Let's single out the most important functions of play as a pedagogical phenomenon of culture:
sociocultural purpose of the game;
function of international communication;
the function of self-realization of a person in the game;
communication game;
Play is a condition for a junior schoolchild to open human relationships. This need for awareness determines the presence of two types of relationships in the game: the relationship of younger students to objects and relationships between the actors.
It is through the plot of the game that the teacher must introduce knowledge about the norms of social behavior into the sphere of representation of the younger schoolchild. Varying the plot of the game contributes to a deeper penetration of the younger student into the communicative culture not only from the side of knowledge, but also from the development of the culture of the younger student. This means that the content of the game acts as a determining factor for the formation of the cultural image of a younger student. "Manipulations" of a younger student with content correspond to the cognitive needs of a younger student, aimed at the sphere of human relationships.
Entertaining activities.
Entertaining activity gives younger students the opportunity, through freely chosen entertainment activities, to deeply and versatilely learn about life, develop their creative powers, cognitive interests, form communication skills and skills, and bring up business character traits.
Interest activities.
Subject circles, sections, studios allow you to combine the solution of educational and developmental problems. Accompanying forms of development of primary schoolchildren are a variety of reading, audience, audience conferences, exhibitions. Conferences on books, works of a writer, films, theater or television productions, radio performances will activate their independence in assessment, judgments, and opinions. Associations of junior schoolchildren by interests are mainly aimed at developing special abilities, however, along with the development of the abilities of primary schoolchildren, a communicative culture is also brought up.
Leisure activities.
The leading forms of leisure activities are circles, creative associations, studios, electives, classes in creative workshops, physical culture sections. Local history and folklore expeditions and excursions, school clubs, competitions, contests, Olympiads, and mass holidays are used as auxiliary forms. Leisure activities of junior schoolchildren also contribute to the education of a communicative culture. During joint leisure activities with adults and peers, children learn to build their relationships correctly, to decide conflict situations.
Thus, having examined the forms and methods of educating communicative culture, we can conclude that all forms and methods can form the communicative culture of younger students.
2.2 Organization of experimental work to educate the communicative culture of younger students
Analysis of psychological and pedagogical literature showed that primary school age is one of the most important and crucial periods in a child's life, in the process of his development, all changes take place. mental processeswhich, in turn, radically change the personality of the child. The upbringing of a communicative culture will allow younger schoolchildren in adolescence to avoid many problems associated with antisocial behavior.
In the conditions of communication of primary schoolchildren, completely specific communication barriers may arise. These barriers are social or psychological. First of all, barriers arise due to the lack of mutual understanding in communication. Secondly, there is no single communicative space, that is, the social and psychological sphere, and thirdly, there is no common information field (games, activities, various events, etc.). In this case, there is no interest in communication between younger students.
Communicative culture is realized in specific forms of communication, the experience of the first relationships with peers is the foundation on which it is built further development the personality of a younger student, and communication is based on communication skills.
The experimental work should confirm the gepotysis, that the level of formation of the communicative culture in younger schoolchildren depends on the chosen organizational and methodological support and properly organized educational work.
The assessment criteria for the level of formation of the communicative culture in this study are as follows:
the level of communicative skills, which was determined according to the questionnaire for teachers "Assessment of the communication skills of younger students" (Appendix A);
the level of sociability, was determined according to the modified method of V.F. Ryakhovsky, test "Assessment of the level of sociability" (Appendix B)
the level of formation of the communicative culture is determined on the basis of the data obtained from all research methods, a generalized assessment is displayed and distributed in accordance with the established points boundaries:
Low level 2-4 points
Average level 6-8 points
High level 10 points
The study involved junior schoolchildren of grade 2, 22 people from the Moscow Educational Institution high school No. 16 of Blagoveshchensk.
The experimental work included three stages: ascertaining, formative, control.
At the ascertaining stage of the experiment, we identified the leading form of the communicative culture of the younger schoolchild with adults.
At the formative stage, we taught junior schoolchildren to manage their behavior, brought up endurance and self-control.
At the control stage, we reveal how the level of communication skills has changed in younger students.
The ascertaining stage.
Purpose: to determine the level of communicative culture of younger students.
Carrying out diagnostic measures: Diagnostics of the level of communication skills and sociability is carried out as follows. Preliminarily, the teacher on the test "Assessment of the communication skills of junior schoolchildren" determines the level of communication skills of all subjects, then in the classroom, where sheets of paper with forms are laid out on the table, where students must put down answers to questions with a plus or minus sign, which the teacher will ask.
If a younger student cannot answer on his own, the teacher offers to consistently think over the question and then give an answer.
Each question is given no more than 1 minute.
During diagnostic measures, the teacher fills out a protocol for each subject, where points are calculated and levels are determined according to these methods.
Thus, at the end of the survey, three protocols will be completed. Processing of results:
In all situations, the total number of points is calculated by which each indicator is evaluated. The mode of communication is considered to be the one that is assessed with the highest amount of points.
During the experiment, 22 junior schoolchildren were calm.
The results of the diagnostic measures carried out are presented in Appendix B. To output the results obtained to the control stage, the data obtained are presented in dynamics (Figure 1).
In the course of carrying out the methods, it was revealed that 10 junior schoolchildren do not have communication skills and communication skills. They have a low level of communication culture. They do not strive for communication, feel constrained in a new company, prefer to spend time alone with themselves, limit their acquaintances, experience difficulties in establishing contacts with people and speaking in front of an audience, they are poorly oriented in an unfamiliar situation, do not defend their opinion, are very worried resentment. The manifestation of initiative in social activities is extremely underestimated; in many cases they prefer to avoid making independent decisions.
10 subjects were found to have an average level of communicative culture. They do not limit the circle of their acquaintances, they defend their opinion. They do not get lost in a new environment, they are engaged in social activities, show initiative in communication, take part in organizing social events with pleasure. However, the potential of these tendencies is not highly sustainable. They quickly change their mind, the circle of friends is constantly changing. Such children are not permanent, which is reflected in the culture of behavior.
Figure 1 - The level of communicative culture of primary schoolchildren before the experiment
A high level of formation of the communicative culture was found in only 2 people. These schoolchildren actively strive for organizational and communicative activity, feel the need for it. They quickly orient themselves in situations, behave at ease in a new team. In an important matter or a difficult situation that has arisen, they prefer to make an independent decision, defend their opinion and strive for it to be accepted by their comrades. They can revive an unfamiliar company, they like to organize various games, events, are persistent in activities that attract them. They themselves are looking for such things that would satisfy their needs for communication and organizational activity.
Thus, the diagnostic measures carried out showed weak results of the level of the communicative culture of younger students, therefore, it is necessary to choose the organizational and methodological support that contributes to the education of the communicative culture of younger students and to carry out the formative stage.
Let us highlight the conditions we need for the development of the emotional culture of a primary school student. The study of psychological and pedagogical literature allows us to single out one of the most important conditions for the development of the emotional and creative culture of a younger student - the formation of an emotionally positive tone in relations between children and adults. Creating an emotionally positive tone is done by ...
Memory. Excursions contribute to the formation of the ecological consciousness of students. Thus, excursions to nature are an important form of extracurricular work aimed at shaping the ecological culture of primary schoolchildren. Among the forms of extracurricular work in the course "The World Around" T.I. Tarasova, P.T. Kalashnikov et al. Distinguish ecological research work of local lore. ...
Research, teachers see the main reason for the difficulties in educating the ecological culture of schoolchildren in the undeveloped technology environmental education... Speaking about the technology of environmental culture upbringing, we mean such a combination of psychological and pedagogical techniques and methods that allows a student to advance in personal development and reach new level quality of life. ...
They rarely give, more often they are limited to short ones, they have difficulty expressing their thoughts. 2.2 Justification of the technology of socio-pedagogical work on the formation of communication skills in younger students in a leisure center Education through folklore art should be considered in the general context of education. The nature of modern culture must be taken into account ...
For basic school
Experimental use of animals: scientific necessity or human cruelty? (Biology.)
Can science be immoral? (Physics.)
Is economic growth in the world an absolute boon for people? (Economy.)
Should small nations strive to preserve their language and culture? (Geography.)
Do you agree with the words of I. Karamazov "If there is no God, then everything is allowed"? (Literature.)
Reforms of Peter I - a step towards a civilized society or violence over the country? (History.)
Is aggression in film and television dangerous for society? (Art.) Etc.
The value component is also introduced into the content of the cognitive activity of schoolchildren when the teacher focuses the attention of children on moral problems associated with discoveries and inventions in a particular field of knowledge. For example, you can draw the attention of schoolchildren who are fond of physics to the dual significance for humanity of discovering a method of splitting an atomic nucleus, and with those interested in biology, you can touch on the problem of genetic engineering and consider the ethical aspect of cloning. The attention of schoolchildren can be focused on the environmental consequences of the discovery of cheap methods of making synthetic materials, on the humanitarian consequences of the Great Geographical Discoveries for the peoples of the New World, etc. to more and more victims?
A student develops a positive attitude to knowledge as a social value if knowledge becomes an object of emotional experience. The most successful forms here can be, for example, the school intellectual club “What? Where? When?" (here knowledge and the ability to use it become the highest value for the participants of this game, which is unique in its influence on mental education), didactic theater (in it knowledge from various fields is played on the stage, in connection with which they become emotionally experienced and personally colored), scientific a society of students (within the framework of a non-governmental educational institution, research activities of schoolchildren are carried out, the search and construction of new knowledge - knowledge of one's own, sought, suffered).
Achieving the results of the third level (the student gaining experience of independent social action) is possible provided that the student's interaction with social subjects is organized in an open social environment. This can be most effective during socially oriented actions. For example, meetings of a circle of literature lovers organized for children in orphanages or residents of nursing homes can become a factor in the acquisition of social action by schoolchildren.
As part of the work of a book lovers club or family reading evenings, socially oriented campaigns can be held to collect books for the library of a rural school located in the outback.
In subject circles, students can produce visual aids or handouts for training sessions at school and donate them to teachers and students. The activity of subject electives can become socially oriented if its members take individual patronage over underperforming primary school students.
Members' activities scientific society in this regard, students are encouraged to focus on the study of the surrounding microsociium, its topical problems and ways to solve them.
Endangered Species of Our Region: Rescue Strategies.
Ways to resolve conflicts and overcome aggression
at school and family.
The chemical composition of popular baby drinks and health problems.
Energy saving methods at school and forms of energy saving behavior of students and teachers.
The attitude of the residents of our neighborhood to the elderly.
Such topics can be topics of research projects of students, and their results could be disseminated and discussed in the community surrounding the school.
2.2. Problem-value communication
Problem-value communication, in contrast to leisure communication, affects not only the emotional world of the child, but also his perception of life, its values, meaning. The problem-value communication of schoolchildren can be organized in the form of ethical conversations, debates, thematic disputes, problem-value discussions.
To achieve the first level results - the acquisition of students social knowledgeunderstanding social reality and everyday life - the optimal form of ethical conversation.
Ethical conversation is not a lecture by a teacher on moral and ethical issues. This is a detailed personal statement of the initiator of the conversation addressed to the listeners, imbued with genuine emotions and experiences and necessarily aimed at receiving feedback from the listeners (in the form of questions, answers, remarks). The subject of communication here are moral and ethical conflicts presented in real life situations and literary texts.
