Auxiliary forms of organizing educational work are a variety of activities that complement and develop the classroom activities of students. These, as already noted, include: clubs, workshops, seminars, conferences, consultations, extracurricular activities, educational excursions, homework for students and other forms. It should be noted that there is a well-known convention in defining these forms as auxiliary. Some of them have become non-standard lessons and are beginning to claim the status of the main form. With the current diversity of educational institutions and the pluralism of forms of organizing the educational process in them, individual forms, such as seminars, homework, extracurricular activities, excursions, can temporarily become the main forms of organizing educational work.
Workshop involves performing a cycle of work in laboratories, workshops, etc. In contrast to laboratory-practical work, it is characterized by greater independence and a creative attitude to completing tasks on the part of students, and is of a research nature.
Seminar(from Lat. seminarium - nursery, in this case - seedbed of knowledge). It is carried out after studying the main sections (topics) of the program. The main structural elements are:
· introductory speech by the teacher;
· messages (reports) of students;
· work of opponents;
· summarizing.
Conference (from lat. conferentia - to gather in one place). Dedicated to a discussion of the most important and generalizing issues that arise from the study of several related topics. The main purpose is to summarize the material, deepen students’ knowledge on the most important issues and problems, concretize and comprehend in more detail the main conclusions and key provisions.
Students' independent work at home. Complements student activities in the lesson. Characterized by great independence and lack of direct guidance from a teacher.
The main and stable types of extracurricular activities include home independent work students, considered as an integral part of the learning process. Its main goal is to expand and deepen the knowledge and skills acquired in the lessons, prevent their forgetting, and develop the individual inclinations, talents and abilities of students. Home independent work is built taking into account the requirements of the curriculum, as well as the interests and needs of schoolchildren, and their level of development. Extracurricular educational activities are based on the initiative, consciousness, activity and initiative of students. Properly organized extracurricular activities in the development of a student are no less important than active work in the classroom.
Home independent work of students performs certain didactic functions, the most important of which are the following:
Consolidation of knowledge and skills acquired in lessons;
Expanding and deepening educational material worked out in class;
Formation of skills and abilities to independently perform exercises; .
Development of independent thinking by completing individual tasks in a volume that goes beyond the scope of the program material, but corresponds to the student’s capabilities;
Carrying out individual observations and experiments; collecting and preparing teaching aids such as herbariums, natural specimens, postcards, illustrations, newspaper and magazine clippings, statistics, etc., to teach new topics in the classroom.
The last decade of developed teaching practice has been marked by a revision of the role and functions of students’ independent homework. There were calls to work without homework, which were perceived by many as a progressive step towards restructuring academic work and didactic relationships. However, there is no serious evidence that homework is useless. On the contrary, there are centuries-old practices and pedagogical laws that prove that if knowledge acquired in class is not repeated at home, then it is forgotten. Refusal to do independent homework can lead to a decrease in the quality of education. The teacher must not refuse, but skillfully manage this work and optimize it. It is necessary to comply with the standards for maximum workloads for schoolchildren, carefully diagnose, predict and plan the homework load of schoolchildren.
A common drawback of mass practice is that in lessons teachers do little to orient students to conscientiously completing homework, do not pay due attention to checking them in class/encouraging the best students. There is often not enough time to explain homework; they are reported hastily. Teachers rarely guide students in the difficulties they may encounter when doing homework and do not show the way their overcoming. As a result, home independent work often turns out to be unmanageable and ineffective. It is necessary to rely more on the capabilities of students, to make wider use of differentiated and individual approaches to determining the volume and nature of homework. Recently, computers have begun to be used to calculate and optimize schoolchildren’s home loads.
Subject circles. They contribute to the development of a positive attitude towards learning, strengthening the connection between learning and life, the development of interdisciplinary connections, and deepening knowledge in a particular subject.
Subject circles, offered by the school are very diverse both in focus and in content, methods of work, teaching time, etc. Practice confirms that they play a very favorable role in the development of students’ interests and inclinations. Contribute to the development of a positive attitude towards learning: active club members usually study better and take assignments more seriously. Clubs help strengthen the connection between learning and life, the development of interdisciplinary connections, in particular the connection between general education and special disciplines. The work of students in subject clubs activates the learning process and helps improve the quality of learning.
Educational excursion. It is carried out with the aim of arousing students’ interest in the subject being studied or the specialty as a whole (at the beginning of training);
check, consolidate, summarize the acquired knowledge (in the process of studying the topic or in conclusion). Approximate structure of the excursion:
· introductory conversation by the teacher;
· purpose and objectives of the excursion;
· particularly important objects (items);
· the procedure for collecting the necessary material; *
· safety requirements;
· procedure for reporting results;
· independent observations of students;
· summarizing the results of the excursion.
Traditionally, auxiliary forms of educational work include excursions, although today we also find them in the list of non-standard lessons. An excursion is an ancient form of educational work, so the requirements for excursions are well developed. To successfully conduct an excursion, the teacher must prepare thoroughly: first become familiar with the object and route, develop a detailed plan, and organize students to complete upcoming tasks. The excursion plan indicates the topic and purpose, the object, the procedure for introducing it (methodology), the organization of students’ cognitive activity, the means and equipment necessary to complete tasks, and summing up the excursion.
The method of conducting an excursion depends on the topic, didactic purpose, age of the students, their development, as well as on the object of the excursion. Each excursion includes such methods of introducing students to the object as explanation, conversation, visual demonstration, independent work according to the plan - observation, drawing up appropriate diagrams, sketches, collecting visual and illustrative material, etc. The excursion can be frontal, group or microgroup(brigade). The choice of its organizational form is determined by the purpose, characteristics of the object, the possibilities of effectively managing the cognitive activity of students, as well as considerations of safety and health of students. Educational excursions are planned both in individual subjects and complex, including the topics of several related disciplines. The final stage of the excursion is important - summing up and processing the collected material. Students analyze and systematize the collected material, prepare reports, abstracts, compile collections, prepare tables, and organize exhibitions. A final conversation is held on the topic of the excursion: the teacher sums up the results, evaluates the knowledge acquired by students during the excursion, draws general conclusions, and recommends reading additional literature that will allow students to become more familiar with the issue. Materials from excursions (especially long-distance or production excursions) are discussed at school-wide conferences, to which representatives of production or those objects where the excursion was made are invited. The curriculum provides for the organization of all kinds electives and elective courses. They are developed taking into account the wishes and interests of schoolchildren and their parents. Practice confirms the advisability of optional study of such courses as electrical and radio engineering, electronics, polymer chemistry, astrophysics, psychology, ethics, ancient history, folk studies, certain areas of botany, a second foreign language, typing, ethnography, shorthand, librarianship, accounting, painting, music, rhythmic gymnastics, etc. When determining the list of electives and elective subjects, they proceed not only from the personal wishes of students, but from the social needs and capabilities of the school. The specific conditions and tasks of preparing students for practical activities are taken into account in accordance with local conditions. Optional classes and elective classes should be conducted in close connection with lessons in compulsory and general education subjects.
