The integration of general and additional education of children implies a close connection and interaction. The main goal is to create a holistic educational space as a condition for the development of the child's personality.
Levels of integration of additional and other areas of education
1. By subjects - individuals:
- the level of the child's personality - the formation of a holistic personality of the child, an individual educational space in accordance with the order of the child for additional education;
- the level of the teacher - the formation of the educational space of a guided educational association, didactic, methodological, pedagogical, communicative and other aspects of integration;
- the level of the governing body - the formation of the educational space of UDO through the implementation of the option of integrating goals, levels, functions and management technologies.
2. By educational spaces:
- the level of the subject - the formation of intra-subject communications in accordance with the goal of a holistic representation of the subject;
- the level of a comprehensive educational program - the formation of interdisciplinary connections, are drawn up in the form of a comprehensive or integrated program by one or more teachers;
- the level of the institution of additional education - the formation of the educational space of the institution, is formed in the form of a program of the institution.
3. By internal and external control action:
- internal integration - the creation of integration options within the framework of integrated programs, educational associations, structural divisions, the institution as a whole;
- external integration - the creation of options for integration at the level of society, regional (municipal educational system).
Forms of cooperation between UDO and school
Creation within the walls of educational institutions of separate creative associations of children;
conducting lessons in some general education subjects on the basis of UDO;
creation in institutions of additional education for children of conditions for carrying out various educational activities for students;
holding subject Olympiads, festivals, competitions by schools and institutions of additional education for children;
organization of educational and research activities of schoolchildren within the walls of UDO, etc.
Additional education complements the educational space of the school to its integrity.
Interaction spaces":
integrated lessons (lessons-concerts, lessons-performances, etc.), elective courses, pre-profile training;
subject circles, electives, school scientific societies;
concerts, exhibitions, festivals, reviews, competitions and other public events,
etc.
Goal-setting should be based on the study of social contracting
Social customers:
children and their parents;
the state represented by educational authorities (ministry, divisions, departments, education authorities), authorities (government, administration, etc.);
organizations, institutions, enterprises represented by educational institutions (preschool institutions, general education schools, vocational schools, universities, other educational institutions), institutions and enterprises of other fields of activity, public organizations.
Technologies for managing the integration process
Integrated program
Integrated programs can be classified in various ways.
By subjects of activity, 3 types of programs can be distinguished:
joint activities of teachers (adults);
joint activities of children;
joint activities of children and teachers of different associations.
Integrated program
According to the essential features, 4 groups of programs can be distinguished.
By scale of activity:
external cooperation;
internal cooperation.
According to goals and objectives:
single-purpose (target);
multipurpose.
By content:
unidirectional;
complex.
According to the system-forming factor:
educational and subject orientation;
problem-thematic (“cross-cutting”).
“Education does not consist in the amount of knowledge, but in the full understanding
and skillful application of all that you know.
(G. Hegel)
It is known that the concept of integration came to pedagogical science from philosophy, where integration is considered as part of the development process associated with the unification of heterogeneous parts and elements into a whole.
In 1993, at a meeting of UNESCO, a definition of integration was given, according to which, it is considered as such an organic relationship, such an interpenetration of knowledge, which is obliged to lead the student to an understanding of a single scientific picture of the world (1).
In domestic pedagogy, K.D.Ushinsky was one of the first to address the problem of using integration in education. In his opinion, the knowledge that the student must master is an interconnected single system that reflects a broad view of the objectively existing world and its life (2).
Over the past century, Russian teachers have actively used integration at different levels of education as a harmonious combination of various subjects, which allows the child to have a holistic knowledge of the world (3).
Today, the principle of integration continues to be innovative and calls for a radical restructuring of the learning process based not only on synthesis, the unification of educational areas, different types of activities, techniques and methods, but also on the unification of resources (intellectual, personnel, information, financial, material and technical, etc.). ), the experience of different systems of education, culture and sports, as well as the unification of various communities in one educational space. And as a result, obtaining a holistic educational product that ensures the formation of the integrative qualities of the child's personality, which contributes to the harmonious entry of the child into society and the development of his professional competencies.
Modern researchers distinguish many types of integration. For the system of additional education of children, two of its types are most characteristic: "internal integration" and "external integration". The subject of "internal integration", i.e. integration that takes place within the educational organization are additional general developmental programs, cultural and leisure activities, relationships with families and much more.
The subject of "external integration" is intradepartmental, network and interdepartmental interactions of organizations.
Each of the two mentioned types of integration can be carried out both vertically and horizontally. For example, “internal vertical integration” includes the integration by one teacher in his subject of material that is thematically repeated in different years of study at different levels of complexity; “internal horizontal integration” is the combination of similar material in different academic subjects.
Today on the pages of scientific literature there are various components of phrases: “integrated course”, “integrative course”, “integrated program”, “integrative program”, “integrated learning basis”, “integrative learning basis”, etc. These phrases differ only in the first component. The first two words "integrated" and "integrative" are derived from the word "integration" and are used as synonyms.
Any kind of integration in the system of additional education for children is always carried out on the basis of a common program (integrative program) and the concept of cooperation.
The variety of integrative programs is obvious. These programs are different:
By subjects of activity - integrative programs for joint activities of teachers, integrative programs for joint activities of children and teachers, integrative programs for joint activities of children;
In terms of scale of activity - integrative programs of external cooperation and integrative programs of internal cooperation;
According to the goals and objectives - integrative programs are single-purpose, integrative programs are multi-purpose;
According to the system-forming factor - integrative programs of educational and subject orientation, integrative programs of problem-thematic (cross-cutting).
It can be said that an integrative program is understood as a program of joint activities of someone. The main thing in them is the desire to create a single space of activity for children and adults, the search for the intersection of the interests of all participants in the educational process (teachers, children and their parents).
Within one integrative program, the degree of integration and the principle of integration of additional general developmental programs differ. In the process of combining programs, integrity is restored, something missing is realized, the process of interconnection and rapprochement is realized, a single teaching staff and a single educational space are created on the basis of two or more additional general developmental programs, while maintaining their uniqueness and equality, in order to harmonize the pedagogical impact on students.
The package of documents of the integrative program includes:
Title page;
General explanatory note;
Plan of joint activities within the declared integration (calendar and thematic planning);
Description of the mechanism for implementing the integrative program: description of the methods and forms of implementation, technologies used (including information and communication tools and remote resources, interactive tools), etc.;
A set of additional general developmental programs;
A set of plans-scenarios for cultural and leisure activities;
A set of passports for creative and search and research projects;
A set of methods for diagnosing performance;
Description of methodological support;
Applications (methods of fixing results and achievements, etc.).
In the conditions of additional education of children, integration allows each child to open up precisely through joint activities, to find application for his abilities through the creation of a collective and individual creative product. An important aspect is the presentation of the results of this activity, for example, at events where children, parents and teachers of additional education are not observers, but active participants.
The joint activity of the subjects of the educational process is cooperation and co-creation in a group subject. Its component is communication, the experience of joy, creation, the absence of the privilege to indicate, control and evaluate. In the process of joint activity, they feel, accept, trust, discover, plan, independently and jointly reflect (3).
Bibliographic list:
1. Kodzhaspirova G.M. Pedagogical Dictionary [Text] / G.M. Kodzhaspirova - M .: Academy, 2005.
2. Ushinsky K.D. Pedagogical essays in 6 volumes [Text] / K.D. Ushinsky - M.: 1990, v.5.
3. Yataikina A.A. On an integrated approach to teaching. School technologies. [Text] / A.A. Yataikina - M .: Academy, 2011, No. 6, pp. 10-15.
Integration of basic and additional education
Talents cannot be created, but culture must be created,
that is, the soil in which to grow and thrive
talents are possible. Sometimes our work is justified.
Heinrich Neuhaus
Justification of the project. Education is a mechanism for the inclusion of a growing person in an already existing community of people, therefore, the school is primarily responsible for the quality of education of children, designed to support, preserve, and improve the norms of life common to all. The center of all teaching and educational influences is a specific student. All ways, forms of organizing school life should be subordinated to the ultimate goal of the educational process: the student, the comprehensive development of his personality, the ability to improve himself, self-affirmation, self-determination. The main cause of discomfort in the life of the school is children with a low level of intellectual development, who do not have the opportunity to develop in the conditions of the basic education system, therefore, the transformations concern not only the educational work of the student, but the entire educational process is practically changing. The way out of the conditions of insecurity, isolation, alienation is the creation of a system of additional education at school. The activities of circles, electives, clubs, studios, the work of class groups, children's associations, student self-government, work with parents, with the public are subordinated to a single goal - the development of the personality of students.