A well-organized conversation is always a flexible combination of programming and improvisation. The teacher must have a clear idea and the ability to keep the main thread of the conversation and, at the same time, different scenarios for the development of communication. For example, discussing with the pupils the topic “Does the end justify the means?”, Giving historical and literary examples of different answers to this difficult question, the teacher should lead the students to “try on” this problem for themselves. In particular, at a certain moment of the conversation, he can introduce a collision addressed to any of the participants in the conversation: “Such a situation: you have an idea that is very dear to you and that you dream of realizing. But there are people who do not share this idea and oppose its implementation. If they continue to persist, you will fail. What will you do with these people? "
After listening to the answer of a student (possibly several children), the teacher can offer him (them) several scenarios of behavior, for example: a) make these people obey your will, without wasting time on empty, unnecessary conversations; b) try to convince them, and if it doesn't work out, do it in your own way; c) try to find a weak point in each of the opponents and act; d) listen to the objections of opponents, come to a common opinion with them, and if it doesn't work out, then postpone the implementation of your idea.
And then the teacher should be ready for different scenarios of continuing communication with active participants in the conversation in the presence of other listeners. So, if one of the students chooses option "a" or "b", it is necessary to try to bring the student to the consequences of the decision. When choosing the answer "b", it is necessary to show the student that his decision is just a postponement of action. At the same time, the teacher must understand that such a choice is a sign of a certain struggle between desires to implement the idea and avoid negative consequences for others, and it is worth "catching on" for this and helping the student to go deeper into his thoughts. If the student chose option "d", then you can ask him to give a detailed justification for the choice in order to understand how meaningful and sincere this choice is.
Within the framework of ethical conversation, the main channel of communication is the Teacher-Children. This form does not imply active communication between schoolchildren (the maximum that is permissible is the exchange of children with short remarks). And without defending your opinion in the face of another, especially a peer (he is equal to me, so in case of failure it is difficult to write off everything as superiority in age, experience, knowledge), it is not easy to understand whether the child is ready to seriously answer for his words. In other words, he appreciates what he claims or not.
This can be understood, for example, by participating in a debate. This educational form is capable, when used correctly, to ensure the achievement of second-level results - the formation positive relationship schoolchildren to the basic values \u200b\u200bof our society and to social reality in general.
The educational technology "Debate" is very popular today and has been described many times in the pedagogical literature. Therefore, we will dwell only on the main thing. There are two parties involved in the debate: the affirmative (the team defending the topic of communication) and the denying (the team that refutes the topic). The topic of communication is formulated as a statement. The goal of the parties is to convince the judges (experts) that your arguments are better than those of your opponent.
The debates are organized according to the role principle: a participant can defend before the judges the point of view that he does not share in reality. It is here that the powerful educational potential of this form lies: selecting evidence in favor of a point of view that is not initially close to the student, listening and analyzing the arguments of the opponent, he can come to such a serious doubt in his own attitudes that he will face the need for value self-determination. At the same time, there is a catch in the playful nature of communication: the participants in the debates are not faced with the task of transitioning to practical action, and a certain frivolity of what is happening is felt by almost everyone.
The task of transition to practical action is initially faced by the participants in the problem-value discussion. The discussion is structured in such a way that a person is faced with a choice: to act or not? It is this educational form that is designed to contribute to the achievement of the results of the third level - students gaining experience of independent social action.
The goal of the problem-value discussion is to launch the adolescent's social self-determination and prepare him for independent social action. Fragments and situations of social reality are the subject of this discussion. It is obvious that self-determination will go the more successfully, the more specific, close and interesting these fragments and situations are for students.
At first glance, for a young person, there is no closer and more intuitive social context than the context of urban (rural, settlement) life. And at the same time, there are no special places and spaces where a student could deepen his understanding of the life of his small homeland. It turns out that this social context, being the closest one, is perceived by students very superficially. That is why the key topic of problem-value discussions can be the topic “Youth participation in the life of the city (village, township)”.
In preparation for the problem-value discussion, it is necessary to conduct local sociological research that identifies the most interesting students social themes... For example, in one of the schools in Moscow, the following list of topics was formed:
1. Realization of the interests and needs of youth in the field of leisure, culture and sports in Moscow.
2. Adequacy of the arrangement of the urban environment (architectural appearance, street landscapes, recreational areas) to the needs and aspirations of the younger generation.
3. Productive employment and youth employment in Moscow.
4. The relationship between groups of young people in Moscow.
5. Transport problems of the city: the role and place of the younger generation in solving them.
6. The role and place of youth in the information space of the city.
7. Availability of quality education for the youth of the capital.
8. The position of young Muscovites in the preservation of the cultural heritage of the capital.
9. Ecology of Moscow and the position of youth.
In order to ask such topics in a problematic way and make them open for understanding and discussion, it is necessary to prepare texts related to the life of the city (village, town), which would problematize the students' perception of these topics.
Value-based discussion is a group form of work. The teacher in this form builds the work of the group as a sequence of a series of steps.
The first step is to organize the student's encounter with the social situation as a problem.
If the social situation is not structured as a problematic one, then it can become not so much an object of understanding as an object of the student's cognition and will be perceived by him as an educational task. Then understanding will not be included as a universal way of mastering the world by a person, in which, along with theoretical knowledge, direct experience, various forms of practice and forms of aesthetic comprehension play an essential role.
A universal means of constructing a situation that meets the requirements of semantic content, problematicity, value is the text (in our case, the text describing the social situation). However, as practice shows, the very fact that schoolchildren meet with the text does not always and not for all of them develop into a situation of understanding the meaning of the text. Someone was able to read the text, extract the main meaning and connotations; someone saw the text from one point of view, extracted the main meaning and did not find additional ones; some did not understand the meaning of the text at all.
In such contradictory conditions, the teacher is required to take a new step towards enhancing the student's understanding of the text. The means providing this step is problematization as a special work of the teacher to identify contradictions in the content of messages, ways of working and the goals demonstrated by the student. What is the content of pedagogical problematization? We are talking about several methods that can be combined.
First, after understanding the reading of the text by the students, you can invite one of them to speak out their understanding or misunderstanding, thereby putting the rest in a situation of choice - to agree or disagree with what was said. Next, you can ask students to express their attitude to the stated position. Secondly, it is possible to expand the questions to the already manifested understanding (misunderstanding). Thirdly, it is possible to demonstrate, to act out the lack of understanding of the opinion expressed by the student, prompting him to clarify, to substantiate the position more deeply. Fourthly, you can agree with the point of view expressed, and then draw absurd conclusions from it (here it is necessary to avoid statements that can offend the student). Fifth, in the absence of any kind of statements, you can provoke them by expressing on your own behalf a rather radical understanding of the situation (here you cannot cross the ethical line).
The problematization implemented by the teacher should lead schoolchildren to realize the weaknesses of their point of view, to attract new means of understanding. At the same time, the situation of problematization must be maintained until a meaningful conflict between positions arises, into which a significant number of participants are drawn. At this moment, the teacher must transfer his activities from the problematization plan to the communication organization plan.
Communication here is special - positional. In contrast to the classical discussion, where the subject is mainly focused on expressing his opinion and convincing others of its truth, in positional communication the subject looks for the place of his position among others: he determines the positions with which one can cooperate and need to conflict, and those with whom you should not interact under any circumstances. And all this is weighed on the scales of the upcoming social action.
The teacher is also involved in positional communication. At the same time, there is a real danger that his position will dominate in the system of children's positions (for example, because of his high authority). To avoid this, the teacher must form his own personal and professional position as an organizer of positional communication. In personal projection, this is the position of an Adult, in professional projection, this is the position of a reflexive manager.
Ego-state The Adult, together with two other ego-states - Parent and Child - forms, according to E. Berne, the personality matrix of a person. Unlike the Parent and the Child, who are turned to the past, to experience, to memories, the Adult makes decisions based on the situation that exists now, at the moment, here and now.
The position of the reflexive manager is alternative to the position of the manipulator. Its essence is the organization of reflection in schoolchildren and "maintaining" the situation of self-determination and independent thinking about their problems. Manipulation, however, will be “picking up”, reflexive “shaping” and “using” the activity of others for their own purposes.
The main goal of the positional communication of schoolchildren is their "breakthrough" into a different context of understanding the meaning: not only I am the Text, as at the first stage of work, but also I - Others - the Text. In the process of communicating with each other and with the teacher, they, in fact, for the first time clearly discover that their own understanding is not only not the only one, but also insufficient, that it can be enriched with other understandings and, in turn, enrich others. This awareness can serve as the basis for the desire of schoolchildren to consider different positions for a full understanding of the meaning of the social situation and the transition to independent social action. It is in the power of the teacher to contribute to the deepening of such awareness, which requires the organization of reflection by the students of the results of the discussion.
The organizing role of the teacher here includes providing students with a choice of one or another form of fixing a reflective position (answers to questions, continuation of unfinished sentences, interviews, etc.) and its expression (oral, written, artistic, figurative, symbolic), as well as maintaining dynamics of reflexive processes. It is great if the teacher manages to attract external experts to the discussion (and especially to reflection) - representatives of the society that the students are discussing. Their presence and opinions are a powerful factor in increasing the social significance of what is happening.
The stage of reflection completes the process of interaction between the teacher and schoolchildren in the problem-value discussion. However, in its ideal representation, this interaction does not stop, it continues in the minds of the participants. According to the words, "leaving the community, the person takes with him an attempt to independently reproduce the community." Leaving the real process of interaction with the teacher and peers, the student takes with him an attempt to reproduce it independently in other circumstances of his own life.
2.3. Leisure - entertainment activities
(leisure communication)
It is possible to achieve the first level educational results in the leisure and entertainment activities of schoolchildren (the acquisition of social knowledge by schoolchildren, a primary understanding of social reality and everyday life) within the framework of such a well-known form as a cultural trip to a theater, museum, concert hall, gallery.
However, there are differences between the cultural outings and the cultural outings. For example, usually visiting school class theater runs as follows:
A theater ticket distributor comes to school;
A festive "light" involves such attributes of a cafe as tables (no more than eight), dim lighting, refreshments, etc. Here food is organized, artistic performances are shown (various levels of improvisation, both specially prepared and played on the spot without preliminary rehearsals), singing and / or dancing together.
Depending on the given context, an evening of communication can look like an antique symposium, a meeting of an English club, village gatherings, Peter's assembly, an aristocratic salon, an official reception, an epic feast, a merchant's tea party, a bachelorette party (bachelor party), theatrical skits, etc.
Organizationally, the course of the party is in the hands of the host, who engages the participants in joint action, determining the nature of the interaction, the movement of the center of attention (from one table to another). The latter circumstance dictates such an arrangement of tables so that from behind any of them one can see the action at another table. In addition, it is advisable to leave the area for the demonstration of complex numbers prepared in advance or for dancing. It is also important to resolve issues such as the correct placement of the participants in the evening, a delicious treat.
Entertainment at the social evening may include competition tasks, which are usually short-term and involve all participants (as spectators or performers). There should be no more than ten competition tasks during the program. The most organic options for entertainment at the evening of communication are also the game of forfeits and the lottery. The use of forfeits presupposes at first some kind of humorous tests, when personal items are confiscated from the losers. In order for the game of forfeits to attract the maximum number of those present, it is necessary to make the tests varied and try to collect forfeits from everyone. Parodies, cartoons and practical jokes correspond to the spirit of an evening of communication in an impromptu cafe.