Need in consultation - educational conversation , in which questions are asked predominantly by students, arises most often in connection with their independent work on certain educational material or task. Properly organized consultation helps students overcome difficulties in mastering educational material. During the consultation process, the teacher directs the students’ activities so that they independently come to a correct understanding of a particular issue, understand a task that is difficult for them, and learn to reveal the essence of the knowledge being studied. Consultation allows the teacher to identify gaps in students’ knowledge and draw their attention to issues that require serious study. A properly organized consultation develops self-control in students, a critical attitude towards their knowledge, and helps to correctly determine the level of training. When consulting, the teacher should not immediately give ready-made answers to students’ questions. It is advisable to first use test questions to find out what the student does not understand, what he really finds difficult, and only then help him. Consultation, especially thematic one, should begin with a current test survey or discussion of a “howl or other key problem of the course. This helps students themselves discover gaps in their knowledge and eliminate them.
LESSON-SEMINAR. In the lesson system, the seminar allows you to include the entire class team in active independent study of the material, primarily from the textbook. The work is carried out under the direct supervision of the teacher on the basis of programs carefully developed by him, which are differentiated in content. A lesson-seminar in the school general education system is also unusual in its organization. It is usually carried out like this: first, the teacher projects tasks on the screen through an overhead projector or, by developing a series of task cards, puts them on display for the class to see. Students become familiar with the content of the assignments and voluntarily choose those that appeal to them; then they sit down in small groups and begin to work with the textbook and lecture notes in notebooks, other educational literature, consult with each other, discuss questions of assignments that interest them, and from time to time consult with the teacher, who approaches individual groups, helps them and encourages them. This allows students, together with the teacher, to carry out a deep analysis of the material being studied, draw appropriate conclusions, find solution methods, and gain experience in independent learning. At the end of the lesson, within 12-15 minutes, students independently, each individually, complete the task they have chosen in writing. So, Lessons-seminars are held to develop the content of educational material, the initial acquaintance with which occurred at a lecture or lectures. What is the main source of knowledge in such lessons-seminars? In a word - TEXTBOOK! Textbooks and educational literature, scientific, reference literature, as well as lecture notes, which are compiled by students during the teacher’s explanation, are sources of knowledge on the topic as a whole. Systematic, systematic work of students with sources of knowledge accustoms schoolchildren to independently obtaining the necessary information, putting their thoughts and judgments in writing, debating, defending their judgments, and developing the need for knowledge and self-education. The teacher’s duty in these conditions is to compose tasks in such a way, the answers to which are not contained in a ready-made form in the textbook. And at the same time, it is in the textbook and in the additional literature that the teacher supplies students with in class that must fully contain the material, the comprehension of which allows the student to complete assignments. But this implementation requires not just reading the textbook, but studying it, freely orienting the student in the text of the textbook and educational literature, summarizing the information contained in them, comparing and highlighting the essential features of observed and studied phenomena and processes. Naturally, in practice there may be other types of lessons-seminars: seminar-discussion of the results of an independently studied topic; conference lessons, seminar-debate on history, literature, etc. Another feature of any seminar class at school is that they do not include student surveys as an independent part of the lesson. Control in such lessons merges with learning and permeates through every lesson-seminar. And this control is carried out through the teacher’s systematic observations of the progress of the students’ work, constant adjustment of their activities. At the end of each lesson, students independently, without referring to the textbook, complete assignments in writing according to the chosen program. The work is checked by the teacher. The teacher interviews some of the students orally. In both cases, students are given grades.
Laboratory practical lesson. Like seminar lessons, laboratory practical lessons are very diverse: a lesson in solving problems, a lesson in performing various exercises, workshops, dramatization lessons, a lesson in acting out small scenes, etc. A common feature for all these lessons is the combination of students’ knowledge with their practical , educational, cognitive and socially useful activities, teaching schoolchildren to apply knowledge in life.
As is known, in modern school practice, teachers see the solution to this problem in convincing students of the need to master knowledge of the fundamentals of science in order to then, after graduating from school, continue special and vocational education or immediately after graduating from school to use them in everyday work in national economy. But this goal is very distant and does not always seem attractive to students. Therefore, it is necessary to find ways that allow the student, in the course of studying this or that educational material, to apply the acquired knowledge to solve practical problems in his student life, socially useful, scientific and practical activities. And many experienced, progressive teachers have found this path. After students have studied a number of academic topics, they give their students thematic assignments that they complete outside of class, replacing traditional homework on the subject.
The essence of these tasks is to solve a practical problem using the acquired theoretical knowledge. For example, the task is given to develop recommendations for the effective use of chemical fertilizers in order to increase the yield of a particular agricultural crop on a specific plot of land on a local farm. A similar task can be offered to students on ecology, on the preparation of business papers, transactions, etc.
Additional classes are carried out with individual students or a group in order to fill gaps in knowledge, develop skills and abilities, and satisfy increased interest in the academic subject.
To satisfy cognitive interest and a deeper study of certain subjects, classes are held with individual students in which problems of increased difficulty are solved, scientific problems that go beyond the scope of compulsory programs are discussed, and recommendations are given for independent mastery of problems of interest.
Consultations are closely related to additional classes. Unlike the former, they are usually episodic, since they are organized as needed. Consultations at school are usually group, which does not exclude, of course, individual consultations. It is often practiced to set aside a special day for consultations, although often this is not particularly necessary, since teachers and students are in constant communication and have the opportunity to agree on the time for consultations as needed.
Necessity homework students is determined not so much by the solution of purely didactic tasks (consolidating knowledge, improving skills and abilities, etc.), but by the tasks of developing independent work skills and preparing schoolchildren for self-education. Therefore, statements that there is no need for homework, since the main thing must be learned in class, are unfounded. Homework has not only educational, but also great educational value, forming a sense of responsibility for the assigned task, developing accuracy, perseverance and other socially valuable qualities.