“Integration” is a concept that means a state of connectedness of individual differentiated parts and functions of a system, an organism into a whole, as well as a process leading to such a state.
Integration is the unification into a whole of any parts, functions of the system, organism, objects, the process of convergence, as well as the state of such unity, connectedness.
School life is also a complex system, a mechanism, the success of which depends on many factors. Integration in education is not a new phenomenon, but it is relevant today.
Objective of the project. Creation of conditions for the organization of the educational process on the basis of the integration of basic and additional education, providing health protection, maximally contributing to the creative development of the student's personality.
For the integration of basic and additional education, the material and technical capabilities of the institution are actively used.
The role of the class teacher in the project: pedagogical assistance and support for the child in individual development, that is, self-development. The system of pedagogical support includes both psychological, social and medical - insofar as they are all integrated by an educational institution.
The main stages of the Project implementation:
The first stage is the definition of theoretical positions based on the analysis of scientific literature and pedagogical practice; preparation of an experimental base in the conditions of integration of basic and additional education.
The second stage is the creation of a pedagogical model that promotes the development of creativity in the context of the integration of basic and additional education.
The third stage is a comparative analysis of the levels of creative development of schoolchildren, the creation of a system of design and research activities of students. Implementation of a research project
The fourth stage - Generalization and registration of the results of the work. Formulation of theoretical conclusions and practical recommendations.
The project is being implemented in five main areas.
Conditions for the implementation of the Project. To solve the tasks, it is proposed to use the following methods:
creative (creative);
problem-search (the teacher poses a problem and finds a solution together with the children, or the children themselves solve the problem, and the teacher draws a conclusion);
heuristic (teacher's presentation + children's creativity);
reproductive (reproducing);
illustrative (the explanation is accompanied by a demonstration of visual material).
Studying, analyzing and taking into account the value orientations of schoolchildren, their abilities makes it possible to more purposefully plan the system of educational work, both for the school and for individual classes. In general, the system of additional education is focused on the socialization of the individual, the education of citizenship, hard work, respect for human rights and freedoms, love for the environment, the Motherland, and the family.
The main directions of the system of additional education: sports and recreation, artistic and aesthetic content, intellectual, economic, labor training and education.
Thus, the integration of basic and additional education makes it possible to put into practice a strategy for the development of the child's personality, track his personal growth and, if necessary, carry out correctional and developmental activities, identify ways to integrate basic and additional education as a necessary condition for the harmonious development of the individual.
Conditions have been created to ensure the holistic development of the individual on the basis of his self-knowledge, through: school-wide collective creative activities; the optimal combination of the activities of class and inter-age teams, the development of KTD at school; free choice of activities, taking into account the interests of everyone; student self-government; work of children's associations; collaboration between school and parents.
An effective means of educating students in the ability to live among people is the method of joint collective organizational activity of Professor I.P. Ivanov: the use of KTD in educational work allows you to include all students in active cognitive activity, provides an opportunity for everyone to express themselves at the level of their interests and capabilities.
Under these conditions, the possibility of optimal disclosure of creative abilities appears. There will be no outcasts among the guys. Provides optimal conditions for the formation of experience and skills of collective organizational activity and creates objective prerequisites for the formation of self-government, overcomes disunity between class teams, different age groups, makes it possible to communicate with each other on an equal footing. When preparing the KTD, the old tried and tested technique “Brainstorming” is used, which allows you to understand the essence of the upcoming “Case”, to put forward general ideas for its preparation and implementation. During Brainstorming, non-standard thoughts are usually born that require implementation in specific cases.
In the joint activities of children and adults, the tasks of the development and upbringing of the child are solved.
Personally-oriented additional education, ensuring the development of the child in the direction chosen by him, the desired, and not mandatory (in a large proportion), creates a situation of success, increases the motivation for cognitive activity, develops the child with different levels of abilities and preparedness.
Primary school children are engaged in origami, modeling, threading, beading, patchwork, soft toys - an activity that, on the one hand, brings up accuracy, diligence, develops fine motor skills, on the other hand, outdoor games are offered. Each of the primary school children is engaged in some kind of creative or sports circles, is successful in a particular direction, one can talk about success in basic education.
Applied, technical, artistic creativity - the development of abilities, interest, while any creativity is new knowledge, new skills, communication, general development, useful employment, practical experience, friends of interest adult support, confidence that will be transferred to the sphere of basic education , because the team where the child is successful and the place of action are the same is the school.
Behind all the successes is extracurricular, huge work. But this is a purposeful development, therefore, there should be purposeful support that reduces the overload of both children and teachers.
Offered:
a) subject circles run by school teachers;
b) providing days for self-preparation for the Olympiads;
c) hobby groups;
d) encouraging children and teachers - rewarding for success.
Thus, we consider the integration of basic and additional education as a set of agreed conditions that provide:
Health saving;
Development in the chosen direction;
Optimization of the organization of the activities of the student and teacher;
Reducing the load due to the individualization of education;
Improving the quality of education;
Optimization of relations in the school team.
The conducted research and conclusions allow the teacher to better understand the patterns of integration processes, their significant cognitive and educational potential.
Integration processes in education are a significant reserve for the formation of a holistic, harmonious personality, a person of culture.
The pedagogical model for the development of schoolchildren's creativity in the conditions of integration processes assumes: the unity of aesthetic education and education, ethics and aesthetics; continuity of the content, forms and methods of work of the school and extracurricular institutions; activation of the creative potential of teachers and students; creation of a moral and aesthetic atmosphere in the school team.
The purpose of all this joint work is to develop the motivation of children for knowledge and creativity, to promote the personal and professional self-determination of students, their adaptation to life in a dynamic society, and familiarization with a healthy lifestyle.
The peculiarity of the educational system of the class and the system of additional education is: individualization of the approach to each of the students when using all the possibilities of including the student in social, labor, extracurricular and other activities in groups in the process of project and research activities.
Helps in the work of primary school teachers and additional education. In the classes of such circles as theater games, stage speech, choreography and applied crafts, not only memory, attention, thinking, but also the creative abilities of children are developed, a creative personality is being formed. The mass cultural and creative activities of class students include a system of creative associations (travel and excursion agencies, school choirs, an association for organizing exhibitions and art galleries). We do not hold back the creative impulses of children, it is important for us that they develop and improve. By involving students in circles, we help to adapt to various life situations, overcome psychological discomfort, and successfully socialize the child's personality.
The sports and recreational work of the class is aimed at promoting a healthy lifestyle and introducing physical culture into the life of each student. School-wide competitions in football, skiing, checkers, table tennis, sports games, competitions “Merry Starts”, “Dad, Mom, I am a sports family” as part of the traditional holiday “Family Day” are traditional in the class.
In order to answer the question of how to make the transition from one type of action to another, it is necessary to understand what kind of action the school space is built on, and on what - the space of additional education. We understand that this difference requires more research. But it is already clear that the integration of the educational space of the school makes it multidimensional.
Incentive methods:
encouragement;
OK;
rewarding;
granting privileges;
presentation of certificates.
Diagnostics
Questioning of children during the organizational period in order to identify their interests and abilities.
Observation of the behavior of children during classes and events, allowing to identify leadership qualities, the level of communication.
Questioning of children at the end of the project implementation period, which makes it possible to identify the personal growth of participants, meeting expectations.
Integration gives the following positive results:
1. There is a positive trend in the change in the quality of students' knowledge.
2. The number of students who are registered outside of school and registered with the inspectorate for DNs is decreasing.
3. The number of “difficult” children is also decreasing.
4. The number of winners of creative competitions is increasing.
5. Indeed, a comfortable psychological environment contributes to a change in the number of neurological diseases.
6. The state of health of students is also changing for the better.
7. Classes in circles help them learn better, as well as find a common language with peers and with teachers.
The pupil model based on the integration of basic and additional education.
Conclusion
The effectiveness of the process of integrating the basic and additional education of schoolchildren largely depends on the thoughtfulness of the organizational structure that ensures the interconnection of various objects and is a necessary condition for the functioning of the educational system. In order to better see the structure in its entirety and understand its needs and capabilities (managerial, methodological, personnel), a model for integrating basic and additional education in primary school was developed using the example of one direction: artistic and aesthetic. It presents the relationship of educational objects (lessons; classes in creative associations; holidays, competitions, excursions, concerts); teachers, teachers, heads of circles and studios, teachers of institutions of additional education for children and cultural institutions, as well as their cooperation with parents); content areas (the main thematic lines of the complex program "Magic World of Art").