When carrying out this form, it is possible to use elements of role-playing games: the distribution of individual and team roles. A team is the participants sitting at one table. There may be some competition in the party, but the competition should be unobtrusive. The joint communication of the participants in the evening has a specially organized part, it can be a story about any funny events or adventures. Since it is quite difficult for many schoolchildren to improvise an interesting story, the organizers use homework, word games: "An interpreter's notebook", "Alphabetical ending", "Let's argue with the Greats", writing extraordinary stories, etc. This option is used for holding an evening of communication when joint communication is built as a reaction to the monologues of the presenter or some specially prepared guest.
In order for the leisure and entertainment activities of schoolchildren to begin to ensure the achievement of educational results of the third level (children gaining experience of independent social action), it must be transferred to the public space. In other words, start building leisure activities for other people who do not fall into the category of loved ones. For example, you can organize a fair in a school neighborhood.
Fair (folk festivities) - joint entertainment deployed on a certain site, involving the involvement of participants in various attractions. An example is the development of the New Year's holiday, carried out under the leadership of the joint venture. Afanasyeva: "New Year at Deribasovskaya", "Winter Fair", "Twelve Months", "New Year at the International Airport". The game idea (material) underlying the varieties of walking can be a street, an area of \u200b\u200bthe city where the entertainment takes place, as well as a place intended for this specific pastime.
highlighted 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 an entire 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, participants 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, it is necessary to determine the specifics of the attraction as a 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 have collected the largest number of tokens can be named. Fourthly, the final of the fair can be held in the form of an auction-sale, where participants can get rid of the remaining tokens, purchasing commemorative prizes and souvenirs.
The fair algorithm includes:
General gathering, which may be accompanied by a ruler, carnival procession;
Free movement of participants in space;
Free choice of attraction and participation in it;
Final fee, with or without auction.
2.4. Play activity
In the variety of definitions of the game, we will cite the following as a reference: a game is an action that takes place within a certain framework of place, time, meaning in an observable order and according to voluntarily accepted rules, outside the sphere of material benefit and necessity; accompanied by moods and feelings of uplift and tension, detachment and delight (J. Heizinga).
As noted, in all the famous humanistic schools of authorship of the past and present, play was and remains one of the cornerstones of their existence. Why is play so important for pedagogical activity?
Firstly, the game expands the scope of pedagogical activity, enriches the teacher's professional position as follows; called a play position.
The teacher's play position, in his opinion, follows from two main features of play - two-planes and roles. Two-planarity - the deployment of play behavior in two spaces at once: in real circumstances and in a conventional space, where the owners are not tasks of real activity, communication, but imaginary conditions abstracted from reality. The form of existence of duality is a role, role behavior: behavior, communication according to the rules set by imaginary conditions. Participants in game communication, game activity, to one degree or another, are aware of the role-playing nature of their behavior. Hence the teacher's playful position - a demonstrated, unconcealed two-pronged behavior of the teacher, often with a distinct presentation of the role.
Game communication turns out to be a powerful educational tool, because it allows the teacher to perform various maneuvers in the field of business and personal communication. At the same time, business behavior turns out to be not entirely business-like, and personal behavior is not entirely personal. A pupil or pupil “reads” from the teacher's play behavior that of two meanings, plans, which is closer to him. And the chances of strengthening contact are increased. In the game, everything is a little untrue, everything is a little not about me and about you, but about the role, and therefore I am free to accept - not accept, answer - not respond to the "educational signals" sent to me. That is, both the child and the teacher feel freer in the game, they have more space for self-realization.
Secondly, the game creates opportunities for co-creativity, joint creative development of an adult and a child.
Co-creation in a game, according to the opinion, involves:
Subject-subjective relationship, when each participant in the creative process is recognized as having the right and ability to make his own decision (regardless of age and experience of creative self-realization);
The active position of all subjects of the creative process;
Creation and preservation of the appropriate atmosphere by the participants in the creative process based on the reproduction of all possible ways of initiating the appropriate mood and emotional background;
Maintaining an individual style of creativity for everyone.
The desired type of pedagogical behavior in acts of co-creation of children's play can be described using a combination of the following recommendations:
Providing a favorable, friendly atmosphere of communication;
- "infection" with an internal sense of interest, excitement, unusualness, intrigue, etc .;
Refusal to express categorical assessments and harsh criticism of the child;
Encouraging original ideas;
Creating conditions for exercise and practice;
Preservation of the child's individual style of self-expression through refusal of direct display, message of cliches and stereotypes, direct teaching;
Activation of your own creative self-expression. According to the famous child psychologist,
In our opinion, these alternating types of play, if you look at them from the point of view pedagogical organization play activities, can safely coexist with each other. Moreover, the first type of game - a game with a role-playing accent - will ensure the achievement of an educational result of the first level, the second type of game - a game with a business accent - an educational result of the second level, and the third type of game - a socially modeling game - a result of the third level. Let's try to argue our position.
So, the achievement of educational results of the first level in play activity (the acquisition of social knowledge by schoolchildren, understanding of the social reality of everyday life) is ensured by the form of play with a role-playing accent.
At first glance, it seems that almost every teacher has a general understanding of role play. Many different works have been written on this topic. When you start to figure out what people mean by this concept, it soon becomes obvious that there is a lot of terminological confusion regarding role-playing games.
For example, he considers role play as an integral part of a business game. Many believe that there is no fundamental difference between role-playing and theatrical performance. In such a situation, we will talk about role-playing games as games with a role-playing accent, that is, games where the main thing is to play in accordance with the role, to try not to leave it.
Following and we believe that there are three fundamental differences between role-playing games from any other games.
First, the presence of one or more storylines, the development of which in most cases depends directly on the actions taken by the participants in the game.
Secondly, the game develops not in words and not on the playing field (at least not only on it), but “live”. That is, in order to achieve any result, a player needs to go somewhere and perform a series of actions, and not just speak them out to the host and the rest of the players, sitting at the same table with them.
Thirdly, there is a freedom of choice for most players of their strategy of behavior, limited only by the initial setting, which determines the image of the character to be played, and the rules of the game.
An approximate algorithm for creating a typical role-playing game, according to and, consists of three points: preparing the game, conducting it and discussing it. Let's take a closer look at these points.
1. Preparing the game
1.1. The first step is to understand for whom the game will be held - age, group condition, interpersonal relationships, needs, problems, etc.
1.2. Based on this, it is necessary to determine what goals and objectives are set for the game (the need to relieve tension in the group, solve some kind of conflict, demonstrate the ambiguity and ways to solve the situation that is relevant for the group, work out the skill of interaction in an extreme situation, set or solve some problem, etc.).
1.3. The next stage is to understand what type of game should be chosen to solve the assigned tasks. Here you need to be very careful, since many game factors depend on this - the dynamics, density and nature of the interaction of individual players, the degree of possible conflict in the game, how children define their game goals for themselves, and much more. Type can be set by those internal goals that define the masters for the players. Accordingly, the game-rescue, the game-discussion, the game-choice, the game-study, the game-defending, the game-expansion, etc. are possible. Naturally, somewhat complex games combine several different types.
1.4. After choosing the type of game, you should realize how the game world looks in general. The game can take place on the historical (for example, Nizhny Novgorod of the XII century or the Roman Empire of the II century BC), fantastic (planet of the star Aldabaran, the future of the Earth, starship), fantasy (variations of the Tolkien epic or works of other authors of this literary genre), the social background (the modern world, in which it is easy to guess well-known persons and events - election campaigns in the regions, complex economic relations between various production spheres, interethnic problems and much more).
1.5. Having chosen the game world, realizing the time into which the game will take us, it is necessary to determine the boundaries of the game space. This can be a separate enclosed space (a bunker in which players find themselves during a nuclear bombardment; a raft sailing across the Mississippi), a settlement (a city that has a city hall, two residential quarters, a city square and a police station), a country (maybe , several states) with their villages, cities, forests, etc., a planet or a number of planets with their own spaceports, etc., etc., etc. It is clear that the playing space depends on the number of people playing, on how long it is planned play the game and, naturally, from the tasks and goals that you pursue. Accordingly, if we are talking about small games, designed for about 1-3 hours, then the playing space, as a rule, is not large and unfolds within one to three rooms. This greatly facilitates the position of the master, who does not have to save space by dividing the existing premises into several parts, finding many rooms, etc.
1.6. One of the most difficult and responsible preparatory phases - awareness of how the game can develop. Everything here should be very well planned. It is important to understand when a military coup, an environmental catastrophe, that is, some important game events can begin in the game. Such events can be stimulated from the outside, if, for example, the ruler of the country is played by a “dummy” master player, or when events occur at the right time that cause others (the oracle receives a vision, which the game host whispers to him that there is a traitor in the tribe wearing amulet in the form of a water lily; a hurricane passes through the country, destroying all buildings).
The game masters must plan a series of events that are likely to influence the further course of events in a certain way. In general, there should be several storylines running in parallel (a war over disputed territories, an internal conflict between various political forces, the development of magical abilities or other positive mutations in people living in remote villages). Thus, the plot of the game becomes quite complex, with a lot of conflicts; the players will have goals, the achievement of which will be possible only if the interests of others are infringed upon, etc. Each player will have a choice of what he can do at a particular moment in time.
1.7. In addition to the storylines that affect the development of the game, the so-called background activity is provided. It happens regardless of what is being done in the game as a whole. Background activities are necessary to maintain life or to observe certain traditions (harvesting, repairing a constantly out of order production line, rituals before a hunt, regular elections to government bodies, publishing a newspaper). Background activity determines relations in microgroups, assumes the acquisition of certain skills, provides the necessary play tension, serves to fill play pauses when the main storylines fade for one reason or another.
1.8. Then comes the stage of defining and prescribing the laws of the game world and how they are modeled. Laws can be:
Social (for a slave who escaped from the owner, when caught, his tongue is pulled out - it is modeled by sticking tape on his mouth);
Natural (once a month, swarms of locusts fly into a village field and destroy a third of the crop if the field is not treated with chemistry - it is modeled by insects made of paper and by the fact that the game master removes a third of the millet poured there once per game cycle), i.e. e. environmental, chemical or physical;
Physiological (the organisms of intelligent octopuses feed on the emotions of the creatures around them - it is modeled using personal cards, on which the degree of saturation of the octopus is noted depending on the brightness of the emotional picture seen);
Technological (a sewage treatment plant can produce no more than three filters made with the help of a children's designer during a game cycle);
Mystical (when performing a certain ritual in honor of the god Odin, the soldiers gain physical strength. Such players will have to be “killed” twice in order for them to go to the “land of the dead”).
Also, the game space is modeled in some way - a "bunker" is built, it is determined what the "spaceship" will be made of, etc. and game items - blasters, tractors, airplane carpets, a time machine.
1.9. Development of the rules of the game. At this stage, it is necessary to determine in detail what rules the players obey. The standards for sowing fields and caring for seedlings are determined, how the manufacture of a spacesuit can be simulated in the game
or how to initiate a magic staff. These rules are written very clearly so that disputes do not arise as a result of their different readings during the game.
1.10. Once the game is sufficiently planned, the main roles (high priest, king, fleet owner) and who will play them should be written out. Key roles largely determine the development of the game. Accordingly, it is important to understand who should be offered them. Some important roles can be played by masters who know the nuances of the game in advance. When coming up with roles, their characters, goals and objectives that they pursue, relationships with other characters, how a specific person can play it, etc. are taken into account. After that, "secondary" roles are signed (guards, peasants, pilgrims, robotic servants ). It is important to bear in mind that the “secondary” roles can be rather arbitrary, because an unfamiliar gladiator can become the head of the slave rebel movement.