Based on didactic purposes, three types of homework can be distinguished:
- preparing for the perception of new material, the study of a new topic;
- aimed at consolidating knowledge, developing skills and abilities;
- requiring the application of acquired knowledge in practice.
A special type are tasks of a creative nature (writing summaries, essays, making drawings, making crafts, visual aids, etc.).
There may be individual homework and assignments for separate groups of students.
In school practice, the following types of instruction have developed when assigning homework: a proposal to complete in the same way as similar work was done in the classroom; an explanation of how to complete a task using two or three examples; analysis of the most difficult elements of homework.
Self-study is often led by a teacher. On the one hand, this is good, but on the other, self-preparation often turns into a lesson, as attention is paid to closing gaps and correcting shortcomings. Currently, full-time educators are increasingly being used to guide self-training. They recommend an appropriate order for completing the task; suggest working methods; organize mutual control and mutual assistance.
In high schools and especially in evening and shift schools it is used lecture, adapted to the conditions of the school. School lectures are successfully used in the study of both humanities and natural sciences. As a rule, these are introductory and general lectures, less often they represent a modification of the lesson on communicating new knowledge.
In a school setting, a lecture is in many ways similar to a story, but much longer in time. It can take up the entire lesson time. Typically, a lecture is used when students need to provide additional material or summarize it (for example, history, geography, chemistry, physics), so it requires recording.
At the beginning of the lecture, the teacher announces the topic and writes down the outline. At the stage of listening and recording a lecture, students initially need to be told what to write down, but not turn the lecture into a dictation. In the future, they must independently identify what is being written based on intonation and tempo of presentation. Students must be taught how to record lectures, namely: show note-taking techniques, use commonly used abbreviations and notations, learn how to supplement lecture material, and apply the necessary diagrams, drawings, and tables.
A school lecture should be preceded by preparing students for perception. This could be repeating the necessary sections of the program, performing observations and exercises, etc.
Seminar classes are carried out in high school when studying humanitarian subjects. In this case, two types of seminars are used: in the form of reports and messages; in question and answer form. The essence of the seminars is a collective discussion of proposed questions, messages, abstracts, reports prepared by students under the guidance of a teacher.
A special form of the seminar is seminar-debate. Its difference from extracurricular debates is that a constant composition of the class is maintained, the debate is always led by the teacher, and the traditions of students’ collective work in the classroom are preserved. The seminar-debate also has a special goal - the formation of value judgments, the approval of ideological positions.
Workshops, or practical classes, are used in the study of natural science disciplines, as well as in the process of labor and professional training. They are carried out in laboratories and workshops, in classrooms and at training and experimental sites, in student production plants and student production teams. Usually the work is done in pairs or individually according to instructions or an algorithm proposed by the teacher. This may include on-site measurements, assembling diagrams, familiarization with instruments and mechanisms, conducting experiments and observations, etc.
Workshops largely contribute to solving the problems of polytechnic education and labor training of schoolchildren.
Auxiliary forms of training organization. These include those that are aimed at meeting the multifaceted interests and needs of children in accordance with their inclinations. These are primarily electives and various forms of circle and club work.
An effective form of differentiated training and education is electives. Their main task is to deepen and expand knowledge, develop the abilities and interests of students, and conduct systematic career guidance work. The distribution of students among electives is voluntary, but the composition remains stable throughout the year (or two years).
The elective operates according to a specific program that does not duplicate the curriculum. An effective combination in elective classes is the combination of lectures by the teacher with various types of independent work by students (practical, abstract work, conducting small studies, reviews of new books, discussions in groups, completing individual assignments, discussing student reports, etc.).
Testing and assessing knowledge in elective classes is more educational than controlling. A mark is given only if it is the result of a lot of work done by the students, and is most often given in the form of a pass.
Classes in hobby groups and clubs, as well as elective classes, require a specific program of activities. However, this program is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and other factors. Circle and club work is based on the principles of voluntariness, development of children’s initiative and initiative, romance and play, taking into account age and individual characteristics.
Along with permanent forms of organizing extracurricular activities, such episodic events as olympiads, quizzes, competitions, shows, competitions, exhibitions, expeditions, etc. are also of great importance in the structure of the holistic pedagogical process.
Related information.
Auxiliary forms of organizing educational work are a variety of activities that complement and develop students’ classroom activities. These, as already noted, include: clubs, workshops, seminars, conferences, consultations, extracurricular activities, educational excursions, homework for students and others.
It should be noted that there is a well-known convention in defining these forms as auxiliary. Some of them have become non-standard lessons and are beginning to claim the status of the main form. With the current diversity of educational institutions and the pluralism of forms of organizing the educational process in them, individual forms, such as seminars, homework, extracurricular activities, excursions, can temporarily become the main forms of organizing educational work.
Among the main and stable types of extracurricular activities is home independent work of students, considered as an integral part of the learning process. Its main goal is to expand and deepen the knowledge and skills acquired in the lessons, prevent their forgetting, and develop the individual inclinations, talents and abilities of students. Home independent work is built taking into account the requirements of the curriculum, as well as the interests and needs of schoolchildren, and their level of development. Extracurricular educational activities are based on the initiative, consciousness, activity and initiative of students. Properly organized extracurricular activities in the development of a student are no less important than active work in the classroom.
Home independent work of students performs certain didactic functions, the most important of which are the following:
Consolidation of knowledge and skills acquired in lessons;
Expanding and deepening educational material worked out in class;
Formation of skills and abilities to independently perform exercises;
Development of independent thinking by completing individual tasks in a volume that goes beyond the scope of the program material, but corresponds to the student’s capabilities;
Carrying out individual observations and experiments; collecting and preparing teaching aids such as herbariums, natural specimens, postcards, illustrations, newspaper and magazine clippings, statistics, etc., to teach new topics in the classroom.
The last decade of development of teaching practice has been marked by a revision of the role and functions of students’ independent homework. Calls to work have spread
without homework, which was perceived by many as a progressive step towards restructuring academic work and didactic relationships. However, there is no serious evidence that homework is useless. On the contrary, there are centuries-old practices and pedagogical laws that prove that if knowledge acquired in class is not repeated at home, then it is forgotten.
Refusal to do independent homework can lead to a decrease in the quality of education. The teacher must not refuse, but skillfully manage this work and optimize it. It is necessary to comply with the standards for maximum workloads for schoolchildren, carefully diagnose, predict and plan the homework load of schoolchildren.