In order to form a holistic view of the world around the child by means of art, in the process of artistic and creative activity and on the basis of a historical and cultural approach, the program "Magic World of Art" was developed, which is complex (the relationship between classroom and extracurricular activities of orientation, various types of artistic activity) integrated (common goals, content directions), and modular (interchangeability and complementarity of programs of creative associations) character. The main principles of building the program were determined - a systematic approach in the selection of the main topics that hold the program together vertically and horizontally; holiday system; system of extracurricular activities; historical and cultural basis of the creative activity of schoolchildren; reliance on the content of basic education, key topics of curricula; educational dominant of classes with children, priority attention to solving moral problems; the game basis of classes, the widespread use of methods of theater and museum pedagogy; the inclusion of parents in joint activities with schoolchildren; the principle of active participation in various activities and forms of employment, and not just winning the competition.
Experimental work on the program showed its rather high efficiency in the development of artistic and creative activity of schoolchildren, as evidenced by: initiative, an expressed desire to participate in various types of artistic activity; variety and quality of creative products (drawings, elementary musical compositions, short stories, dances, roles in performances, etc.); the development of a general artistic culture (increasing interest in various types of art, reading fiction; expanding horizons and knowledge about the history, culture, art of the studied eras; the ability to give a meaningful and emotional assessment of a work of art); improving academic performance and a positive attitude to the subjects of the educational field "Art", to literary reading; development of the emotional-figurative sphere, the desire and ability to find vivid images in the performed artistic activity; development of abilities associated with practicing various types of art (plasticity and ease of movement, artistry, improvement of diction); development of communicative qualities and independence.
Successful integration of basic and additional education depends on the professionalism of teachers, the improvement of which in the conditions of the school is carried out through the methodological service. One of the effective forms of methodological activity is the pedagogical workshop, which was determined to be the main one for the work of teachers under the program "Magic World of Art". The main areas of work of the pedagogical workshop were psychological and pedagogical, cultural studies, artistic and creative, and the main principles of activity were an equal attitude to the study of theoretical and practical aspects of the problems studied, taking into account the personal interests and needs of teachers; constant reflection of their own experience, openness of the work of the pedagogical workshop, constant cooperation with parents.
The software and methodological support of the activities of teachers has made it possible to achieve important results, as evidenced by: the growth of activity and constructiveness of cooperation between elementary school teachers, educators, and leaders of additional education; expansion of the educational and cultural space of their joint activities; development of a general cultural outlook, interest in art, the history of various times and peoples; the opportunity to get to know the children with whom the teacher works; improving professional skills, in particular, through mastering the methods of theater and museum pedagogy; creation of author's educational programs; development of the educational potential of lessons and classes in the system of additional education; improving the content and forms of work with parents; activation of research and experimental work; development of a system of experience, conducting open classes, master classes.
Among the unresolved problems were identified: an increase in the teacher's workload, an increase in the intensity of his work in the process of interaction with colleagues; insufficient use of the possibilities of moral and material incentives for participants in joint pedagogical activities.
The problem of integration in education is considered in modern pedagogical research as one of the most important. Many scientists note the great importance of integration processes for education, including in relation to such parts of the system of general education of children as basic and additional education. The issues of defining the foundations, principles and regularities of the integrative approach to the content of education and its structuring in the educational space have today taken a stable position in modern pedagogy.
An analysis of the literature, dissertation research and practical experience has shown that the idea of integration has become the most widespread today and turned out to be productive in the implementation of the concepts of variability, continuity in the field of education through the creation of educational complexes, the unification of single-profile, but different-level institutions into educational centers based on one program, goal and desired result, the use of forms of organization of the educational process, interdisciplinary communications, etc. However, the meaning of the concept of "integration" is not reduced only to this understanding, but is more adequately revealed through the categories of unity, integrity, system, process, harmony, connection.
Our study allowed us to establish that integration is a concept of systems theory, meaning a state of connectedness of individual differentiated parts into a whole, as well as a process leading to such a state. Integration processes can operate both in already established systems (in educational institutions or at individual stages of the educational process), increasing the level of their integrity and organization, and when creating new systems from previously unrelated, relatively autonomous elements. In other words, integration is a tool or mechanism for restoring integrity (content and all forms of its expression) within the boundaries of a certain space through the development of such a type of ordered relations as interaction, interconnection.
It was also revealed that the main element of the unified educational space is the pedagogical system. It is considered as a socially determined integrity of the participants in the pedagogical process interacting on the basis of cooperation between themselves, the environment and its spiritual and material values, aimed at the formation and development of the personality. It is the pedagogical system that is an indicator of the structure of space, regardless of its scale (a separate association of children and adults or an institution). In a particular institution, the pedagogical system includes the main subsystems (training, extracurricular activities, additional education for children) and the educational processes taking place in them.
An important conclusion that was made in the course of a theoretical study of this problem is the recognition of the important role of additional education for children, which ensures the integrity and functional completeness of the educational space. Additional education for children is an integral part of general education, which goes beyond the state educational standards and is implemented through educational programs both in institutions of additional education for children and in general educational institutions. It is based on such priority ideas as: the child's free choice of spheres and types of activity, orientation to personal interests, the needs of the child, the possibility of free self-determination and self-realization.
The ratio between general (basic or school) education and additional education of children is characterized as cooperation, commonwealth, correlations, interconnection and interaction.
The category of interaction is the most essential methodological principle not only for understanding the phenomenon of additional education for children, but also for managing its functioning and development as a complex educational system. Interaction reflects the processes of influence of various objects on each other, their mutual conditionality, change of state, mutual transition, as well as the generation of one object by another.
Appeal to the extensive experience of additional education of children available in our country, and in particular to the organizational and content bases in the conditions of a general educational institution, made it possible to establish: in creating a system of basic and additional education for children in school, especially at its primary level, such a subspecies of interaction as a relationship of continuity, which emphasizes the initial commonality of ideas, goals, priorities of basic and additional education. A wide range of activities in the field of additional education, designed to meet the needs and interests of children, aimed at developing motivation for creativity and knowledge of each child predetermines the possibility of integration with any subject of basic education on the basis of successive ties.
Integrative processes in elementary school have more grounds than at the middle or senior level, when the differentiation of education finally begins to prevail. The convergence of basic and additional education in elementary school is dictated by a number of objective conditions: the peculiarities of the organization of the educational process, which is characterized by a greater internal coherence of school disciplines; one teacher and he is a tutor; greater integrity of the child's perception of the world.
The optimal way to build the pedagogical process in each educational institution or in its separate subsystem is associated with the development and implementation of an educational program, which is an organizational and managerial knowledge that makes it possible to implement the principle of personal orientation of education in practice. The educational program is a system-forming factor, the components of which are not randomly selected, but focused on the purpose of its creation, its significance for the establishment and management of the pedagogical process.
With regard to the system of additional education for children, the educational program is a guiding model of joint voluntary activity, active communication between the teacher and the child, a tool for developing the ability to master universal human values. The main characteristic of educational programs of additional education is that they cannot be traditional models for the transfer of knowledge, skills and abilities, but are in fact pedagogical technologies for the development of a personality, forming a mechanism for its self-realization.
The effectiveness of the process of integrating the basic and additional education of schoolchildren largely depends on the thoughtfulness of the organizational structure that ensures the interconnection of various objects and is a necessary condition for the functioning of the educational system. In order to better see the structure in its entirety and understand its needs and capabilities (managerial, methodological, personnel), it is necessary to develop a model. A model is a kind of image of an object, process, phenomenon, presented in the form of a diagram, which reflects their main characteristics and relationships. A promising way to design an organization model is to target structuring, i.e. building block-goal structures based on the search for the optimal ratio of centralization and decentralization in management systems for the most effective connection of management with the interests of the individual and the team, which involves taking into account the specific features of each category of workers, students in the school team, as well as parents and the public.
The development of such a model has become an integral part of the experimental work, which was carried out in schools No. 570 and 1907 in Moscow for four years (from 1999 to 2003). The specificity of our activity in creating such a model was that we tried to isolate only one direction of integration of basic and additional education in elementary school - artistic and aesthetic. The developed model included the objects of basic education (lessons), additional education (classes in creative associations), activities outside of school hours (holidays, competitions, excursions, concerts), activities in extracurricular institutions (children's music school, library, Children's Philharmonic), the content of which associated with aesthetic education and art.