1.11. Immediately before the game, the rules and personal guidelines should be conveyed to the players. This can be done as a short story theatrical performance, painted on paper standards. It is possible to combine the presentation of pre-game material.
1.12. Separately, it should be said about the manufacture of costumes and props. The entire play environment can be rather arbitrary (costumes in the form of headbands, a room decorated only with cloth and correctly arranged furniture). However, it is better if there is an opportunity to organize a wardrobe and props workshops, where, together with the guys, you can make all the necessary material for the game.
2. Conducting the game
2.1. Often, the game begins with some semi-theatrical production agreed in advance: the conclusion of an important contract, the election of the editor-in-chief of a large TV company, the explosion of a bacteriological weapon at a military training ground. The launch of the game determines its dynamics at the initial period, spins some storylines, makes out the "scenery" against which the relationship between the players develops. The emotional coloring of the game, the players' awareness of the political situation, their current and future goals and objectives depend on the beginning.
2.2. The peculiarity of role-playing games is that they can develop quite spontaneously, but this does not mean that the plot is completely unpredictable. The development of the game depends on the initial settings and on how the masters control individual game moments. It is clear that the plot should be adjusted only when necessary and very carefully in relation to the players. This is accomplished by:
Introducing new characters into the game who carry important information or have great power;
Events unexpectedly hitting players (avalanche, epidemic, curse of the gods).
In addition to controlling the storylines, the game masters must keep a close eye on each person's play. This is necessary both in order to highlight in the game those who show themselves especially successfully (the grace of the gods, luck, since they are lucky for active people), and for the subsequent discussion of the game.
Very often the game does not end the way it was planned by the people playing it. This is quite normal: after all, the very course of the game, its development, should mainly depend on the behavior of the players themselves, and not on the whim of the masters.
2.3. It is better to finish the game on an emotional and plot level, which provides vivid impressions and more stimuli for the upcoming discussion ("Here we would probably go further ..."). In addition, the “strong” ending, in principle, leaves vivid memories of the past game.
3. Discussion of the game (reflection), summing up
It is best to discuss the game in 20 - 40 minutes after its completion, when emotions subside a little and there will be an opportunity for an objective analysis of what happened. The discussion is proceeding roughly as follows:
The presenter offers to recall the main game moments, what important events happened.
An assessment is made of what happened: what caused the events, what was the behavior of individual players. There is also an exchange of views on those situations that caused the greatest number of controversies, clarification on the part of the masters of incomprehensible or controversial points.
In cases where the game space consists of several fairly independent parts, it makes sense to first hold a discussion for the players who were together in the same game zone (village, state, planet), and only then organize a general discussion.
At the end of the discussion, the presenter “reveals the cards” - explains something that remains incomprehensible and answers the questions that have arisen.
After that, the final outcome of the game is summed up.
It should be noted that already in a rather complex role-playing game (especially organized on social material), the teacher can reach an educational result of the second level - the formation of positive attitudes among schoolchildren towards the basic values \u200b\u200bof our society and towards social reality in general. However, only a game with a business accent can guarantee the achievement of this result.
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Bashantinsky College F.G. Popova (branch)
Federal State Budgetary Educational Institution of Higher Professional Education
Kalmyk State University
Course work
Formation of communication skills in extracurricular activities
3rd year student extramural form learning
specialties 050146 52
"Teaching in primary grades»
E.V. Trusova
Leader
B.A. Buvenova
Gorodovikovsk 2015
INTRODUCTION
Communication is the most important social need, without which personality formation slows down and sometimes stops. Since a person is a biosocial being, he constantly feels the need to communicate with other people, which determines communication as a necessary condition for life.
From the point of view of psychology (for example, A.A. Leont'ev), communication is understood as the process of establishing the maintenance of purposeful, direct or mediated by some means of contact between people, one way or another connected with each other in a psychological sense. The implementation of this contact allows either to change the course of joint activities by coordinating "individual" activities according to certain parameters, or, on the contrary, the division of functions (socially oriented communication), or to carry out a purposeful impact on the formation or change of an individual in the process of collective or "individual "but socially mediated activity (personality-oriented communication). A simpler definition is given by M.I. Lisina: communication is the interaction of 2 or more people aimed at coordinating and combining efforts in order to establish relationships and achieve a common result.
As with any object of scientific study, communication is distinguished by a number of inherent properties. Among them:
Communication is a mutually directed action;
It implies the activity of each of its participants;
Its participants expect to receive a response / answer from a communication partner;
Each of the participants in this process acts as a person
The main functions of communication are:
Organization of joint activities of people (coordination and joint efforts to achieve them);
Formation and development of interpersonal relationships;
People's cognition of each other.
Communication is a necessary condition for the formation of a personality, its consciousness and self-awareness.
Currently, psychologists, educators and sociologists note the deterioration in the attitude of children to direct interpersonal communication with the emergence and expansion of social networks. Computer communication creates the illusion of friendship, the child feels liberation, and some irresponsibility in communication.
Younger school age is associated with entering the learning process as the most systematized form of communication, with educational activity as leading in this period, there is a transition from visual-figurative thinking to abstract thinking, to the ability to build reasoning, draw conclusions. When a child enters school, there are also changes in his relationship with the people around him. The time allotted for communication increases significantly. Children spend most of the day in contact with people around them: peers, teachers and other people. The content of communication changes, it does not include topics related to the game, business communication prevails. In the first grades, students communicate more with the teacher, showing the greatest interest in him than in their peers, since the teacher is an authority for them, but by the third and fourth grades, everything changes. The teacher becomes a less significant and authoritative person for children, they have a growing interest in communicating with peers, which gradually increases towards middle and senior school age. With external changes in the nature of communication, internal ones also occur, which are expressed in changing the themes and motives of communication. If in the first grades of school, the communication partner was determined mainly by the teacher's assessments, success in learning, then by the 3rd-4th grades, other motives of interpersonal choices appear, associated with an independent assessment by the student of the personal qualities of the communication partner. The next stage in a child's life is adolescence, when communication with peers becomes the leading activity. Mastering the culture of communication at primary school age allows you to be more successful in the future. Teachers and psychologists need to control the communication of younger students and, if necessary, carry out correctional and developmental work with children. As the analysis of the literature on this research problem has shown, communication includes such components as:
1) the desire to make contact with others ("I want");
2) knowledge of the norms and rules of communication with others ("I know");
3) the ability to organize communication ("I can")
Therefore, the teacher has a goal to teach children to communicate, interact with each other, develop the necessary skills and communication skills.
1. Communication, communication skills
communication school student role play
Communication - the interaction of two or more people, during which they exchange a variety of information in order to coordinate and combine efforts and build relationships. Communication is not just an action, but an interaction: it is carried out with the mutual activity of the participants. Each participant in communication acts in the course of it not as a physical body or an organism, but as a subject, as a person who is endowed with his own activity and his attitude towards others. Orientation to the activity of the other and to his attitude is the main peculiarity of communication
Any act, even if it has all the external signs of interaction (speech, facial expressions, gestures), cannot be considered communication if its subject is a body devoid of the ability to perceive or respond mental activity. Only an orientation towards the attitude of the other and his activity, taking into account his actions, can testify that this act is communication.
The first criterion: communication involves attention and interest in another, without which any interaction is impossible. A look in the eyes, attention to the words and actions of the other indicate that the subject perceives the other person, that he is directed at him.
Communication is not just an indifferent perception of another person, it is always an emotional attitude towards him. The emotional coloring of the perception of the partner's influences is the second criterion for communication.
The third criterion for communication is acts of initiative aimed at attracting the attention of a partner to oneself. Since communication is a mutual process, a person must be sure that the partner perceives him and refers to his influences. The desire to arouse the interest of another, to draw attention to oneself is the most characteristic moment of communication.
The fourth criterion of communication is a person's sensitivity to the attitude that a partner shows towards him. Changes in activity (mood, words, actions) under the influence of the partner's attitude indicate such sensitivity.
Taken together, the listed criteria may indicate that this interaction is communication. However, communication is not just attention to another or an expression of attitude towards him. It always has its own content that connects. The very word "communication" speaks of community, involvement.
Such a community is always formed around some kind of content or subject of communication. It can be a joint activity aimed at achieving a result, or a topic of conversation, or an exchange of views on an event, or just a response smile. The main thing is that this subject of communication, this content should be common for people who have entered into communication.
Communication performs a variety of functions, among them stand out: the organization of joint activities, the formation and development of interpersonal relationships, emotional self-expression and people's knowledge of each other. The functions of communicative signals in the context of communication are performed by means of communication - conscious and unconscious reactions and behavioral manifestations. There are 3 main categories of means of communication: expressive-mimic, subject-effective and speech. Each category of means of communication has its own specific capabilities that determine its functions and role in communication.
Expressive-mimic means of communication are the first in ontogenesis to arise: smile, laughter, expressive vocalizations, facial movements, etc. these are expressive means of communication. Their function is that they serve as indicators of the attitude of one person to another and constitute an indispensable component of any level of communication development. A feature of expressive-mimic means of communication is their ambiguity and amorphousness, they do not carry a certain fixed content. Expressive movements are one of the means of communication.
Subject-effective means of communication arise later in ontogenesis. These are no longer expressive but pictorial means of communication. These include locomotion (approach, posture, turns, etc.), pointing gestures, attraction and transfer of objects, actions with objects, touching, etc. Visual means express the willingness of a partner to communicate and in a peculiar form show what kind of interaction he is inviting. These means of communication are distinguished by a higher degree of arbitrariness than expressive ones.
The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to assimilate various kinds of knowledge and skills from others, which is of paramount importance for the entire course of mental development and for the formation of the personality as a whole.
The development of communication with an adult occurs as a change in several forms of communication. Forms of communication are qualitative stages in the development of communication. Each form of communication is characterized by the following main parameters:
1) the time of occurrence and the duration of functioning as the main one;
2) the place occupied by this form of communication in the broader context of the child's life;
3) the main content of the communicative need satisfied by children in the course of communication of this form of communication;
4) the nature of the leading motives prompting the child at this stage of development to communicate with people around him;
5) the main means of communication, with the help of which, within this form of communication, the child communicates with the people around him. M.I. Lisina identified four forms of communication between a child and an adult:
1. situational-personal communication is the genetically first form of communication between a child and an adult. It is typical for children of the first half of life;
2. situational-business communication - the second most common form of communication between children and older partners; it is typical for young children;
3. non-situational and cognitive communication;
4. non-situational and personal communication with an adult in the second half of preschool childhood.
The child is very sensitive to the remarks and instructions of the adult, which is a favorable condition for the upbringing, education and preparation of children for school. But the preschooler himself is gradually coming to the realization of himself as a subject of relationships.
By the age of 6-7, a child begins to experience himself as a social individual, and he has a need for a new life position and for socially significant activities that provide this position. This neoplasm leads to a crisis of seven years of age. The child has a desire to take a significant place for the world of "adults" in life, in their activities. School education realizes this desire, however, the surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for performing a number of duties. The child develops an "internal position", which in the future will be inherent in a person at all stages of his life path and will determine his attitude not only to himself, but also to his position in life.