Maximum load standards Forms Number of hours by class I II III IV V VI VII VIII IX X XI Training 3-4 4 4-5 5-6 5-6 5-6 5-6 5-6 5-6 5-6 6 in school
Home
work 1 1.5 1.5-2 1.5-2 2 2 2.5-3 3-4 3-4 3-4 4 A common drawback of mass practice is that in the lessons teachers do little to guide students to conscientiously complete homework assignments, do not pay due attention to checking them in class and encouraging the best students. There is often not enough time to explain homework; they are reported hastily. Teachers rarely guide students in the difficulties they may encounter when doing homework and do not indicate ways to overcome them. As a result, home independent work often turns out to be unmanageable and ineffective. It is necessary to rely more on the capabilities of students, to make wider use of differentiated and individual approaches to determining the volume and nature of homework. Recently, computers have begun to be used to calculate and optimize the homework load of schoolchildren.
The subject clubs offered by the school are very diverse both in focus and in content, methods of teaching time, etc. Practice
confirms that they play a very beneficial role in developing the interests and aptitudes of students. Contribute to the development of a positive attitude towards learning: active club members usually study better and take assignments more seriously. Clubs help strengthen the connection between learning and life, the development of interdisciplinary connections, in particular the connection between general education and special disciplines. The work of students in subject clubs activates the learning process and helps improve the quality of learning.
Traditionally, excursions are among the auxiliary forms of educational work, although today we also find them in the list of non-standard lessons. An excursion is an ancient form of educational work, so the requirements for excursions are well developed. The general scheme of preparation and conduct of the excursion is presented in Fig. 37.
To successfully conduct an excursion, the teacher must prepare thoroughly: first become familiar with the object and route, develop a detailed plan, and organize students to complete upcoming tasks. The excursion plan indicates the topic and purpose, the object, the procedure for introducing it (methodology), the organization of students’ cognitive activity, the means and equipment necessary to complete tasks, and summing up the excursion. The method of conducting an excursion depends on the topic, didactic purpose, age of the students, their development, as well as on the object of the excursion. Each excursion includes such methods of introducing students to an object as explanation, conversation, visual demonstration, independent work according to a plan - observation, drawing up appropriate sketches, collecting visual and illustrative material, etc.
The excursion can be frontal, group or micro-group (team). The choice of its organizational form is determined by the purpose, characteristics of the object, the possibilities of effectively managing the cognitive activity of students, as well as considerations of safety and health of students. Educational excursions are planned both in individual subjects and complex, including topics from several related disciplines.
The final stage of the excursion is important - summing up and processing the collected material. Students analyze and systematize the collected material, prepare reports, abstracts, compile collections, prepare tables, and organize exhibitions. A final conversation is held on the topic of the excursion: the teacher sums up the results, evaluates the knowledge acquired by students during the excursion, draws general conclusions, and recommends reading additional literature that will allow students to become more familiar with the issue. Materials from excursions (especially long-distance or production excursions) are discussed at school-wide conferences, to which representatives of production or technical
objects where the excursion was made.
The curriculum provides for the organization of all kinds of electives and courses. They are developed taking into account the wishes and interests of schoolchildren and their parents. Practice confirms the advisability of optional study of such courses as electrical and radio engineering, electrical
tronics, polymer chemistry, astrophysics, psychology, ethics, ancient history, folk studies, certain areas of botany, a second foreign language, typing, ethnography, shorthand, librarianship, bookkeeping, painting, music, rhythmic gymnastics, etc. When determining the list of electives and elective subjects are based not only on the personal wishes of students, but on the social needs and capabilities of the school. The specific conditions and tasks of preparing students for practical activities are taken into account in accordance with local conditions. Optional and elective classes should be conducted in close connection with lessons in compulsory and general education subjects.
The need for consultation - an educational conversation in which questions are asked primarily by students, most often arises in connection with their independent work on certain educational material or assignments. Properly organized consultation helps students overcome difficulties in mastering educational material. During the consultation process, the teacher directs the students’ activities so that they independently come to a correct understanding of a particular issue, understand a task that is difficult for them, and learn to reveal the essence of the knowledge being studied. Consultation allows the teacher to identify gaps in students’ knowledge and draw their attention to issues that require serious study. A properly organized consultation develops self-control in students, a critical attitude towards their knowledge, and helps to correctly establish the level. When consulting, a teacher should not immediately give ready-made answers to students’ questions. It is advisable to first use test questions to find out what the student does not understand, what he really finds difficult, and only then help him. Consultation, especially thematic one, should be combined with an ongoing test survey or discussion of a particular key problem of the course. This helps students discover gaps in their knowledge themselves and fill them.
VIII. What are the reasons for the use of auxiliary forms of training? Choose the correct answer.
1. Lessons push teachers towards cliches and dogmatism in their work, and extracurricular forms give freedom of action.
2. Classes bore students, but extracurricular activities make learning enjoyable.
3. Lessons generate formalism in the knowledge of schoolchildren, and auxiliary forms help in the formation of effective knowledge.
4. During lessons, all students are subject to a single plan and pace of work, and extracurricular activities allow everyone to act independently.
5. There is no correct answer.
CORRECT ANSWERS I Questions 1 II III IV V VI VII VIII Answers 5 3 1 3 3 1-6
II -3 III-4 5 Control test
1. What is the essence of explanatory and illustrative teaching?
2. What features characterize problem-based learning?
3. How is programmed and computer-based training carried out?
4. What are organizational forms of training?
5. What are the main forms of educational organization that have developed in the history of school development?
6. What features characterize the class-lesson form of teaching organization?
7. What are the general requirements for a modern lesson?
8. What is the essence of the didactic requirements for the lesson?
9. What educational and developmental requirements are implemented in the classroom?
10. What is the reason for dividing lessons into types? By what criteria are lessons classified?
11. Name the main types of lessons and their structures.
12. What advantages and disadvantages does a combined lesson have?
13. Create a structure for a lesson to learn new knowledge.
14. Create a structure for a lesson on monitoring and correcting knowledge and skills.
15. What is the essence of the algorithmic methodology for preparing a lesson?
16. What stages are distinguished in preparing a lesson?
17. Name the auxiliary forms of organizing training.
18. What are the requirements for study tours?
19. What features characterize club work and extracurricular activities?
20. What are the requirements for students’ independent homework?
Literature for self-education
Williams R., McLeanK. Computers at school. - M., 1988.
Ilyin E. The birth of a lesson. - M., 1986.