Within the framework of this model, there was a diverse interaction of all teachers - teachers, leaders of circles and studios, teachers of institutions of additional education for children and cultural institutions, as well as their cooperation with parents. An important condition for the close cooperation of teachers working in various fields of education was the existence of a program that provides the content level of their interaction. The author's program "The Magic World of Art" was built in line with the historical and cultural approaches to education developed by E.B. Evladova and T.I. Petrakova, and is consistent with the main provisions of their program "Journey to the Origins".
The Magic World of Art program is complex (the relationship between classroom and extracurricular activities, the use of various types of artistic activities), integrated (common goals, content areas), and modular (interchangeability and complementarity of programs of creative associations) character. It is based on the following principles: a systematic approach in the selection of the main topics that hold the program together vertically and horizontally; holiday system; system of extracurricular activities; historical and cultural basis of the creative activity of schoolchildren; reliance on the content of basic education, key topics of curricula; the educational dominant of classes with children, priority attention to solving moral problems; the game basis of classes, the widespread use of methods of theater and museum pedagogy; the inclusion of parents in joint activities with schoolchildren; the principle of active participation in various activities and forms of employment, and not just winning the competition.
The most significant content lines of the program were identified: cultural layers of three historical eras: primitiveness, the Ancient world of Egypt and Greece, early Christian Byzantium and Ancient Russia, and the key concepts around which the program is built are: World, Myth, Temple. Work on relevant topics (“Discovery of the World”, “World of Myths and Legends”, “World of Temples and Castles”) was based on a variety of artistic activities “in the spirit of the era”, and was implemented in the process of preparing musical and dramatic productions, theatrical holidays, role-playing games, integrated lessons, travel lessons, didactic games, intellectual competitions based on the history and culture of the era under study.
The work under the program "The Magic World of Art" was carried out by the author of the program and under her leadership by a team of teachers - elementary school teachers, educators, leaders of children's art associations. In order to coordinate the activities of teachers, a creative group was created and joint methodological work was regularly carried out within the framework of the pedagogical workshop.
The main areas of work of the pedagogical workshop were psychological and pedagogical, cultural studies, artistic and creative, and the main principles of activity were an equal attitude to the study of theoretical and practical aspects of the problems studied, taking into account the personal interests and needs of teachers; constant reflection of their own experience, openness of the work of the pedagogical workshop, constant cooperation with parents.
The analysis of the conducted experimental work allowed us to draw conclusions regarding the effectiveness of using such a comprehensive program in the practice of the school. The main indicators were: the development of artistic and creative activity of schoolchildren; the level of interaction between teachers involved in the implementation of the program; creating conditions for the inclusion of parents in joint creative activities with children.
Based on the study, the following conclusions were formulated:
1. The theoretical foundations for the integration of basic and additional education of children in a general education institution are the concepts of educational space, the integrity of the pedagogical system, the inherent value of additional education for children as a single system that has a number of interrelated subjects, the ideas of interconnection and interaction as the most significant in the additional education of children.
2. The educational program is the basis and condition for the integration of educational activities, extracurricular activities and additional education for schoolchildren. In the system of additional education for children, the educational program is a guiding model of joint voluntary activity, active communication between the teacher and the child, a tool for developing the ability to master universal human values.
H. The main program and methodological conditions for the integration of basic and additional education within the framework of the artistic and aesthetic direction are: the creation of organizational structures I "!, which ensures the interaction of all elements of the educational space, both external (children's music school, library, district or city events) and internal (lessons, classes in creative associations, various extracurricular activities);
Development of a comprehensive, integrated, modular program focused on the development of creative activity of younger students by means of art; providing a substantive basis for cooperation between primary school teachers and teachers of additional education (primarily teachers of music and fine arts and leaders of artistic and creative associations), providing consistency at the organizational and content levels, taking into account the content of basic education;
Creation of conditions for conducting joint methodological work of elementary school teachers, educators, teachers of additional education.
4. The effectiveness of the proposed program and methodological conditions for the integration of basic and additional education of children in primary school is:
Creation of a structure that provides integration links between basic and additional education of schoolchildren; development of artistic and creative activity of younger students; establishing creative links between teachers of additional education, between them and primary school teachers; between teachers working at school and teachers of institutions of additional education for children and cultural institutions; expanding the scope of cooperation, improving the content and forms of work with them.
Introduction
Chapter II. Formation of a holistic educational space in the object under study GBOU secondary school No. 258 based on the integration of basic and additional education
2.1 Brief description of the object under study GBOU secondary school No. 258
2.2 Formation of an integral educational space in GBOU secondary school No. 258 of the Kolpinsky district based on the integration of basic and additional education
Conclusion
List of sources used
Appendix
Introduction
Additional education for children is a purposeful process of upbringing, personal development and training through the implementation of additional educational programs, the provision of additional educational services and information and educational activities outside the main educational programs in the interests of a person.
The problem is that if the modern Russian school really wants to provide the younger generation with a new quality of education, it must build a fundamentally different functional model of its activities, based on the principle of the completeness of education. In the Russian school, for the first time, the basic and additional education of children could become equal, mutually complementary components and thereby create a single educational space necessary for the full-fledged personality of the child. Under these conditions, the school would be able to overcome the intellectual imbalance in the development of students and create the basis for their successful adaptation in society.
The relevance of the chosen topic lies in the fact that the reform of all spheres of life in modern society, the transition to a democratic, rule of law state and a market economy have necessitated significant changes in the Russian education system. Supplementary education of children cannot be regarded as a kind of appendage to basic education, which performs the function of expanding the possibilities of educational standards. Its main purpose is to satisfy the constantly changing individual socio-cultural and educational needs of children. After all, the modern system of additional education for children provides an opportunity for millions of students to engage in artistic and technical creativity, tourism and environmental and biological activities, sports and research work in accordance with their desires, interests and potential. But the study of pedagogical experience has shown that the scientific and methodological support for the process of integrating basic and additional education in secondary schools has not been sufficiently developed. This led to the choice of this topic in order for the research materials to contribute to raising the intellectual, cultural, and educational level of students.
The degree of knowledge of the research problem. The issues of studying the integration of basic and additional education were considered in the works of the following authors Antifeeva O.N. Danilyuka A.Ya. Zvereva I.D., Maksimova V.N. Ibragimova I.G. Kedrova B.M., Chepikova M.G., Podpovetnoy E.V. and others. In their works, the authors reveal the importance of modern understanding and study of this issue, as well as the need to study the topic and ways of implementation and implementation.
The object of the study is the students of GBOU secondary school No. 258 with in-depth study of physics and chemistry of the Kolpinsky district of St. Petersburg.
The subject of the study is the organizational and pedagogical conditions and analysis of the introduction of the integration of basic and additional education into the educational process of a secondary general education school.
The purpose of this final qualification work is to consider the integration of basic and additional education on the example of a secondary school in the Kolpinsky district in its theoretical and practical aspects.
Goal setting forms the solution of the following tasks:
1. To reveal and study the essence and concept of the integration of basic and additional education. Review its regulatory framework;
2. To identify the functions, principles, models of additional education and the conditions for the integration of basic and additional education;
3. Give a brief description of the studied object of school No. 258;
4. To explore the conditions for the formation of an integral educational space in school No. 258 based on the integration of basic and additional education.
The research hypothesis is that integration i.e. the unification of basic and additional education will have a beneficial effect on improving the performance of students and improving the quality of the moral and aesthetic education of children and adolescents.
To achieve the goal and objectives, to test the hypothesis, a set of research methods was used:
1. Methods of theoretical research: analysis of psychological and pedagogical literature, study and generalization of pedagogical experience on various aspects of the problem under study; analysis of standard and integrated programs for the education of adolescents.
2. Methods of empirical research: direct and indirect observation; diagnostic methods: conversation, questioning, testing of students; statistical, analytical and comparative methods of experimental data processing; pedagogical experiment.
Scientific novelty. In the final qualifying work, there is an understanding of the problem of integrating basic and additional education, taking into account the characteristics of modern Russian society, which is in the nature of an educational, cognitive and developmental process.
The theoretical significance of the work lies in substantiating and proving the legitimacy and prospects of improving the quality of the sociocultural education of children and adolescents based on the integration of basic and additional education in secondary schools.
The practical significance of the work lies in the fact that the results of the study can be used in the educational process, as material for writing dissertations and other qualifying works in pedagogical disciplines.