In older preschool age, communication with peers has an extra-situational and business form. The main desire of some preschoolers is the thirst for cooperation, which arises in a more developed form of play activity - in playing with rules. This form of communication contributes to the development of awareness of their duties, actions and their consequences, the development of voluntary behavior, which is a prerequisite for subsequent educational and work activities.
By the age of 6 - 7, the senior preschooler is switching to a new type of activity - to educational. The question arises about the possibility of such a transition in optimal forms.
The psychological readiness of a child to study at school is the sum of all his achievements during the previous periods of mental maturation.
One of critical indicators readiness for schooling is the formation of communication, since it is it that is a factor in the development of other indicators (a certain level of development of mental processes, the level of emotional and motivational readiness, the presence of arbitrariness, volitional behavior). Thus, the proposed by E.E. Kravtsova's non-traditional approach to solving the urgent problem of a child's psychological readiness for schooling shows that behind the schemes of intelligence there are forms of cooperation with adults and peers. The author practically proved the importance of role-playing games for the formation of skills and new forms of communication, noted the need for the existence of games with rules for the maturation of mental processes and the development of the emotional-volitional sphere of the future student.
So, in preschool age, significant shifts take place in the formation of the child's personality: his lifestyle, the content and forms of communication with other children change. The child begins to learn to assert his will, to be aware of his "I". One must be careful not to close the personality that is beginning to take shape. As often we are adults, with our rigid framework of "no" and "must" we put children in dependence on the opinions of others, not thinking that they will forever lose their own. In communicating with adults, children have psychological barriers: to answer incorrectly, to seem ridiculous, to say "wrong." This is especially true when teaching children in the classroom, when the teacher has programmed and expects a definite answer from the child.
The consequence of such communication is that the child goes into his "shell", becomes "silent", gets used to being invisible. This is how an inferiority complex is developed.
It is not easy and not easy to find ways and means for self-disclosure of the child, so that everyone believes in himself, in his uniqueness, peculiarity and necessity. Finding harmony in the relationship between an adult and a child, to see a special charm in these relationships is the main task of the educator and teacher. Probably, each of us wants to see the child happy, able to communicate with the people around him. The ability to communicate with peers and adults is a manifestation of communicative abilities, individual psychological characteristics of a person, which ensure the effectiveness of communication and compatibility with people around them: peers, adults. Relationships with others play a huge role, and their abnormality is often an indicator of any deviations in mental development.
1.1 Features of communication of younger students
The younger student is a person who is actively mastering communication skills. During this period, there is an active establishment of friendly contacts. The acquisition of social interaction skills with a peer group and the ability to make friends are one of the important developmental tasks at this age stage.
The younger school age (from 6-7 to 9-10 years old) is determined by an important circumstance in the life of a child - entering school.
A child who enters school automatically takes a completely new place in the system of human relations: he has constant responsibilities associated with educational activities. Relatives, adults, a teacher, even strangers communicate with a child not only as a unique person, but also as a person who has undertaken the obligation (no matter - willingly or under compulsion) to learn, like all children of his age. (A.A. . Radugin. Psychology and pedagogy. M. Pedagogue, 2004.)
By the end preschool age the child is, in a sense, a person. He is aware of what place he occupies among people, and what place he will take in the near future. In short, he discovers a new place for himself in the social space of human relations. By this time, he has already achieved a lot in interpersonal relations: he is guided in family and kinship relations and is able to take the desired and corresponding to his social status place among relatives and friends. He knows how to build relationships with adults and peers. He already understands that the assessment of his actions and motives is determined not so much by his own attitude to himself, but primarily by how his actions look in the eyes of the people around him.
During preschool childhood, in the vicissitudes of relations with adults and with peers, the child learns to reflect on other people. In school in the new conditions of life, these acquired reflective abilities do the child a good service in solving problem situations in relations with the teacher and classmates.
The new social situation introduces the child into a strictly normalized world of relations and requires from him organized arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of skills in educational activities, as well as for mental development... Thus, the new social situation hardens the living conditions of the child who enrolled in school, and mental tension increases. This is reflected not only in physical health, but also in the behavior of the child.
A preschool child lives in the conditions of his family, where the requirements addressed to him are consciously or unconsciously correlated with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.
School is another matter. Many people come to the class and the teacher must work with everyone. This determines the rigidity of the teacher's requirements and increases the child's mental tension. Before school, the individual characteristics of a child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. At school, the child's living conditions are standardized, as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, severe inhibition. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. the child will have to overcome the trials that have fallen on him.
In the early school years, children gradually drift away from their parents, although they still need adult guidance. Relationships with parents, family structure and relationships between parents have a major impact on schoolchildren, but increased contact with the external social environment leads to the fact that they are increasingly influenced by other adults.
The communication of a younger student with people around him outside of school also has its own characteristics, due to his new social role. He seeks to clearly define his rights and responsibilities and expects the trust of his elders in his new skills. It is very important that the child knows: I can and can do this and that, but this I can and can do better than anyone else.
The ability to do something better than anyone is fundamentally important for younger students. Extracurricular and extracurricular work can provide a great opportunity to fulfill this need of age. The child's need for attention, respect, empathy is fundamental at this age. It is important for each child to feel their value and uniqueness. And academic performance here is no longer a determining criterion, since children gradually begin to see and appreciate in themselves and other qualities that are not directly related to learning. The task of adults is to help each child realize his potential, to reveal the value of the skills of each and for other children.
Educational activity becomes the leading activity in primary school age. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage.
The main neoplasms of primary school age are:
A qualitatively new level of voluntary regulation of behavior and activity
Reflection, analysis, internal action plan
Development of a new cognitive attitude to reality
Peer group orientation
2. Formation of communication skills by younger students in extracurricular activities
Extracurricular activities are an important, integral part of the education process for children of primary school age. This is the activity of children manifested outside the classroom, mainly due to their interests and needs, ensuring the development, upbringing and socialization of a younger student. The school's interest in solving the problem of extracurricular activities is explained not only by its inclusion in academic plan 1-4 grades, but also a new perspective on educational outcomes. Extracurricular activities are part of basic education, which is aimed at helping the teacher and the child to master a new type of educational activity, to form educational motivation, extracurricular activities contribute to the expansion of the educational space, create additional conditions for the development of students, a network is being built that provides children with accompaniment, support for stages of adaptation, the ability to consciously apply basic knowledge in situations other than educational.
Revealing the content and structure of communication skills, one should pay attention to the essential and distinctive features that characterize the concepts of "skills" and "skills". Elementary skill is an action that is formed consciously on the basis of knowledge. The structure of the action does not vary by the subject. The action is not completed enough, it is executed slowly. As a result of repetition, this action can be brought to skill.
A skill is an action that is performed by the subject quickly, easily, confidently, out of habit, without hesitation. It is carried out in the absence or minimal expenditure of mental, volitional efforts.
A complex skill is an action that includes elementary skills; the general structure of the action varies. This action is not associated with the acquisition of the properties of a skill, it is improved towards mastery, creativity.
Communication skills are the conscious communicative actions of students (based on knowledge of the structural components of skills and communication activities) and their ability to correctly build their behavior, manage it in accordance with the tasks of communication.
Communication skills are complex skills by their structure high level; they include the simplest (elementary) skills. In terms of their content, communicative skills combine information and communication, regulation and communication and affective and communication skills groups.
The experience of using game techniques in domestic and foreign schools proves that it is advisable to form communication skills in the process of extracurricular activities, and in particular, role-playing games as the most accurate and accessible model of communication for younger students. The basis of such a game is the process of role-based communication of students in accordance with the roles distributed between them and the presence of a communicative game situation that unites game material.
The group of information and communication skills consists of the following skills:
enter into the communication process (express a request, greeting, congratulation, invitation, polite address);
navigate partners and communication situations (start talking with a familiar and unfamiliar person; follow the rules of the culture of communication in relations with friends, teacher, adults; understand the situation in which partners, intentions, motives of communication are placed);
correlate the means of verbal and non-verbal communication (use words and courtesy signs; emotionally and meaningfully express your thoughts using gestures, facial expressions, symbols; use pictures, tables, diagrams, group the material contained in them.
The group of regulatory and communicative skills consists of skills:
- coordinate their actions, opinions, attitudes with the needs of fellow communication (implementation of self - and mutual control of educational and work activities, substantiation of jointly performed tasks and operations in a certain logical sequence, determining the order and rational ways of performing joint educational tasks);
- trust, help and support those with whom you communicate (help those who need help, give in, be honest, not shy away from answers, communicate your intentions, give advice and trust the advice of others, trust both the information you receive and your comrade for communication, adults, teacher);
- apply individual skills in solving joint problems (use speech, mathematical symbols, music, movement, graphic information to perform tasks with a common goal, to record and formalize the results of their observations, purposeful use of fiction, popular science, reference literature, a dictionary in a textbook) ;
- evaluate the results of joint communication (critically assess oneself and others, take into account the personal contribution of each to communication, make the right decisions, express agreement (disagreement), approval (disapproval), assess the compliance of verbal behavior with non-verbal behavior).
The group of affective and communication skills is based on the ability to share your feelings, interests, mood with communication partners; show sensitivity, responsiveness, empathy, caring for communication partners; evaluate each other's emotional behavior.
The development of communication skills in the course of role-based communication of students is carried out by the teacher in stages and consists in the following:
- revealing to students the meaning of communication skills;
- familiarizing students with the content and structure of skills in the distribution of roles;
- the inclusion of students in the implementation of joint game assignments for mastering communication skills;
- improving the communication skills mastered by schoolchildren in their creative activity.
Here is an example of the step-by-step development of such a complex communication skill as the ability to listen carefully to the interlocutor. The following checklist may be offered to help the teacher.
1. Explain to junior schoolchildren the need to master the ability to listen carefully to the interlocutor, to politely answer questions.
2. Clearly and clearly formulate the rules to be followed. For example: "The best interlocutor is not the one who knows how to speak well, but the one who knows how to listen carefully"; "People will only listen to you after you have listened to them."
3. Show by examples how actions are performed to master this skill. For instance:
1) during a conversation with an interlocutor, do not think about something of your own, otherwise you will miss something important from the story;
2) try to grasp the essence of the conversation, and not hear only what you want;
3) do not try to seem smarter than your communication partner, listen to everything he wants to say;
4) show the greatest attention when talking with people close to you, since emancipation in communication with loved ones entails inattention towards them;
5) learn not only to listen, but also to hear.
Do not try to develop several skills or personality traits at once. Determine what qualities are organically combined with each other - for example, the ability to listen carefully to the interlocutor and politely respond to questions; correlate your actions, opinions, habits with the interests of communication partners; express consent (disagreement), approval (disapproval).
2.1 Diagnostics of junior schoolchildren to determine communication skills
In a small set (2-3) class, we carried out diagnostics to determine communication skills. We worked according to the methodology of the American psychologist J. Moreno, which is designed to assess interpersonal relationships: likes and dislikes, attractiveness and preference. Consider this technique in relation to the children's team.
Guys it was asked to list the classmates with whom each of them would like to communicate and collaborate in various activities. For instance:
1. Which classmate would you invite to your birthday?
2. Which of your classmates do you want to say kind words to?
3.Which classmate would you like to share a friendly handshake with?
The children were asked to choose no more than three classmates. We wrote down their surnames in the nominative case.
The results are presented in the form of matrices (tables), which were compiled together with the class teacher. A separate matrix was compiled for each question.