Kirillova GD. Theory and practice of the lesson in the conditions of developmental education. - M., 1980.
Kupisevich Ch. Fundamentals of general didactics. - M., 1986.
Margulis ED. Collective activities of students. - Kyiv, 1990.
Makhmutov M.I. Modern lesson. - M., 1981.
Teacher's thinking: personal mechanisms and conceptual apparatus / Ed. Yu.N. Kulyutkina, G.S. Sukhobskaya. - M., 1990.
Onishchuk V.A. Lesson in a modern school. - M., 1981.
Organizational forms of training / Ed. Yu.I. Painted. - Kyiv, 1991.
Podlasy I.P. How to prepare an effective lesson. - Kyiv, 1989.
Palamarchuk V.F. School teaches you to think. - 2nd ed. - M., 1987.
Potashnik M.M. How to develop pedagogical creativity. - M., 1987.
Hunter B. My students work on computers. - M., 1989.
2. AUXILIARY FORMS OF TRAINING ORGANIZATION
2.1 Auxiliary forms of organizing the pedagogical process
An effective form of differentiated training and education are electives. Their main task is to deepen and expand knowledge, develop the abilities and interests of students, and conduct systematic career guidance work. The distribution of students among electives is voluntary, but the composition remains stable throughout the year (or two years). The elective operates according to a specific program that does not duplicate the curriculum. An effective combination in elective classes is the combination of lectures by the teacher with various types of independent work by students (practical, abstract work, conducting small studies, reviews of new books, discussions in groups, completing individual assignments, discussing student reports, etc.).
Testing and assessing knowledge in elective classes is more educational than controlling. A mark is given only if it is the result of a lot of work done by the students, and is most often given in the form of a pass.
Classes in hobby groups and clubs, as well as extracurricular activities, require a specific program of activities. However, it is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and other factors. Circle and club work is based on the principles of voluntariness, development of children’s initiative and initiative, romance and play, taking into account age and individual characteristics. Along with permanent forms of organizing extracurricular activities, episodic events, such as olympiads, quizzes, competitions, shows, competitions, exhibitions, expeditions, etc., are also of great importance in the structure of the holistic pedagogical process. In subsequent sections of the work, this variety will be considered an auxiliary form of organizing training as a tourist club.
2.2 Goals and objectives of travel clubs
Tourist clubs can be classified as traditional methods of education, training and health improvement of children, adolescents and young people in the pedagogical practice of our country. School tourism has a complex, integrative impact on the individual and the team. This is expressed in increasing the child’s spiritual and physical potential, level of knowledge and skills, satisfying children’s needs for self-expression, creativity, communication with people and nature, etc. Tourism and local history activities are universal in content and available in forms of organization in almost every institution engaged in leisure activities for children, adolescents and youth.
The main goals and objectives of travel clubs
provide knowledge, skills and abilities on the basics of tourism and local history activities (skills in selecting personal and group equipment, organizing halts and overnight stays, packing a backpack, techniques for overcoming natural obstacles, terrain orientation, etc.);
Form ideas about the rules of behavior in nature, during hikes, walks, excursions;
To instill interest in tourism and local history as an active, educational, recreational and leisure activity;
Contribute to the development of the team in the group, create an atmosphere of goodwill, psychological comfort, and satisfy children’s needs for communication;
Develop the initiative and individual abilities of pupils.
In addition to all of the above, tourist clubs realize pedagogical opportunities that are unique to tourism, which will be discussed in the next section of this work.
2.4 Pedagogical opportunities of tourism
It is well known that tourism carries enormous socio-cultural potential and is, first of all, an important element not only of the physical, but also of the environmental, moral, aesthetic and other spheres of culture.
The cultural value of tourism depends on its type (international, domestic; planned amateur; educational, recreational, sports; trip, hike, competition, rally, etc.), and the aesthetic significance of a certain type of tourism depends primarily on the to what extent certain aesthetic values are represented in it.
The cultural, humanistic value of tourism is significantly influenced by the characteristics of the consciousness (interests, attitudes, value orientations, etc.) of those people who are involved in tourism, strive to use it for certain purposes, and organize these activities and tourism competitions.
Amateur sports tourism is a unique kind of sport, in which a person develops harmoniously both physically and spiritually. In addition, each tourist participates in gatherings at the district, city or region level, during which competitions in tourism techniques and various competitions related to art are held. Sports and art are closely intertwined in amateur sports tourism.
Research conducted by candidate of pedagogical sciences S.S. Novikova, showed that the interests and value orientations of tourists are directly dependent on both the presence of tourist experience and age. If children, when figuring out the cultural values of tourism, put physical culture and physical improvement of a person in first place, and broadening their horizons in third place, then for adults who have a certain tourist experience, cognitive values become the main ones.
All tourists noted the connection between tourism and culture in all its multifaceted manifestations, as well as the positive impact of tourism not only on the physical, but also on the cultural, spiritual, emotional and moral development of a person. Those involved in amateur tourism, as a rule, are associated with one type of art or even several: someone writes poetry, someone sings songs, someone draws or collects various collections, someone takes photographs or makes films - and all this either during the hike, or after its completion, under the impression of what he saw, experienced and experienced most often. All these activities are an integral part of any sports trip.
The pedagogical factors of tourism are varied. This is due to the presence of a large number of forms and types of tourism. Since the work examines amateur tourism, we will dwell on what pedagogical factors are manifested in the work of tourist clubs and tourist training schools at various levels, including during tourist events such as hikes, rallies, competitions, etc.
The main pedagogical factors of tourist work are the following:
Emotional impact;
Tourist communication;
Amateur activity;
Recreational.
The spoken word, print, and visual aids are the main “carriers” of emotional impact. None of these tools is universal: in tourism work they are used in combination with each other. It should be noted that in the work of tourism clubs and schools, methodological developments that have been well proven in practice are used.
Tourist communication has the goal of joint development of tourism values by participants and exchange of them. In tourism activities, this is manifested in selective and voluntary contacts, namely in regular activities of club commissions and schools and in unregulated group activities. The most important aspect of tourist work is social creativity, which is inherent to one degree or another in almost all tourist activities and is especially actively developing in tourist troupes. Their daily life itself produces and develops selflessness, collectivism, the desire and ability to cooperate and help comrades.