Work structure. This qualification work consists of an introduction, two main chapters, theoretical and practical, divided into subparagraphs and revealing the main essence of the research topic, then a conclusion, a list of sources and applications used.
Chapter I. Theoretical foundations of the concept of integration of basic and additional education. Legal Framework
1.1 Essence and concept of integration of basic and additional education. Legal Framework
The integration of basic and additional education has a pronounced sociological orientation of influence on the individual and proves that without internal motivation, stimulation of self-development, subject relations, it is impossible to reform and modernize the educational system. The integrative approach presupposes, first of all, the multidimensionality and unity of education, the simultaneous and balanced functioning of its three elements: education, upbringing, creative development of the individual in their interconnection.
For the first time the concept of integration in pedagogy was introduced by I.D. Zverev and V.N. Maksimova: "Integration is the process and result of creating an inextricably linked, unified, whole. In education, it is carried out by merging elements of different subjects in one synthesized course, merging scientific concepts and methods of different disciplines into general scientific concepts and methods of cognition, complexing and summing up the foundations of science in the disclosure of interdisciplinary educational problems". one
The main goal of integrating a mass general education school and an educational institution of additional education is the harmonious development of the child's personality and the achievement of a new quality of a holistic educational process. It is practically impossible to understand the interaction of general and additional education of children outside of a systematic approach. Based on the classical principle of integrity and consistency, we can assume that an integral educational system has the right to
to realize two main interrelated goals: socialization and individualization of each child.
Additional education allows you to expand the potential of general (basic) education through a more complete use of the personal resources of students through the implementation of leisure, circle and optional forms of mastering the social experience of cognitive, performing and creative activities based on individual educational programs.
In real pedagogical practice, the Federal State Educational Standard cannot ensure the cultural development of a child's personality without organizing a system of children's creative associations on the basis of the school: circles for the interests of students, clubs, studios, sections in various areas of activity, art schools of copyright crafts, equestrian schools and etc. The need of a general education school to develop a system of additional education for children within it is dictated by the school itself. Practice has convincingly proved the following phenomenon: additional education of children is successfully developing in the school where school teachers, class teachers, organizing teachers, teachers of additional education, methodologists, administrative personnel of the school and educational institutions of additional educational children who create the maximum conditions for effective interaction between basic and additional education of children. In such cooperation and mutual understanding, the system of additional education for children can take shape in an independent organizational structure based on the school, which exists in close integration with the educational process of the school. Integrated educational programs of an institution of additional education for children, along with school curricula in certain educational areas, can be introduced into the School Curriculum for their direct implementation.
If we consider this issue from the point of view of the legislative framework and regulatory legal acts, then we can say the following. The development of the education system is based on such principles implemented in the priority national project "Education" as the openness of education to external requests, the use of project methods, the competitive identification and support of leaders who successfully implement new approaches in practice, the targeting of resource support tools and the comprehensive nature of the adopted solutions. 2
The strategic goal of the state policy in the field of education is to increase the availability of quality education that meets the requirements of the innovative development of the economy, the modern needs of society and every citizen. The development of general and additional education provides for individualization, focus on practical skills and fundamental skills, and expansion of the scope of additional education.
The main regulatory documents on the organization of additional education for children (laws, orders, instructions, orders). These include: Federal Law "On Education in the Russian Federation" No. 273-FZ, dated December 29, 2012. articles 75,83,84; 3 Standard regulation on educational institution of additional education for children; 4 Draft Interdepartmental Program for the Development of the System of Additional Education for Children until 2020 5 and the Concept for the Modernization of Russian Education for the Period until 2020. 6
The main law is the Law "On Education in the Russian Federation". In accordance with this Law, the leading function of the system of additional education for children is the implementation of educational programs and services in order to meet the educational needs of citizens, society, and the state. This should contribute to the creation of conditions for the development of the individual potential of students, the formation of their readiness for social and professional adaptation.
Let's consider some articles of the Law "On Education in the Russian Federation", paragraph 1 of Article 75. The Law "On Education in the Russian Federation" states:
"1. Additional education of children and adults is aimed at shaping and developing the creative abilities of children and adults, meeting their individual needs for intellectual, moral and physical improvement, forming a culture of a healthy and safe lifestyle, strengthening health, as well as organizing their free time. Additional education of children ensures their adaptation to life in society, professional orientation, as well as the identification and support of children who have shown outstanding abilities. Additional general education programs for children should take into account the age and individual characteristics of children ... ". 7
Also of interest in the Law "On Education in the Russian Federation" on this issue is Articles 83 and 84. For example, in paragraph 3 of Article 83, the features of the implementation of additional education in the field of arts are considered:
"3. Additional pre-professional programs in the field of arts are implemented in order to identify gifted children at an early age, create conditions for their art education and aesthetic education, acquire knowledge, skills in the field of the chosen art form, experience in creative activity and prepare them for obtaining professional education in the field of arts.Additional pre-professional programs in the field of arts are implemented in educational organizations of additional education for children….". eight
And article 84 of this Law on the introduction of additional education in the field of physical culture and sports. For example, consider paragraph 3 of Article 84:
"3. Additional general educational programs in the field of physical culture and sports include:
1) additional general developmental programs in the field of physical culture and sports, which are aimed at the physical education of the individual, the identification of gifted children, their acquisition of basic knowledge about physical culture and sports;
2) additional pre-professional programs in the field of physical culture and sports, which are aimed at selecting gifted children, creating conditions for their physical education and physical development, obtaining their initial knowledge, skills in the field of physical culture and sports ... "9.
The concept of long-term socio-economic development of the Russian Federation for the period up to 2020 considers the trends generated by the transition to a post-industrial information society, the increase in the speed of social and cultural changes, the expansion of human capabilities, the measures of his responsibility for his own actions and their consequences. These trends are reflected in the activities of both the general education school and extracurricular forms of implementation of the educational process. An increase in the rate of sociocultural changes inevitably leads not only to a change in the content of education, but also to an increase in the rate of its renewal, which makes the educational process more intense and stressful. Therefore, to avoid the occurrence of overloads of children, it is necessary to use the resources of additional education.
In accordance with this concept, in the Russian Education 2020 model, the idea is that “by 2012, on average, at least two hours of additional education per week, and by 2020, at least 6 hours.A student's free time from lessons will become a valuable resource for self-education.Obviously, in these conditions, in order to prevent educational overload of schoolchildren studying in the system of additional education, it is necessary to find ways to optimize their educational and cognitive activities, and the most acceptable way is to integrate basic general and additional education On the basis of the concepts of integration of education, its theories are developed.In other words, it is not so much a formal combination of different knowledge into a new educational text, but rather a combination of different texts in the mind of a student, leading to the formation of mental conceptual and semantic structures.
Thus, we conclude that a general education school without close interaction with institutions of additional education for children is not able to successfully implement the most important goals, objectives and functions of education. Additional education of children can act as an integrative link between the world of childhood and the developing personality of a growing person at school. After all, the problem of integration is considered, first of all, in domestic science: philosophy at the general theoretical level - the synthesis of scientific knowledge; psychology - at the level of integration of individual sciences and scientific areas (pedagogical, gender psychology); in pedagogy - at the level of interdisciplinary and interdisciplinary connections in education. One of the factors that determine the scientific and practical significance in solving the problem of integrating general and additional education of children is the urgent need of society to improve the quality of education.
1.2 Functions, principles and models of additional education. Conditions for the integration of basic and additional education
Classroom classes are usually held with a constant composition of students, according to a predetermined schedule and are mandatory. But, along with compulsory training sessions, outside the school day, schools and other educational institutions use a variety of forms of educational work, which are voluntary for students and are designed to satisfy their various cognitive and creative needs. These forms of voluntary training are called extracurricular or extracurricular. The concept of extra-curricular activities indicates that the full composition of the class is not required to conduct these classes, that students of different classes can participate in them at their own request, that they are held outside the schedule of compulsory training sessions. In this sense, the forms of extracurricular educational work include: subject circles, olympiads, competitions, etc.