The first column of the matrix contains the names of the guys who are choosing. The first row of the matrix contains the names of those chosen. In both cases, the names are listed in the same order.
The number 1 is put in the column of the student whom the test subject chose in the first place, number 2 - in the column of the one who was chosen second, 3 - the third.
In summary rows and columns:
ВС - the number of elections made by this person;
VP - the sum of the elections received by a given person (i.e., how many people have chosen him);
BB is the number of mutual, coincident elections.
The sum of the choices each child receives (VP) is a measure of their position in the class.
If a student has received the most choices, he is considered a “star”.
If you got an average number of choices - to the preferred ones.
If less than the average number of choices - to neglected.
If you have not received a single choice, go to the isolated.
The child's satisfaction with his own position in the class is determined by the coefficient:
BB (number of mutual choices).
VS (number of elections made by a given person)
So, if the number of BB is 0, and the number of choices made by a person is 3 and K \u003d 0/3 \u003d 0, then it should be assumed that he may have problems in interpersonal relationships.
The average level of well-being of relationships (BWL) in the class is recorded in the case of approximate equality: "stars" + preferred \u003d \u003d neglected + isolated.
The low level of well-being in the classroom is evidenced by the prevalence of people with low status.
If "stars" + preferred\u003e neglected + isolated, then this indicates a high BWL, which is characterized by fairly stable, even, friendly relations in the team.
As a result, we got such a table.
|
Yakushenko |
Zagrebelnaya |
Magomedov |
|||||||
|
Yakushenko |
|||||||||
|
Zagrebelnaya |
|||||||||
|
Magomedov |
|||||||||
The “X” symbol means that this field is not required to be filled.
When summing the obtained values \u200b\u200bof VP, BB, BC, we see that the class has a low level of well-being.
Children are at an intermediate stage between the transition from primary school age to adolescence, where self-determination of the student becomes the central neoplasm. This is, first of all, the need for communication and mastery of the methods of its construction. It is very important that communication skills were formed at primary school age, and for this it is necessary to identify and eliminate the reasons that cause difficulties for children of primary school age to establish contact in the process of communication.
We decided to take a closer look at the guys during collective games, creative activities, in our free time. Our observations supplemented the existing picture and suggested which of the children and in what needs help.
In order for the children not to guess about the research being conducted, we conducted sociometric research in the form of a game - we offered an entertaining and educational event "Secrets of Communication" (Appendix No. 1)
In addition to the game "Secrets of Communication", a developing role-playing game "Planet of True Friends" (Appendix No. 2) was held in the classroom, conversations on the topic "Can we negotiate?", A drawing competition "My friendly class", competitions between boys on the 23rd e February, the competition "Oh yes, girls!" (March 8) and a number of other activities to bring children together in the classroom. After that, a second diagnosis was carried out. As a result, we got such a table.
|
Yakushenko |
Zagrebelnaya |
Magomedov |
|||||||
|
Yakushenko |
|||||||||
|
Zagrebelnaya |
|||||||||
|
Magomedov |
|||||||||
When by re-summing, we obtained the average level of well-being in the class. During the study, it was found that, in general, the emotional background in the classroom is positive, the most common mental states are friendliness, benevolence, joy, daydreaming, fantasizing. Children are focused on communication in a team, communicative interaction with each other.
2.2 Activity of a primary school teacher on the formation of communication skills among younger students
If the class teacher wants to understand the position of each child in various spheres of communication: in the family, at school, in the out-of-school environment; to correct the relationship between children, then he himself needs to own a communicative culture, which includes the ability to objectively perceive the people around him, developed reflection (introspection), fluency speech.
All the work of the class teacher on the formation of a culture of communication in children will not give positive results if it is carried out without observing the norms of morality in relationships. The problem of morality should permeate all spheres of the teacher's activity. The formation and development of the child's personality on the basis of universal human values \u200b\u200bis the basis of the teacher's creativity.
A) Individual work of the class teacher
First of all, the class teacher must study the children, their relationships, communication problems. For this, during conversations with parents, it is necessary to understand what are the features of the environment in which the child is brought up, what is the dominant style of the parents' relationship with him, what is the position of the child in the family, what are the hereditary traits of character.
The class teacher conducts testing and sociometric research, revealing the relationship of children in the class, in particular the relationship between boys and girls, "leaders" and "outcasts" of the class. Studying the individual character traits of the child, observing him in various life situations, the class teacher seeks to understand the student, identify his problems and help solve them, because the unfavorable position of the child can lead to the appearance of mental complexes, contribute to the emergence of psychological breakdowns, which jeopardizes his health, and therefore his development.
Having studied the peculiarities of the child's communication, the class teacher must very tactfully help him in solving communication problems, create conditions for correcting the student's relations with classmates, adults, and create conditions for self-affirmation in the team. If you want to be successful, you don't need to be moral; try to explain the consequences of the act, show how it will affect the people close to the child and himself. Confidential conversations help the student to gain confidence in his abilities, show that he has a chance to correct negative traits.
B) Working with a cool team
The activity of the class teacher in the field of communication with the class has the goal of forming a communicative culture in children, creating a favorable psychological climate in the class. For this, it is advisable to develop a Communication Program, which can include:
* collective creative affairs (extracurricular work) development of speech, planning of collective holidays.
* conversations and discussions;
* Exercises for the development of communication skills in younger students, trainings
C) Participation in general school affairs and work in the neighborhood
The class teacher should not limit the communication of children only to the framework of their class. This can lead to the emergence of group egoism. Therefore, friendship, rivalry with a parallel, senior or junior class, participation in general school affairs, in various sections, holidays, hikes, labor landings, greening the school, participation in district holidays help the children expand the framework of communication, meet new people, feel part of a big the world.
Forming the communication skills of younger students, the teacher must follow the following rules:
1) teach children to correctly distribute roles in joint activities and fulfill their responsibilities;
2) be leaders in social activities;
3) comply with the established rules working togetherbe good performers;
4) teach to communicate with each other, establish and maintain good relationships;
5) create emotionally favorable conditions in the children's team;
6) teach each child to be independent in a group or team, to pursue their own goals, without prejudice to the interests of others; 7) correctly conduct a discussion, express own opinion and listen to the opinions of others, prove your position and recognize the correctness of the positions of others;
8) teach to solve conflicts in the field of interpersonal relations.
The teacher's task is to guide students to collective creative activity through the organization of cooperation. Only in joint activities in the process of solving a problem and a clash of opinions there is a real opportunity to form communication skills. Interaction between students is the basis for the successful development of the classroom. Building a system of activities at each stage of the program, an arsenal of content, technologies, techniques and forms is implemented.
3.plan-outline of extracurricular activities aimed at developing communication skills of younger students
Topic: "The influence of outdoor games on the positive emotional mood of students"
Venue: school gym
The purpose of the lesson: to give students the knowledge and practical skills necessary for mastering vital motor actions by means of skills and knowledge of outdoor games.
Lesson objectives:
Personal competencies:
1. the formation of a respectful attitude to the history and culture of their people by means of knowledge of the history of outdoor games;
2. development of ethical qualities, benevolence and emotional and moral responsiveness with participation in folk outdoor games;
3. development of skills of cooperation with peers in game situations.
Metasubject competences:
1. mastering the ability to accept the goal and objectives of play activities;
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State budgetary educational institution
Luhansk People's Republic
"Kirovskaya secondary school number 2"
APPROVED
Director of GBOU Secondary School No. 2
T. V. Kurasova
"____" _________ 2016
Extracurricular activities work program
"School of Communication"
(for students in grades 1-4)
implementation period: 1 year
kirovsk
2016 - 2017 academic year Year
Explanatory note.
Currently, one of the most pressing issues of education is the upbringing of a free, creative, initiative, responsible and self-developing personality. Successful social development is impossible without such a personality. The priority goal of the Russian education system is the development of students: personal, cognitive, general cultural. The student's personality becomes the focus of pedagogy. To achieve this goal, a second generation Federal State Standard has been developed, which provides for the curriculum educational institutions section "Extracurricular activities" in various areas of personality development.
Extracurricular activities are part of educational process and one of the forms of organizing students' free time. Extracurricular activities are understood today primarily as activities organized outside school hours to meet the needs of students for meaningful leisure, their participation in self-government and socially useful activities.
The "School of Communication" program was developed in accordance with the requirements of the Federal State Educational Standard of primary general education and implements a social direction in extracurricular activities in grades 1-4. The main purpose of this course is the formation of communication skills and the culture of behavior of students in primary grades, the development and improvement of their moral qualities, an orientation towards universal human values, the development of self-awareness of students, the personal development of each, rallying and improving the classroom as a significant social and psychological group.
Most children with learning and behavioral difficulties are characterized by frequent conflicts with others and aggressiveness. Such children do not want and do not know how to admit their guilt, they are dominated by protective forms of behavior, they are not able to constructively resolve conflicts.
In our classes, we correct the emotional and personal sphere of children, develop their skills of adequate communication with peers and adults. The program is designed to promote the harmonization of children's relationships with the environment, their socialization.
When working with younger students, we give preference to the group form of teaching. This age is a very favorable time to start similar work.
In the classroom, students not only gain knowledge of how to communicate, but also practice using different ways behavior, master the skills of effective communication.
We pay great attention to the discussion different situations, group discussions, role play, creative expression, self-assessment and group testing.
The course involves active involvement in creative process students, parents, teachers, educators.
Meaningful ideas of the program:
The most productive and human-worthy ways of people interacting with each other are cooperation, compromise, mutual concessions, which is impossible without the ability to communicate, negotiate, overcome oneself;
The ability to live in a team, if the children are engaged in a common, exciting activity for them, if there is a friendly atmosphere in the classroom, if everyone strives to understand themselves and others and at the same time knows how to make a worthy individual decision and follow it;
The ability to make a worthy decision is an independent and responsible choice made by a specific person, based on his individual interests and capabilities and the interests and capabilities of others;
Carrying out an independent choice required of a person of a certain personal maturity, it is impossible without a meaningful initiative and a certain competence;
The ability to be independent is a holistic manifestation of a person. It manifests individuality, reflects the past, projected the future of the student.
Purpose of the program:formation of knowledge, skills and abilities of cultural communication and norms of behavior.
training in communication and collaboration skills;
formation of skills of speech etiquette and culture of behavior in younger schoolchildren;
development of communication skills in the process of communication;
introduction to the world of human relations, moral values, personality formation.
formation of stable positive self-esteem of schoolchildren.
It is very important that the everyday life and activities of schoolchildren are varied, meaningful and this course makes it possible to do this.
Principles of building the program:
and ) personality-oriented principles (principle of adaptability, principle of development, principle of psychological comfort);
b) culturally oriented principles (the principle of a semantic relationship to the world, the principle of the orientational function of knowledge, the principle of mastering culture);
in) activity-oriented principles (the principle of reliance on previous development, the principle of teaching activity, the principle of a controlled transition from activity in an educational situation to activity in a life situation, the principle of a controlled transition from joint educational and cognitive activity to independent activity).
Forms of work:
Games (plot - role, verbal, games - dramatization)
Stories of the teacher and children
Reading works of art
Exercises of imitative - performing and creative nature
Writing stories
Observations
Consideration of drawings and photographs, modeling and analysis of given situations of improvisation
Discussions
Research
Collective creative affairs;
Contests, exhibitions
Communication trainings
Observation of students for events in the city, country
Discussion, playing around problem situations
Viewing and discussion of films, cartoons
Lesson mode:The program is designed for 33 hours a year with classes once a week, the duration of the lesson is 40 minutes. The content of the circle meets the requirement for the organization of extracurricular activities.