Tourism, and especially amateur tourism with its rich content of various activities (self-service, overcoming various obstacles and life difficulties, testing knowledge, skills, abilities, etc.), is an excellent means of self-education, which is based on the need for a person to “include” volitional efforts. The latter are associated with muscle tension, attention, overcoming fatigue, feelings of fear, uncertainty, and adherence to a certain travel regimen.
One of the functions of tourism is to relieve fatigue, give a person physical and psychological relaxation, which contributes to the restoration and further development of his physical and spiritual strength. In this case, broader factors should also be taken into account, namely: change of activities (the most universal factor of rest); ease and unregulated communication; movement; socially useful work during tourist events. What is important here is that tourism work is quite versatile and combines meeting people’s needs for recreation and healthy entertainment with educational and educational tasks.
It should also be noted that there are specific principles, methods and forms of tourism work. For example, if we consider an individual tourist event as a relatively closed link in the educational process, then the main form of managing this process will be in this case the provision on a rally, competition, route plan, which play the role of pedagogical programs that provide solutions to specific educational and other problems.
Now different cooperative forms of work in tourism have begun to emerge, cooperatives for the provision of certain types of services and those producing tourist equipment. Their organizers are mainly former amateur tourists who are well aware of the specifics of different types of tourism, the needs that arise or may arise among the population, and also more rationally, quickly and efficiently implement these needs (whether it be some kind of equipment, a trip to some area, etc.).
From the above it follows that tourism (primarily amateur) is not only an important component in the education system of schoolchildren, but also affects the physical and cultural development of people involved in it, regardless of age and profession. Tourism activities contribute to the comprehensive and harmonious development of a person, which confirms the need for widespread tourism and the use of not only traditional, but also new forms of its organization. The forms of the event can be different: from one-day hikes to the organization of “Sport Touriades” - complex multi-aspect tourist and cultural events. Practice shows that the interest of young people in such forms of tourism organization is significant and in some cases tends to grow.
Tourism is a product of long historical development. It existed long before our era, and its formation and development are closely related to the history of society. The higher the level of development of a society, the more developed types and forms of tourism arise in it, which, in turn, makes it possible to better reveal its cultural value to people. Currently, a whole “industry” of tourism has emerged in the world with a huge variety of forms of realizing human cultural needs: aesthetic, health, educational and many others. But, despite the significant cultural potential of existing forms of tourism organization, the possibilities for significantly increasing it are far from exhausted, which is confirmed by the above data on new tourism reserves.
CONCLUSION
We consider forms of organization of teaching as an external expression of the coordinated activities of the teacher and students, carried out in a certain order and mode. They are socially determined, arise and improve in connection with the development of didactic systems. Organizational forms of education are classified according to various criteria: number of students; place of study; duration of training sessions, etc.
According to the first criterion, mass, collective, group, microgroup and individual forms of training are distinguished.
The most widespread, both in our country and abroad, is the classroom-based teaching system, which arose in the 17th century and has been developing for more than three centuries. Its contours were outlined by the German teacher I. Sturm, and the theoretical foundations were developed and embodied in practical technology by Ya.A. Comenius.
The study of pedagogical experience indicates that the class-lesson form of organizing teaching is the main (main) one. In addition to it, modern schools also use other forms, called differently - auxiliary, extracurricular, extracurricular, home, independent, etc. These include: consultations, club and extracurricular activities, club work, extracurricular reading, homework for students, etc.
Auxiliary forms of organizing the pedagogical process include those that are aimed at satisfying the multifaceted interests and needs of children in accordance with their inclinations. These include electives and various forms of circle and club work.
Among the various types of auxiliary forms of educational organization, tourist clubs are especially prominent - developing both physical and aesthetic qualities in students. Tourist clubs provide students with the opportunity to travel into nature and acquire skills and rules for being in various natural conditions.
Tourism activities contribute to the comprehensive and harmonious development of a person, which confirms the need for widespread tourism and the use of not only traditional, but also new forms of its organization.
LIST OF REFERENCES USED
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9. Novikova S.S. On the organization of tourist work with children based on the SpArt project // Works of scientists of the State Center for Physical Culture and Physical Culture for 75 years. Yearbook. - M.: GTSO-LIFK, 1993, p. 49-51.
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It is impossible to solve all the tasks of training, education and development within the framework of a lesson, therefore it, as the main organizational form of organizing training, is organically supplemented by other forms. Some of them developed in parallel with it within the framework of the class-lesson system (excursions, consultations, homework, educational conferences, additional classes), while others were borrowed from the lecture-seminar system and adapted taking into account the age of students (lectures, seminars, workshops, tests, exams).
Such forms of training organization are called additional and auxiliary. Their use is limited by a number of factors: they are not used in all subjects (for example, laboratory work is used only in science subjects), they are not attended by all students (for example, strong students attend electives, weak students attend additional classes), they are not intended for all age groups (for example, club classes for elementary and middle school students, elective classes for high school students) are secondary in relation to the lesson (the material learned in the lesson is consolidated, expanded, deepened, and repeated).
At the same time, the use of additional and auxiliary forms of educational organization increases students’ interest in the academic subject and forms their cognitive motivation. In addition, additional forms of educational organization make it possible to quickly identify and develop more capable and gifted students; pull up lagging and underperforming students, etc.
Additional forms of training organization.
Among the additional forms of organizing training, additional classes, consultations, homework for students, educational conferences, lectures, seminars, workshops or practical classes, laboratory work, excursions, colloquiums, tests, exams should be highlighted.
Additional classes are carried out with individual students or a group in order to fill gaps in knowledge, develop skills and abilities, and satisfy increased interest in the academic subject.
When lagging behind in studies, first of all, it is necessary to reveal its causes, which will determine specific forms, methods and techniques of working with students. This may be undeveloped skills and abilities in academic work, loss of interest in the academic subject, or general slow development. In additional classes, experienced teachers practice various types of assistance: clarification of individual questions, assigning weak students to strong ones, re-explaining the topic. Moreover, in some cases greater use of visualization is required, and in others - verbal specification.
To satisfy cognitive interest and a deeper study of certain subjects, classes are held with individual students in which problems of increased difficulty are solved, scientific problems that go beyond the scope of compulsory programs are discussed, and recommendations are given for independent mastery of problems of interest.
Closely related to extracurricular activities consultations. Unlike the former, they are usually episodic, since they are organized as needed. There are current, thematic and general (for example, in preparation for exams or tests) consultations. Consultations at school are usually group, which does not exclude, of course, individual consultations. It is often practiced to set aside a special day for consultations, although often this is not particularly necessary, since teachers and students are in constant communication and have the opportunity to agree on the time for consultations as needed.