The fundamental difference between additional education and general education is that, due to the absence of strict educational standards, teachers working in its system have the opportunity to transform the methods of activity transmitted to students from the goal of education into a means of developing students' abilities - cognitive, personal, spiritual and moral. Basic and additional education should not exist without each other, because separately they are one-sided and inferior. In order for additional education to fully realize its potential, a clear and well-coordinated work of the entire pedagogical system is necessary. Therefore, it is so important for teachers to know and understand the problems of each other - those who are professionally engaged in additional education of children, and those who are associated with subject education at school. Only their joint thoughtful actions can become the basis for creating an integral educational space at the level of a school, city, region, country. eleven
The following functions of additional education can be distinguished:
educational - teaching a child in additional educational programs, obtaining new knowledge;
creative - the creation of a flexible system for the implementation of individual creative interests of the individual;
educational - enrichment and expansion of the cultural layer of a general education institution, the formation of a cultural environment in the school, the definition of clear moral guidelines;
compensatory - the development by the child of new areas of activity that complement the basic education and create an emotionally significant background for the child, providing the child with guarantees of success in their chosen areas of creative activity;
recreational - the organization of meaningful leisure as a sphere for restoring the child's psychophysical strength;
vocational guidance - the formation of a sustainable interest in socially significant activities, assistance in determining the life plans of the child, including pre-professional orientation. At the same time, the educational institution contributes not only to the differentiation of the interests of the child, but also helps to choose the form of additional education, where his abilities are developed;
integration - the creation of a single educational space;
basic additional education integration
the function of socialization is the development of social experience by the child, the acquisition by him of the skills of reproducing social ties and personal qualities necessary for life;
the function of self-realization is the self-determination of the child in socially and culturally significant forms of life, success, self-development.
The list of functions shows that additional education of children is an integral part of any educational system.
Also, when organizing additional education for children in general educational institutions, one should rely on the following priority principles:
free choice by the child of types and spheres of activity;
orientation to personal interests, needs, abilities;
the possibility of free self-determination and self-realization of children;
unity of training, education, development;
practical and activity basis of the educational process.
These listed positions constitute the conceptual basis of additional education for children, which corresponds to the main principles of humanistic pedagogy: recognition of the uniqueness and intrinsic value of a person, his right to self-realization, the personal-equal position of the teacher and the child, focus on his interests, the ability to see in him a person worthy of respect. 12
The need for a full cycle of education in a general education institution is also due to new requirements for a person's education. Today it is determined not so much by subject knowledge, but by his versatile development as a person who is guided by the traditions of domestic and world culture. An analysis of the development of additional education for children in secondary schools shows that today there are several models of its organization.
The first model is characterized by a random set of circles, sections, clubs, according to interests, the work of which is not always combined with each other. All extracurricular and extracurricular activities are completely dependent on the available human and material resources; strategic lines for the development of additional education are not being worked out.
The second model is distinguished by the internal organization of each of the additional education structures available in a general educational institution, although it does not yet function as a single system. Nevertheless, in such models there are original forms of work that unite both children and adults (creative laboratories, "expeditions", hobby centers, etc.). Quite often, in such schools, the field of additional education becomes an open search area in the process of updating the content of basic education, its reserve and experimental laboratory.
The third model of the organization of additional education is based on the close interaction of a general education institution with one or more institutions of additional education for children. An educational institution and a specialized preschool educational institution regularly develop a joint program of activities, which largely determines the content of additional education.
The fourth model of integration of general and additional education of children on the basis of an educational institution, in fact, represents a new type of educational institution - an educational center or an educational complex. A characteristic of such a model is a single educational space, not divided into general and additional education; functioning of the institution for a full day; providing students with the opportunity to choose individual educational routes, the assimilation of which combines the requirements of the standard of general education and the individual preferences of parents and children, etc.
The above models are not focused on the implementation of strategies for the development of education, they do not take into account the specifics of various levels of education (preschool, primary, complete general, etc.). The fourth model is promising, however, it does not fully take into account current trends in the development of education. For a more detailed consideration and description of the models of integration of basic and additional education in order to assess the effectiveness of integration, we will use models selected on the following grounds:
1) in accordance with the implementation in additional education of a certain profile or certain academic subjects;
2) according to the levels of education: pre-school, primary, basic and complete general, primary and secondary vocational education; in accordance with a certain amount of basic and additional education. 13 Description of the model is presented in Table. No. 1 Applications.
Thus, the goal of additional education for children is the versatile development of the child as a person who is guided by the traditions of world culture, in the modern system of values, capable of social adaptation, self-education, self-improvement and independent life choice. The tasks of additional education are not only the process of successful socialization, but also the individualization of the child's personality, the development of his creative abilities. In the conditions of integration of basic and additional education, all children, both with signs of giftedness, with disabilities, and others, can satisfy individual needs, develop creative potential, and adapt to modern society. If a child lives fully, realizes himself socially, prepares to master a profession, then he has more chances to achieve success in the future. fourteen
Chapter II. Formation of a holistic educational space in the object under study GBOU secondary school No. 258 based on the integration of basic and additional education
2.1 Brief description of the object under study GBOU secondary school No. 258 with an in-depth study of physics and chemistry of the Kolpinsky district of St. Petersburg
Name: State budgetary educational institution secondary school No. 258 with in-depth study of physics and chemistry of the Kolpinsky district of St. Petersburg (Fig. 1. Applications).
Organizational form of educational institution: State budgetary educational institution.
Type of educational institution: General educational institution.
Type of educational institution: Secondary school.
Organizational structure: Independent institution.
Actual and legal address: 196650, St. Petersburg, Kolpino, st. Pavlovskaya, 80, lit.A.
Settlement: Kolpino (Kolpinsky district of St. Petersburg).
Managing organization: Department of Education of the Administration of the Kolpinsky District of St. Petersburg
Employees: 118 people. Students: 1180 people.
GBOU carries out its activities on the basis of the Charter adopted at the general meeting of the labor collective. The management of GBOU is carried out in accordance with the legislation of the Russian Federation, the current Charter and is based on the principles of unity of command and self-government.
The leadership of the GBOU is carried out in the person of the director of the school, a teacher of the highest qualification category, Vasilyeva Taisiya Ivanovna. For many years of conscientious work, she was awarded the medal of the Order "For Merit to the Fatherland" II degree, is an excellent student of public education, has a sign "For caring for her native city", winner of the "Golden Book of Kolpino-2005".
GBOU secondary school No. 258 of the Kolpinsky district of St. Petersburg is a prestigious and modern, developing and keeping up with the times school, it has quite initiative, creative teaching staff. He speaks openly about achievements and shortcomings, so he knows what he is striving for.
In October 2000, the youth creative association MOST (Youth Association Promoting Creativity) was created at the school. It included in its composition school students, graduate students.
In 2002 According to the results of certification, the school acquired its current status - the State General Educational Institution, Secondary General Education School No. 258 with in-depth study of physics and chemistry of the Kolpinsky District of St. Petersburg.
In 2004 the school became the winner
regional competition "The Best Schools of Russia"
In 2007, the school became the winner of the competitive selection of educational institutions that implement innovative educational programs, and received a grant of 1,000,000 rubles.
Today in 2016 in the system of additional education there are 41 groups, 30 circles in 5 areas: technical, artistic, socio-pedagogical, natural science, tourism and local history, physical culture and sports. 546 students are engaged in circles, sections and studios of the department of additional education. Classes are conducted by 31 qualified teachers of the school and additional education.
Thanks to this, school life is fun, rich and interesting, students attend it with great pleasure, because in such a school not only the educational level increases, but also the level of cultural and intellectual development of students, the ability to easily adapt in society appears.
The goal of the school in 2014-2016: Formation of a holistic educational space based on the integration of basic and additional education as a way to form a socially adapted personality. To improve the quality of educational work in the school community by introducing innovative methods and forms of work of teachers with students in the field of integration of basic and additional education into the educational process. fifteen
2.2 Formation of an integral educational space in GBOU secondary school No. 258 of the Kolpinsky district of St. Petersburg based on the integration of basic and additional education
Basic and additional education should be links of the same chain - the staff of school No. 258 of the Kolpinsky district came to this conclusion a long time ago. That is why this problem is a key one in the activities of the school and is solved by integrating basic and additional education.
To achieve positive results, it is not enough to load teachers and students with the work of circles, it is not enough to work according to the scattered work plans of each teacher. It is necessary to create a system of systematic work of all structural units of an educational institution, i.e. a project for the implementation of the integration process and the creation of a single holistic educational space in the field of basic and additional education. The long-term practice of educational activities, the testing of several models of the educational system of the school, led her to educating children on the basis of universal human values that are relevant at all times, valued in society as the moral principle of a citizen. The integration of basic and additional education determined the activities of the school.
In the 2015-2016 academic year, the teaching staff of the school began work on the project "Formation of a holistic educational space in the school based on the integration of basic and additional education." The result of such work was the successful implementation of basic curricula, as a result of which: the contingent of students is growing, the quality of students' knowledge is improving, the annual release of gold and silver medalists, good USE results, victories in Olympiads, victories in city, all-Russian and international competitions.