Number of students - 15-20 people.
The program determines the content and organization of the educational process at the level of primary general education.
This course allows you to form the following universal training activities (UUD):
regulatory- providing the ability to solve problems arising in the course of communication, when performing a number of tasks in a limited time;
cognitive - if necessary, extract information from various sources, draw logical conclusions;
communicative- when using dialogue, joint creative activity, presentation, through training, reasonably defend their point of view, logically substantiate their conclusions;
personal - when choosing the subject of the lesson, fostering a tolerant attitude towards other decisions.
Formation of these UUDs at primary school age will help the student to adapt and prepare for life in modern society.
Forms of accounting for the assessment of planned results:
Observation
Diagnostics:
moral self-esteem;
ethics of conduct;
attitude to life values;
moral motivation.
Student and parent survey
Planned results of work.
Planned resultsare determined by the tasks set above and are guided by the following criteria.
1. Changes in student behavior patterns:
- manifestation of communicative activity when gaining knowledge in dialogue(express their opinions, analyze the statements of the participants in the conversation, add, provide evidence); in monologueutterance(story, description, creative work);
Compliance with the culture of behavior and communication, correct relationships; manifestation of goodwill, mutual assistance, sympathy, empathy;
active participation in altruistic activities, the manifestation of independence, initiative, leadership qualities;
creating conditions for real socially valuable activity and ensuring the formation of really acting motives.
2. Changes in the volume of knowledge, expansion of horizons in the fieldmorality and ethics:
- the use of information received in the classroom in extracurricular and extracurricular activities;
Brief description (making judgments) of universal human values \u200b\u200band a conscious understanding of the need to follow them;
An objective assessment of the behavior of real persons, heroes of works of art and folklore from the point of view of compliance with moral values.
3. Changes in the motivational and reflexive sphere of the personality:
- the ability to objectively assess the behavior of other people and their own,
Formation of self-control and self-esteem: actions of controlling situational behavior, the urge to change it in time; the ability to "see" one's shortcomings and the desire to correct them.
Thematic planning 1 class
| № p/ p | Title of sections, topics | Total hours | Lesson objectives |
||
| Theoretical part | Practical part |
||||
| Learning together | |||||
| Awareness of the child of their social roles |
|||||
| I look like | Give the concept of "appearance" (clothes, hairstyle, posture, gestures, facial expressions, speech). The value for a person of appearance. Show the need to take care of your belongings and the ability to maintain order in your workplace, at school and at home. The difference is the behavior of girls and boys. |
||||
| I will tell about myself | Awareness of your individuality, your dissimilarity from other people from the first days of life |
||||
| My behavior | To give the concept of "complement", its meaning for a person, the ability to make complements to each other, to understand your character. |
||||
| What a man is rich in | Explain the concepts of "wealth", "character", "chest". A person's wealth lies in his knowledge, readiness and ability to people, his country. |
||||
| My feelings | Acquaintance with various feelings of a person, his sense organs, the development of empathy. |
||||
| My mood | |||||
| Ethics in my life | Give the concept of "ethics", correlate it with the concept of "label". "Label" of each person's behavior. Ethics, as a rule of behavior and attitude towards other people and towards yourself. Introduce the rules of etiquette and the golden rules of ethics. |
||||
| My school etiquette | The concept of "etiquette" and "rules of conduct in the classroom." Show the need for these rules to organize the lesson. Role-playing game "I'm in the classroom". |
||||
| Why be polite | |||||
| A tale of courtesy | The concepts of "fairy tale", "politeness", "deed", "good deed", "bad deed", "dragon inside a person". |
||||
| Good and evil in fairy tales | Explain the concepts "good - good", "evil - bad", "fairy tale". Show that good always triumphs over evil, because this victory is helped by nature, animals, people. |
||||
| Your actions and your parents | Explain the concepts of "parents", "respect for parents." Show why it is important for people to value good deeds, to show care and attention to their parents. |
||||
| Student responsibilities at school and at home | The concept of "obligation". Responsibilities at school and at home. Show the need for responsibilities. Responsibilities towards parents, teachers, school, class. |
||||
| You and your health | The concepts of "health", "daily routine", "personal hygiene". Regime of the day and strengthening of human health. Doctor Aibolit's advice. |
||||
| Festive etiquette | Give the concept of "holiday", "holiday in the classroom", "emotions", show how these concepts relate to understanding the emotional world of a person. Knightly tournament of politeness. |
||||
| Rules of conduct in in public places | |||||
| Our class | Give the concept of "class", "class collective". The need for polite communication and mutual assistance in the classroom. |
||||
| My parents are the best | Give the concepts of "attention", "care", "sensitivity", "compassion". Prove the need to pay attention to the mood and condition of loved ones. |
||||
| Learning to communicate | Give the concepts of "dialogue", "communication", "respect". Rules of etiquette in communicating with peers. Rules of etiquette in dealing with adults. Role-playing games. |
||||
| We are all different | Explanations of the concept of "tolerance". Self-esteem and respect towards other people |
||||
| I can communicate. | |||||
| Total hours | |||||
Thematic planning grade 2
| № p/ p | Title of sections, topics | Total hours | Lesson objectives |
||
| Theoretical part | Practical part |
||||
| Learning to live together | |||||
| I am among people. | What is a person. Human formation and the environment. The concepts of "I", "we", "they". Common and distinctive in these terms. Role-playing game “I and other people”. |
||||
| Who I am and how I look. | Moral concepts "I", "appearance". Why do people look differently from each other? Face, clothes, facial expressions, gestures, speech. Neatness, neatness, frugality - respect of a person to himself. Personal hygiene. |
||||
| I am a person | The concepts of "personality", "individuality", "uniqueness". External and internal world of a person. I am my character, my knowledge. My behavior depends on myself. |
||||
| Me and my roles. | The concept of "role" in cinema, theater, life. My roles today are who I am in this world. Rules of etiquette and communication in my roles at home, at school, on the street. |
||||
| Good and evil in fairy tales | Good and bad deeds, their consequences. Lies, inventions, fantasy in fairy tales (exaggeration, understatement). Good and evil in relationships between people. The main thing in fairy tales - the victory of good over evil. |
||||
| What interferes with communication | The main barriers to communication and the reasons for their elimination. |
||||
| My mood | Teach children to treat the emotional world of a person with understanding. |
||||
| Responsiveness and kindness. | |||||
| Holidays in human life. | The concepts of "holiday", "festive". Festive communication etiquette. School and class holidays. Gifts and their significance in human life. How to behave in a public place |
||||
| Attitude towards elders | |||||
| Why be polite | The concepts of "politeness", "habit", "good behavior", "deed", "good deed", "bad deed", "dragon within a person." Politeness is the most necessary and necessary human habit. |
||||
| Bad alone. | The human need for communication and the cruelty of loneliness. Expand in an accessible form the idea that speech is the most important means of communication. |
||||
| Speech etiquette | The concepts of "tone of voice", "speech", "communication". Specificity of speech communication. The difference between speaking and writing. Speech and attitude of a person to people. Respectful verbal communication. Jokes. Reflection of character in speech. Facial expressions, gestures, posture and human behavior. Reflection in facial expressions, gestures, postures of a person of his character and attitude towards people. |
||||
| Comrades and friends | The concepts of "comrade", "friend", "master". Features of their use in communication between people. Loyalty and disinterestedness in friendship. |
||||
| Ability to communicate. | |||||
| What's in your name? | The concepts of "name", "surname", "patronymic", "nickname", "nickname". Relationship by name to classmates and friends. Name and relationship to a person. |
||||
| You are me | Understanding yourself and classmates, how to relate to them |
||||
| Another man. Tolerance | Generalization of children's ideas about their I, support of a positive attitude towards another person. Role-playing games. |
||||
| Another person's mood | The development of empathy (the ability to put oneself in the place of another person, to feel the situation, the world the way this person perceives them, and thus to understand his problems), strengthening the humanistic orientation of children. |
||||
| I understand you | Development of the need and skill to pay attention to the mood and condition of loved ones. |
||||
| Our family. | Awareness of the concept of "family", that the family is people who are connected by WE - feeling and responsibility for each other. |
||||
| Our class | |||||
| We agree. | Reinforcement of the desire of children to negotiate, develop an agreement of the class "We agreed that ..." |
||||
| To consolidate the main ideas of the course: I am individuality, YOU are I (all people are interdependent, my I is the richer, the more warmth goes from me to other people). |
|||||
| I can communicate. | Summarize knowledge of the course. Role-playing games. |
||||
| Total hours | |||||
Thematic planning3 class
| № p/ p | Title of sections, topics | Total hours | Lesson objectives |
||
| Theoretical part | Practical part |
||||
| Learning to live together | To interest younger students in extracurricular activities. Diagnostics of the level of education. |
||||
| The ABC of Ethics. Basic concepts of ethics. | The concepts of "ethics", "good", "evil", "bad", "good". Introduce and study the rules of etiquette at school. |
||||
| I look like. | The concepts of "outward appearance" and "inner world" of a person. Show that the appearance depends on the person's attitude to himself and his character. A person's appearance forms the attitude of those around him. |
||||
| I am a person. My roles | The concepts of "personality", "individuality". The purpose of a person in life. My roles. Features of the development of a boy and a girl and their social roles. |
||||
| Attitude towards elders | Family, parents, relatives (brothers, sisters, grandmothers, grandfathers). Relations between generations in the family. Expressions of love and respect, care, compassion, help in the family. Resentment. Why should the older generation be respected? The need to learn goodness, sensitivity, attention. |
||||
| Moral tales | The concepts of "evil", "good", "life", "customs", "traditions". Show how people's lives are reflected in fairy tales. Fairy tales are "recipes for behavior" in the name of goodness and justice on earth. Heroes of fairy tales and heroes of life, similarities and differences. |
||||
| Our class | Strengthen We - feeling in the classroom, awareness of the concept of "WE" |
||||
| The man and his name. | The concepts of "name", "surname", "patronymic", "nickname", "nickname". It is not the name that paints a person, but deeds and actions. Moral deed, as it can and should be. An immoral act. |
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| Me and my friends. | The concepts of "friend", "comrade", "friend", "acquaintance". The role of friendship in human life. Friendship in the classroom. Do we know how to be friends. Together - we are more cheerful, together we are twice as strong. Role-playing game |
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| Fidelity to the word. | The concepts of "word", "fidelity to the word", "honor". Fidelity to the word as a character trait. Is it possible (and is it necessary) to always be true to your given word. The story "Honest word". (Discuss with students.) |
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| Speech etiquette | The concepts of "speech", "dialogue", "story", "dispute". Study the concepts of "etiquette", "rules of speech etiquette." Speech etiquette and demeanor (gestures, facial expressions, posture). |
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| Ability to communicate. | The concepts of "communication", "respect", "politeness", "tact". Telephone communication rules. Rules of communication when exchanging opinions. Role-playing games. |
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| Public etiquette. | The concepts of "politeness", "tact", "delicacy". How I listen to music. Rules of conduct at a concert, theater, museum and cinema. Business game "You are in the theater and museum." |
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| Communication culture. | The concepts of "culture", "culture of behavior", "rules of decency", "cultural", and "uncivilized" behavior. Business game "Learning the culture of behavior". |
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| Responsiveness and kindness. | The concept of "kindness". Kindness and compassion in fairy tales and in human life. What does it mean to be a kind person? Why is there evil? |
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| I get to know myself and others | Generalization of children's ideas about their I, support of a positive attitude towards another person. Role-playing games |
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| Forms of moral assessment and self-assessment. | The concepts of "assessment", "moral assessment", "self-assessment", "deed". Attitude towards yourself and others. Explain the concepts of "quarrel", "scandal", "conflict". Human responsibility for their actions. Solving moral problems. |
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| How a person makes a decision. | Realization that not every solution is advisable. Conscious choice |
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| Emotions and behavior. | The concept of "emotions." The influence of emotions on behavior and identification of the characteristics of communication. |