Necessity homework students is determined not so much by the solution of purely didactic tasks (consolidating knowledge, improving skills and abilities, etc.), but by the tasks of developing independent work skills and preparing schoolchildren for self-education. Therefore, statements that there is no need for homework, since the main thing must be learned in class, are unfounded. Homework has not only educational, but also great educational value, creating a sense of responsibility, developing accuracy, perseverance and other socially valuable qualities.
The home educational work of students is fundamentally different from the classroom, primarily in that it proceeds without the direct guidance of the teacher, although according to his instructions. The student himself determines the time for completing the task, chooses the most appropriate rhythm and pace of work for him. Working independently at home, which differs significantly from the classroom, the student is deprived of the tools that the teacher can use to make the work more fun; There is no team at home, which has a beneficial effect on creating a working mood and stimulates healthy competition.
Based on didactic goals, three types of homework can be distinguished: preparing for the perception of new material, studying a new topic; aimed at consolidating knowledge, developing skills and abilities; requiring the application of acquired knowledge in practice.
A special type of homework is tasks of a creative nature (writing summaries, essays, making drawings, making crafts, visual aids, etc.). There may be individual homework and assignments for separate groups of students.
Homework is given taking into account the student’s ability to complete it within the following limits: grades I - IV - up to 2 hours; V - VII classes - up to 3 hours; VIII-XI - up to 4 hours. In order not to overload students with homework, it is advisable to organize them according to the “minimum-maximum” principle. Minimum tasks are required for everyone. Maximum assignments are optional and are designed for students who are interested in the subject and have a penchant for it.
In school practice, the following types of instruction have developed when assigning homework: a proposal to complete in the same way as similar work was done in the classroom; an explanation of how to complete a task using two or three examples; analysis of the most difficult elements of homework.
Doing homework in boarding schools and extended day schools is carried out in the process of self-preparation. The advantages of self-training are that it takes place during hours that are productive for independent work (usually after rest or a walk); general guidance of self-training is carried out by the teacher (you can ask for help); he can control the progress of homework and take into account the results in subsequent work in class (if self-study is led by the class teacher); it is possible to mobilize the power of the collective to create public opinion, organize mutual control and mutual assistance; The class teacher can immediately check the completion of homework and thereby free up time during the lesson.
However, self-training is not without its drawbacks. Thus, in particular, cheating and hints are possible, giving rise to dependent moods of individual students; those who have completed the task, as a rule, are in the same room as others (they interfere, cause haste); The process of preparing oral tasks becomes more complicated.
Rarely practiced in schools, but quite an effective form of educational organization, aimed at summarizing the material on any section of the program, is educational conference. It requires a lot of (primarily lengthy) preparatory work (conducting observations, summarizing excursion materials, conducting experiments, studying literary sources, etc.).
Conferences can be held in all academic subjects and at the same time go far beyond the curriculum. Students from other (primarily parallel) classes, teachers, representatives of science, art and industry, war veterans, and labor veterans can take part in them.
In high schools and especially in evening and shift schools it is used lecture, adapted to the conditions of the school. School lectures are successfully used in the study of both humanities and natural sciences. As a rule, these are introductory and general lectures, less often they represent a modification of the lesson on communicating new knowledge.
In a school setting, a lecture is in many ways similar to a story, but much longer in time. It can take up the entire lesson time. Typically, a lecture is used when students need to provide additional material or summarize it (for example, history, geography, chemistry, physics), so it requires recording.
At the beginning of the lecture, the teacher announces the topic and writes down the outline. At the stage of listening and recording a lecture, students initially need to be told what to write down, but not turn the lecture into a dictation. In the future, they must independently identify what is being written based on intonation and tempo of presentation. Students must be taught how to record lectures, namely: show note-taking techniques, use commonly used abbreviations and notations, learn how to supplement lecture material, and apply the necessary diagrams, drawings, and tables.
A school lecture should be preceded by preparing students for perception. This could be repeating the necessary sections of the program, performing observations and exercises, etc.
Seminar classes are carried out in high school when studying humanitarian subjects. In this case, two types of seminars are used: in the form of reports and messages; in question and answer form. The essence of the seminars is a collective discussion of proposed questions, messages, abstracts, reports prepared by students under the guidance of a teacher.
The seminar session is preceded by lengthy advance preparation. The lesson plan, basic and additional literature are reported, the work of each student and the class as a whole is outlined. Structurally, the seminars are quite simple. They begin with a brief introduction by the teacher (introduction to the topic), then the announced questions are discussed sequentially. At the end of the lesson, the teacher summarizes and makes a generalization. If messages or reports have been prepared, then the discussion is built on their basis with the active participation of opponents, who also prepare in advance and have previously familiarized themselves with the content of the messages.
A special form of the seminar is seminar-discussion. Its difference from extracurricular debates is that a constant composition of the class is maintained, the debate is always led by the teacher, and the traditions of students’ collective work in the classroom are preserved. The seminar-debate also has a special goal - the formation of value judgments, the affirmation of ideological positions.
Workshops, or practical lessons, are used in the study of natural science disciplines, as well as in the process of labor and professional training. They are carried out in laboratories and workshops, in classrooms and at training and experimental sites, in student production plants and student production teams. Usually the work is done in pairs or individually according to instructions or an algorithm proposed by the teacher. This may include on-site measurements, assembling diagrams, familiarization with instruments and mechanisms, conducting experiments and observations, etc.
Workshops largely contribute to solving the problems of polytechnic education and labor training of schoolchildren.
Laboratory work - This is a practical lesson that is carried out both individually and with a subgroup of students. The goals of such a lesson are to master the system of means and methods of experimental and practical research; developing students' creative and research skills; expanding the possibilities of using theoretical knowledge to solve practical problems.
The main structural elements of the laboratory form of work are the teacher discussing the assignment with the class, answering students’ questions; independent collective execution of a task through reading and practical activities; distribution of private tasks among working group members; teacher consultations during laboratory work; discussion and evaluation of the results obtained by members of the working group; written or oral report from students on completing the task; control interview of the teacher with representatives of the working groups.
As a rule, all laboratory work in a particular academic discipline is combined into a single system and is called a “laboratory workshop”.
Excursions represent a form of educational organization during which students visit natural, economic-industrial, cultural and public objects in order to familiarize themselves with them or obtain information of a practical nature. Excursions can be conducted before studying the topic for a preliminary acquaintance with the object, as well as during the study of the topic (current, accompanying excursion) and after a theoretical study of the topic (final excursion).