The integration of additional education in the school is carried out in five main areas: technical, artistic, socio-pedagogical, natural science, tourism and local history, physical culture and sports. (Scheme 1. Applications). At the same time, the school has to work closely with such auxiliary centers of additional education as: the House of Children and Youth Creativity, the school library, the House of Children's Technical Creativity, the stadium, the Izhorsky sports and recreation complex, etc. (Scheme 2. Applications). sixteen
Taking into account the social conditions of children who study at school and their families, the department of additional education aims to "pull the child out of the street", to provide opportunities for each child to express themselves, experience a situation of success, realize their interests and abilities in various fields of activity.
The role of the class teacher in the project: pedagogical assistance and support for the child in individual development, that is, self-development. The system of pedagogical support includes both psychological, social and medical - insofar as they are all integrated by an educational institution. (Scheme 2. Applications).
The main stages of the Project implementation:
The first stage (2011-2012) is the definition of theoretical positions based on the analysis of scientific literature and pedagogical practice; preparation of an experimental base in the conditions of integration of basic and additional education.
The second stage (2012-2013) - Creation of a pedagogical model that promotes the development of creativity in the context of the integration of basic and additional education.
The third stage (2013-2014) is the beginning of work on the project "Formation of a holistic educational space at school based on the integration of basic and additional education."
The fourth stage (2014-2015) - Comparative analysis of the levels of creative development of schoolchildren, the creation of a system of design and research activities of students. Implementation of a research project.
Fifth stage (2015-2016) - Summarizing and formalizing the results of the work. Formulation of theoretical conclusions and practical recommendations.
The timing of the project. 2011-2016
Forms of student work.
1. Collective and group, individual form of work.
2. Game-modeling, creation and exploration of an imaginary reality.
3. The interaction of ideas (or versions) and the birth of something new on their basis.
4. Classes of the design studio "Magic Casket" are held for 3 hours a week for four academic years. There are 15 people in the group, who are divided into units (3 people each) for independent work. 17
Project implementation. Participation in school and district and city creative competitions.
Conditions for the implementation of the Project. To solve the tasks, the following methods are used:
creative (creative);
problem-search (the teacher poses a problem and finds a solution together with the children, or the children themselves solve the problem, and the teacher draws a conclusion);
heuristic (teacher's presentation + children's creativity);
reproductive (reproducing);
illustrative (the explanation is accompanied by a demonstration of visual material).
Studying, analyzing and taking into account the value orientations of schoolchildren, their abilities makes it possible to more purposefully plan the system of educational work, both for the school and for individual classes. In general, the system of additional education is focused on the socialization of the individual, the education of citizenship, hard work, respect for human rights and freedoms, love for the environment, the Motherland, and the family. eighteen
According to the project, conditions have been created at the school to ensure the holistic development of the individual on the basis of his self-knowledge, through: school-wide collective creative activities; the optimal combination of the activities of class and inter-age teams, the development of KTD at school; free choice of activities, taking into account the interests of everyone; student self-government; work of children's associations; collaboration between school and parents.
The purpose of all this joint work is to develop the motivation of children for knowledge and creativity, to promote the personal and professional self-determination of students, their adaptation to life in a dynamic society, and familiarization with a healthy lifestyle. The peculiarity of the educational system of the school and the system of additional education is: individualization of the approach to each of the students when using all the possibilities of including the student in social, labor, extracurricular and other activities in groups in the process of project and research activities.
Management of this process began with the definition of the regional and school component of the school curriculum. Included subjects such as computer science, local history, life safety. Pre-profile training was tested in different ways: they took the subjects of the school course and their in-depth study. But, because we are still a basic school, last year we introduced an elective course "Psychology of professional self-determination". Based on the study of the requests of children and parents, they decided on pre-profile training for this academic year - the natural science direction, the artistic direction, which provide the foundations for the creative development of children, based on applied knowledge and skills. Received in additional education, which is much more useful to school graduates focused on higher education. nineteen
Educational activities in the school are carried out according to the following structure:
1. lesson activity - the triune goal of the lesson necessarily includes an educational component;
2. extracurricular activities - individual lessons with children on in-depth study of subjects, participation in competitions, quizzes;
3. work of class teachers in classes;
4. traditional school-wide events;
5. school affairs - joint activities with parents, residents of the district - operations "Clean Yard", "Mother's Day", exhibitions-fairs, a football match between teams of teachers and children, etc.;
6. activities of the department of additional education.
Management is also carried out by fixing tasks for the new academic year, arising from the analysis of work. At the beginning of September, the plans of teachers, class teachers and programs of circle leaders are collected. The methodical folders of the subject teacher and the class teacher are of great help, according to the material of which one can see the system of the teacher's work with this group of students and pupils.
Each class teacher keeps an "Electronic diary", which, when filled out, gives a complete picture of the student, his family and participation in the life of the class and the school, and the child and his parents. Every month, the keeping of diaries by students as the main document is controlled. It is through the diary that communication with parents on the progress of the children.Here we celebrate the success of the child, express gratitude to parents for their participation in this or that business.Control of class hours can be done by viewing the "Our Affairs" folder, which contains all 34 class hours for the year with the work of the children, with scripts and other working material. The organization of the classroom team is manifested in the daily activities of the children, in the participation of each individual student and the class as a whole in school life. Class teams are awarded certificates for specific deeds. At the end of the year, the results of the competition between classes are summed up. 20
Primary school children are engaged in origami, modeling, isothreading, beadwork, patchwork, soft toys - an activity that, on the one hand, brings up accuracy, diligence, develops fine motor skills, on the other hand, outdoor games are offered. At the end of the 2012-2013 academic year, the students held a competition "Crafts from natural material" (Fig. 2. Applications). Each of the primary school children is engaged in some kind of creative or artistic circles, is successful in a particular direction, one can speak of success in basic education.
Applied, technical, artistic creativity - the development of abilities, interest, while any creativity is new knowledge, new skills, communication, general development, useful employment, practical experience, friends of interest adult support, confidence that will be transferred to the sphere of basic education , because the team where the child is successful and the place of action are the same is the school.
In the classes of such circles, a vocal studio, a dance studio, a design studio and applied sciences, not only memory, attention, thinking, but also the creative abilities of children are developed, a creative personality is being formed. The mass cultural and creative activities of class students include a system of creative associations (travel and excursion agencies, school choirs, exhibitions and art galleries). Involving students in circles helps to adapt to various life situations.
The sports and health-improving work of the classes is aimed at promoting a healthy lifestyle and introducing physical culture into the life of each student. School-wide competitions in football, skiing, checkers, table tennis, sports games, competitions "Merry Starts", "Dad, Mom, I am a sports family" within the framework of the traditional holiday "Family Day" are traditional in the class. In the 2013-2014 academic year, a week of development cycle was held. (Fig. 3. Applications).
The introduction and use of information and communication technologies opens up new opportunities in the implementation of control. So, during the week dedicated to the World AIDS Day, the classes received tasks every day, completing which the children showed their erudition, the ability to select and present material, creative imagination, and the ability to extract information from Internet resources. And often the leaders were children, class teachers acted as guides. The result was KTD - "Day of Records" with the symbolic burning of a cigarette - as a farewell to bad habits and promotion of a healthy lifestyle. All the events of the week were displayed in the "Infozone" in the electronic version by the members of the "Entertaining Informatics" club. Displayed on the screens in the school's reclamations, this document performed a controlling function. 21
When studying the work of A.S. Pushkin, a poet's corner was decorated in each elementary school class, field studies of local history circles were held at the monuments to Pushkin on Sq. Arts and in Tsarskoye Selo. To the museum-apartment of A.S. Pushkin on the embankment of the Moika River, the children made a virtual tour. In the art studio, they got acquainted with the work of the artist Ivan Bilibin, and at the choir classes - with the work of Rimsky Korsakov. The result was a competition of connoisseurs, dramatizations based on Pushkin's fairy tales were prepared.
Lessons are interesting, in which children independently search, select material on the instructions of the teacher. These lessons use the resources of the Internet. Students in practice implement the research method of working with additional sources. So this year, in grades 5-6, we very often used the project method in the lessons: history, natural history, the history of St. Petersburg, and mathematics.