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| I am learning to be independent. | The concept of "algorithm", "student", "teacher": each person is both a teacher and a student: he learns to do something on his own, looking at other people, and helps them to become independent. |
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| Festive etiquette. | The concept of "holiday". Party at school and in the classroom. Holiday etiquette rules. |
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| I am in different life situations | |||||
| Communication barriers. | |||||
| I can communicate | Summarize knowledge of the course. Role-playing games. |
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| Total hours | |||||
Thematic planning4 class
| № p/ p | Title of sections, topics | Total hours | Lesson objectives |
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| Theoretical part | Practical part |
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| Learning to live together | To interest younger students in extracurricular activities. Diagnostics of the level of education |
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| Culture of behavior and tact | Human appearance. Human inner world. Culture of behavior. Tact. Good and bad behavior. A cultured person. Politeness. Polite attitude towards others. The game "Polite or impolite" |
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| Communication culture | Give the concepts of "communication", "feelings", "mood", show that each person is individual, but he lives among other people, that the appearance, attitude towards other people, behavior at school and at home depend on them and is expressed in their communicating with other people. |
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| Speech etiquette | To give the concepts of "communication", "speech", to show that the main thing in communication is not so much speech as the tone of voice, posture, gestures that give speech special shades that express the attitude of one person to another and to himself. |
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| Feeling, mood and character. | Give the concepts of "will", "willpower", "character" (positive and negative), "mood", "feeling". A person should control his feelings and his mood, try to understand the feelings and mood of others |
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| School etiquette | To give the concepts of "etiquette in public places", "etiquette in the canteen", "etiquette at recess", to conduct business games "we are in the canteen", "we are at recess", "we are at school." |
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| Human actions and character | Give the concepts of "strong character", "weak character", harmful and necessary habits, "action", the role of actions in the formation of character. |
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| Moral relations in the team | Give the concept of "respect", relationships between people, "types of relationships between people" (familiar, friendly, comradely, friendly). Moral rules. |
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| Greetings and acquaintances | Give the concepts of "greeting", "acquaintance". Forms of greetings, greetings from the peoples of different countries; communication will be pleasant only when the rules of meeting and greeting are followed kindly. |
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| Public behavior | Give the concept of "street", "transport", "cafe". The basic rules of etiquette and a person's attitude to people on the street, in transport, cafes, places of rest. Basic rules of etiquette in a cafe. |
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| Moral attitude in the family | Give the concepts of "family", "parents", "grandmother", "grandfather", "sisters", "brothers", "family tree". Family communication rules. Responsibility for each other. |
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| I am responsible for my actions | Give the concepts of "responsibility", "responsible", "irresponsible ny ": every person is responsible for their behavior. |
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| How to resolve a conflict | Give the concepts of "conflict", "tolerance", "character". Role-playing games for solving conflict situations. |
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| Strong man | Give the concepts of "spirit", "soul", "self-awareness", " strong man»: Awareness of what a person's strength is, and mastery of keywords. |
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| How to influence another person's behavior | The concepts of "argument", "persuade": understanding the importance of convincing arguments for one's opinion |
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| Decisive behavior | The concepts of "decisive", "decisiveness": decisive behavior is characteristic of an independent person. Working through the situation of success. |
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| I am in different life situations | Behavior in different situations. Developing adequate mature behavior. |
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| Communication barriers | Finding out the reasons for what interferes with communication, finding ways to establish interpersonal communication. |
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| Communication styles | Determination of the main communication styles and their characteristics. |
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| Etiquette dialogues, speech habits | Definition of the concept of "monologue", "dialogue". Speech habits, profanity in speech. |
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| Do I know how to listen. | Development of listening skills. Active listening method. |
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| Trust in communication | The importance of trust in a person's life. Trust as a factor in a harmonious and productive dialogue. |
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| Tolerance in communication. | The concept of "tolerance". Self-respect and tolerance towards people. |
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| I can communicate | Summarize knowledge of the course. Role-playing games. |
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| Total hours | |||||||
LITERATURE
Anikeeva N.P. To the teacher about the psychological climate in the team. -M., 1988.
Belopolskaya N.G. Psychological studies of the motives of educational activity in children. - M., 1999.
Vasilyeva-Gangus L. "The ABC of Politeness", M., 1984;
Venetskaya A.B. Regional component and the formation of a culture of communication among younger students // Primary school plus before and after // № 2 - 2007.
Gin S. I. Prokopenko I. Ye. "The first days of a child at school" Moscow, 2000.
Derekleeva N.I. Reference book of the class teacher. Moscow, 2008.
Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. Character, sociability. A popular guide for parents and educators. - Yaroslavl: Academy of Development, 1997. - 240p., Ill.
Lavrentieva L.I. "School and moral education of the individual",
"Head teacher of elementary school", No. 5, 2004.
Maksimenko N.A. Practical course of teaching children of primary school age the basics of communication. // Companion of the class teacher. 1 - 4 grades. // - Volgograd: Teacher, 2007.
Savova M.R. Improving the culture of speech as a factor in personality development. // Primary school // № 6 - 2008.
Sorokoumova E.A. Communication lessons in elementary school. - M: ARKTI, 2007.
Khukhlaeva Olga: Path to your I. Psychology lessons in primary school (grades 1-4). Workbooks 1, 2, 3, 4 class.-Genesis, 2014.
Yudina N.A. "Towards". The program of upbringing the communicative culture of schoolchildren // Class teacher // № 3 - 2007.
I'm in the human world. / Ed. B.P. Bitinas. M., 1997.
CONSIDERED
primary school teachers
head of MO
L.N.Barannikova
Protocol
No. ______ dated ______________
AGREED
Deputy Director for OIA
Deinichenko T.A.
Extracurricular activities are an important, integral part of the education process for children of primary school age. This is the activity of children manifested outside the classroom, mainly due to their interests and needs, ensuring the development, upbringing and socialization of a younger student. The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in the curriculum of grades 1-4, but also by a new look at educational results. Extracurricular activities are part of basic education, which is aimed at helping the teacher and the child to master a new type of educational activity, to form educational motivation, extracurricular activities contribute to the expansion of the educational space, create additional conditions for the development of students, a network is being built that provides children with accompaniment, support for stages of adaptation, the ability to consciously apply basic knowledge in situations other than educational.
Revealing the content and structure of communication skills, one should pay attention to the essential and distinctive features that characterize the concepts of "skills" and "skills". Elementary skill is an action that is formed consciously on the basis of knowledge. The structure of the action does not vary by the subject. The action is not completed enough, it is executed slowly. As a result of repetition, this action can be brought to skill.
A skill is an action that is performed by the subject quickly, easily, confidently, out of habit, without hesitation. It is carried out in the absence or minimal expenditure of mental, volitional efforts.
A complex skill is an action that includes elementary skills; the general structure of the action varies. This action is not associated with the acquisition of the properties of a skill, it is improved towards mastery, creativity.
Communication skills are the conscious communicative actions of students (based on knowledge of the structural components of skills and communication activities) and their ability to correctly build their behavior, manage it in accordance with the tasks of communication.
Communication skills are complex, high-level skills by their structure; they include the simplest (elementary) skills. In terms of their content, communicative skills combine information and communication, regulation and communication and affective and communication skills groups.
The experience of using game techniques in domestic and foreign schools proves that it is advisable to form communication skills in the process of extracurricular activities, and in particular, role-playing games as the most accurate and accessible model of communication for younger students. The basis of such a game is the process of role-based communication of students in accordance with the roles distributed between them and the presence of a communicative game situation that unites game material.
The group of information and communication skills consists of the following skills:
enter into the communication process (express a request, greeting, congratulation, invitation, polite address);
navigate partners and communication situations (start talking with a familiar and unfamiliar person; follow the rules of the culture of communication in relations with friends, teacher, adults; understand the situation in which partners, intentions, motives of communication are placed);
correlate the means of verbal and non-verbal communication (use words and courtesy signs; emotionally and meaningfully express your thoughts using gestures, facial expressions, symbols; use pictures, tables, diagrams, group the material contained in them.
The group of regulatory and communicative skills consists of skills:
Coordinate your actions, opinions, attitudes with the needs of fellow communication (implementation of self - and mutual control of educational and work activities, justification of jointly performed tasks and operations in a certain logical sequence, determining the order and rational ways of performing joint educational tasks);
Trust, help and support those with whom you communicate (help those who need help, give in, be honest, do not shy away from answers, communicate your intentions, give advice and trust the advice of others, trust both the information you receive and your friend for communication, adults, teacher);
Apply individual skills in solving joint problems (use speech, mathematical symbols, music, movement, graphic information to perform tasks with a common goal, to record and formalize the results of their observations, purposeful use of fiction, popular science, reference literature, a dictionary in a textbook) ;
Evaluate the results of joint communication (critically evaluate oneself and others, take into account the personal contribution of each to communication, make the right decisions, express agreement (disagreement), approval (disapproval), assess the compliance of verbal behavior with non-verbal).
The group of affective and communication skills is based on the ability to share your feelings, interests, mood with communication partners; show sensitivity, responsiveness, empathy, caring for communication partners; evaluate each other's emotional behavior.
The development of communication skills in the course of role-based communication of students is carried out by the teacher in stages and consists in the following:
Revealing to students the meaning of communication skills;
Familiarization of students with the content and structure of skills in the distribution of roles;
Inclusion of students in the implementation of joint game assignments for mastering communication skills;
Improving the communication skills mastered by schoolchildren in their creative activity.
Here is an example of the step-by-step development of such a complex communication skill as the ability to listen carefully to the interlocutor. The following checklist may be offered to help the teacher.
1. Explain to junior schoolchildren the need to master the ability to listen carefully to the interlocutor, to politely answer questions.
2. Clearly and clearly formulate the rules to be followed. For example: "The best interlocutor is not the one who knows how to speak well, but the one who knows how to listen carefully"; "People will only listen to you after you have listened to them."
3. Show by examples how actions are performed to master this skill. For instance:
1) during a conversation with an interlocutor, do not think about something of your own, otherwise you will miss something important from the story;
2) try to grasp the essence of the conversation, and not hear only what you want;
3) do not try to seem smarter than your communication partner, listen to everything he wants to say;
4) show the greatest attention when talking with people close to you, since emancipation in communication with loved ones entails inattention towards them;
5) learn not only to listen, but also to hear.
Do not try to develop several skills or personality traits at once. Determine what qualities are organically combined with each other - for example, the ability to listen carefully to the interlocutor and politely respond to questions; correlate your actions, opinions, habits with the interests of communication partners; express consent (disagreement), approval (disapproval).