Before the excursion, the teacher himself gets acquainted in detail with the route, objects of observation, and, if necessary, negotiates with the guides. When drawing up a plan for an excursion, the teacher provides measures to ensure the safety of students along the route and along the excursion route, and details the content of the work of groups and individual students. The results of the excursion are discussed and used in class work, when students prepare messages and reports. Often they are designed in the form of wall newspapers, albums, etc. Sometimes excursions are conducted not by one teacher (not in one subject), but together with other teachers in two or even several subjects (complex excursions).
Colloquium(from Latin colоlguium - conversation, conversation) is associated with testing the student’s theoretical readiness to conduct practical classes (for example, in physics, chemistry, biology, labor).
It is appropriate to conduct the colloquium as a thematic control in grades IX-XI. Its methodology is as follows: the topic and a minimum of questions are announced to students in advance, literature is indicated, and consultations are organized. As a rule, no one is exempt from the colloquium; all students are tested. If any of the students failed to complete the task, then the teacher has the right not to allow such a student to participate in practical work. Having given him advice on how to eliminate gaps in knowledge of the topic, the teacher again checks whether the student has mastered it, and only after that allows him to begin practical work.
Test as an additional form of organization of training, it is carried out in individual sections of the academic subject in accordance with program requirements (amount of knowledge and practical skills). After conducting an interview or completing practical assignments, the teacher finds out what is the volume of educational material that the student has firmly mastered, what is the quality of knowledge and skills in the subject being tested, and whether they are sufficient to continue studying new sections of the course or other related disciplines on their basis. Test results are not assessed in points. It is only recorded that the tested subject or its major section is passed or failed by the student as mastered. The teacher exempts students who are actively working in class and doing excellent work in the subject from the assessment procedure.
Exams can be graduation And qualified. They are accepted not by one teacher, but by an examination (qualification) commission. Based on the exam results, the student receives an official document about graduation from an educational institution (certificate, certificate, diploma), assignment of a qualification (grade, category). Questions, assignments, and the final exam program usually contain key and basic concepts and main topics in the academic subject for all years of study. The educational material to be submitted for examinations is communicated to students in advance, and consultations are organized for them.
In addition to graduations in secondary schools in some subjects, there are also transfer exams. Unlike graduations, they cover material from only one academic year. According to most teachers, transfer exams encourage students to study continuously. Preparation for them systematizes their knowledge and teaches them responsibility.
The result of such student efforts is a higher quality of his knowledge, skills and abilities. However, parents, the public and some teachers believe that preparation for transfer exams and the procedure for conducting them create increased nervous, mental and emotional stress. At the same time, the results of transfer exams, as a rule, confirm only the level of student mastery of knowledge, abilities and skills that was known to the teacher on the basis of thematic and final control.
Since 2001, the Unified State Exam (USE) has been introduced on an experimental basis, which provides for the combination of state (final) certification of graduates of XI (XII) grades of secondary schools and entrance tests for admission to secondary and higher professional educational institutions. The results of the Unified State Examination are recognized by secondary schools as the results of state (final) certification; and by secondary and higher professional educational institutions - as the results of entrance examinations.
When conducting the Unified State Exam throughout Russia, the same type of tasks and a single rating scale are used, which allows all students to be compared in terms of their level of preparedness.
To conduct the Unified State Examination, a state examination commission of a constituent entity of the Russian Federation (SEC) is created, which includes representatives of executive authorities, education management bodies at various levels, and educational institutions. The composition of the State Educational Commission is approved by the Ministry of Education and Science of the Russian Federation on the proposal of the education management body of the constituent entity of the Russian Federation.
Graduates of the 11th (XP) grades of general education schools who have mastered the general education program of secondary (complete) general education are allowed to take the Unified State Examination, regardless of the form of education. The Unified State Examination is conducted in such general education subjects as mathematics, Russian language, literature, physics, chemistry, biology, geography, Russian history, social studies, and foreign languages.
The form, procedure, terms and duration of the Unified State Examination, the list of general education subjects for which the Unified State Examination is conducted in a constituent entity of the Russian Federation is determined by the Ministry of Education and Science of the Russian Federation in agreement with this subject.
The introduction of the Unified State Exam will make it possible to create new mechanisms of state control over the quality of education and training of graduates of educational institutions and the legal basis for a system of objective independent assessment of the quality of education; to improve the mechanisms of legal regulation of the procedure for admission to educational institutions of secondary and higher vocational education and state (final) certification of graduates of general education institutions; increase the general availability of vocational education, as well as introduce additional state guarantees for the implementation of the constitutional right of citizens to equal access on a competitive basis to secondary and higher vocational education, including citizens living in hard-to-reach and remote areas and from families with low incomes.
Auxiliary forms of training organization.
These include those forms of educational organization that are aimed at satisfying the multifaceted interests and needs of children in accordance with their inclinations. These are primarily electives and various forms of circle and club work.
An effective form of differentiated instruction is electives, which appeared in the late 60s - early 70s of the twentieth century. They are extracurricular classes, attendance at which is carried out on a voluntary basis and which are designed to solve the following problems: satisfy students’ needs in in-depth study of individual academic subjects; develop educational and cognitive interests and promote increased cognitive activity; promote the development of creative abilities and individual characteristics of students.
Optional classes are held for students in grades VII-IX and X-XI who are interested in any subject. To conduct an elective, students (this can be students from several classes of the same parallel) are united in groups of 12-15 people and choose a course of a certain content. Recently, elective classes have been conducted on morality, law, ecology, aesthetics, religion, etc.
The elective operates according to a specific program that does not duplicate the curriculum. In elective classes, lectures by the teacher are combined with various types of independent work by students (practical and laboratory work, conducting small studies, reviews of new books, discussions in groups, completing individual assignments, discussing student reports, etc.).
Testing and assessing knowledge in elective classes is more educational than controlling. A mark is given only if it is the result of a lot of work done by the students, and is most often given in the form of a pass.
Classes in hobby groups and clubs (workshops, laboratories, departments, studios), as well as elective classes, they require a specific program of activities. However, this program is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and other factors. Circle and club work is based on the principles of voluntariness, development of children’s initiative and initiative, romance and play, taking into account age and individual characteristics.
Along with permanent forms of organizing extracurricular activities, such episodic activities as Olympiads, quizzes, competitions, shows, competitions, exhibitions, expeditions and so on.