Presentations of the material of lessons and educational activities can also play a controlling role if they include the material studied in the lesson, a message, Internet sites, photographs and drawings of children. The information obtained helps to analyze the shown material and draw appropriate conclusions. Checking the journals of circle work shows not only the progress of the classes, but also the attendance of circles by pupils, as well as their participation in public events, trips to regional competitions and competitions. The main reporting event that ends the academic year is a reporting concert with the participation of parents and the public, organized as a creative report of additional education associations.
During the year, the issues of monitoring the integration of basic and additional education are submitted for discussion by the parent community and the teaching staff. Parent meetings at the school consist of two parts: the first part is a pedagogical lecture hall, which is accompanied by a speech by children from the circles on this topic, the second part is directly parent meetings by class. So, the school hosted a parental "Round table" on the topic "School graduate model", where the guys from the "Leaders" circle suggested that parents build a model of a graduate with the desired personality traits in a playful way, using diagnostics and questioning.
The question of the implementation of the program "Patriotic education", on which the school works, included the speeches of subject teachers on this issue and the speeches of the leaders of the circles.
Teenagers of senior classes conducted a sociological survey of the local population. According to the memoirs of veterans, the material was summarized, on the basis of which the texts of dictations, written and test papers in the Russian language, mathematics and local history were compiled. At the lessons of literature, a presentation was made of a collection with the legend of Kolpino and poems written by students of different years and residents of the city about their native land, published at the school by members of the circles of the newspaper "Solnyshko".
Since educational activities in the system of additional education involve not only teaching children certain knowledge, skills and abilities, but also the development of diverse personal qualities, the results must be judged by 2 groups of indicators: educational (fixing the subject and general educational knowledge, skills, skills acquired by the child) ; and personal (expressing changes in personal qualities under the influence of classes in a circle, studio, section).
The essence of the formation of a holistic educational space in the conditions of integration was, firstly, to provide each child, along with general education, with the opportunity to develop individual and creative abilities; secondly, in the development of integrated classes and flexible curricula; thirdly, in the implementation of a differentiated approach in the process of education, taking into account the interests of students; fourthly, in the organization of educational work on the basis of cooperation between school groups and creative associations of institutions of additional education. An indicator of the influence of organizational and pedagogical factors on improving the quality of aesthetic education of adolescents is the employment of students in institutions of additional education. The generalized data is shown in the diagram (Fig. 4. Applications).
A comparative analysis of the employment of adolescents in the system of additional education indicated an increase in this indicator in the experimental groups of grades 5-6 by 10-12%, and in grades 7-8 - up to 15-20% or more. The contingent of schoolchildren in grades 5-8, not involved in clubs, sections, electives for the 2005 academic year, amounted to 13% of the total number of adolescents. 22
In order to answer the question of how to make the transition from one type of action to another, it is necessary to understand what kind of action the school space is built on, and on what - the space of additional education. We understand that this difference requires more research. But it is already clear that the integration of the educational space of the school makes it multidimensional.
Incentive methods: encouragement; OK; rewarding; granting privileges; presentation of certificates.
Diagnostics:
Questioning of children during the organizational period in order to identify their interests and abilities.
Observation of the behavior of children during classes and events, allowing to identify leadership qualities, the level of communication.
Questioning of children at the end of the project implementation period, which makes it possible to identify the personal growth of participants, meeting expectations.
Already in 2014, integration gives the following positive results:
1. There is a positive trend in the change in the quality of students' knowledge.
2. The number of "difficult" children is decreasing.
3. The number of winners of creative competitions is increasing.
4. The state of health of students is also changing for the better.
5. Classes in circles help children learn better, as well as find a common language with peers and teachers.
The school strives to achieve each student of the Pupil Model based on the integration of basic and additional education. (Fig. 4. Applications). 23
Thus, we can sum up what has been said. The integration of basic and additional education is a necessity for school life in modern conditions. Management and control of this process should perform not only a controlling function, but also provide methodological support to teachers, show the interest of society in this area of school work, and encourage all participants in this activity.
Conclusion
Our study allowed us to establish that integration is a concept of systems theory, meaning a state of connectedness of individual differentiated parts into a whole, as well as a process leading to such a state. Integration is a tool or mechanism for restoring integrity within the boundaries of a certain space, through the development of such a type of ordered relations as interaction, interconnection. The main element of the unified educational space is the pedagogical system. It is considered as a socially determined integrity of the participants in the pedagogical process interacting on the basis of cooperation between themselves, the environment and its spiritual and material values, aimed at the formation and development of the individual. In a particular institution, the pedagogical system includes the main subsystems (training, extracurricular activities, additional education) and the educational processes taking place in them.
Additional education for children is an integral part of general education, which goes beyond the state educational standards and is implemented through educational programs, both in institutions of additional education for children and in general educational institutions. It is based on such priority ideas as: the child's free choice of spheres and types of activity, orientation to personal interests, the needs of the child, the possibility of free self-determination and self-realization.
The effectiveness of the process of integrating the basic and additional education of schoolchildren largely depends on the thoughtfulness of the organizational structure that ensures the interconnection of various objects and is a necessary condition for the functioning of the educational system. In order to better see the structure in its entirety and understand its needs and capabilities, it is necessary to develop a model. The model is a kind of object, process, phenomenon, which reflects their main characteristics and relationships.
The development of such a model has become an integral part of the experimental work, which in our study was carried out in GBOU secondary school No. 258 of the Kolpinsky district of St. Petersburg. The developed model included objects of basic education, additional education (classes in circles), activities outside of school hours (holidays, competitions, excursions), activities in extracurricular institutions (library, philharmonic society, museums, house of creativity for children and youth, sports and recreation center "Izhora"), the content of which is related to aesthetic education and arts and sports. Within the framework of this model, various interactions of all teachers, leaders of circles and studios, teachers of additional education institutions, children and cultural institutions, as well as their cooperation with parents, were carried out.
The analysis of the conducted experimental work allowed us to draw conclusions regarding the effectiveness of using such a comprehensive program in the practice of the school. The main indicators were: the development of artistic and creative activity of schoolchildren; the level of interaction between teachers and the creation of conditions for the inclusion of parents in joint creative activities with children. The main program and methodological conditions for the integration of basic and additional education are: the creation of an organizational structure that ensures the interaction of all elements of the educational space, the effectiveness of the proposed program and methodological conditions for the integration of basic and additional education of children in school is to create a structure that provides appropriate integration links; establishing creative links between teachers of additional education and teachers of the school; expanding the scope of cooperation, improving the content and forms of work in this direction.
List of sources used
Federal Law "On Education in the Russian Federation" No. 273-FZ, dated December 29, 2012. // Adopted by the State Duma on December 21, 2012. Approved by the Federation Council on December 26, 2012. - Rostov-on-Don, Legion Publishing House, 12/29/2012.
Model regulation on an educational institution of additional education for children (approved by order of the Ministry of Education and Science of the Russian Federation of June 26, 2012 N 504). // SPS Consultant Plus.
Draft Interdepartmental Program for the Development of the System of Additional Education until 2020 // SPS Consultant Plus.
Concept of Modernization of Russian education for the period up to 2020: Decree of the Government of the Russian Federation of 12/29/2011. No. 1876 // SZ RF.
Antifeeva O.N. The main directions of integration of basic and additional education. - M.: Time, 2012. - 184s.
Library of the journal "Vestnik obrazovaniya Rossii". No. 3/2013. // Publishing house "Pro-Press", 2013. - P.8-36.
Vygotsky L.S. Selected psychological studies. - M.: Publishing House of Moscow State University, 2009. - 450 p.
Gazman O.S. Non-classical education: From authoritarian pedagogy to the pedagogy of freedom. - M.: Miros, 2006. - 346 p.
Danilyuk A.Ya. Theory and practice of education integration. - M.: Mir, 2008. - 268 p.
Additional education for children: Textbook for students. higher textbook institutions / edited by O.E. Lebedev. - M.: VLADOS, 2007. - 342 p.
Zverev I.D., Maksimova V.N. Integration of basic and additional education in modern school. - M.: Pedagogy, 2010. - 284 p.
Ibragimov I.G. The concept of integration and differentiation of forms of learning organization. - M.: Pedagogy, 2010. - 246 p.
Integration of General and Additional Education: A Practical Guide / Ed. E.B. Evladova, A.V. Zolotareva, S.L. Paladiev. - M.: Time, 2009. - 416 p.
Kedrov B.M., Chepikov M.G. Problems of integration of basic general and additional education of schoolchildren in modern conditions. - M.: Education, 2012. - 312 p.
Monina G.V. Additional education of the student. - St. Petersburg: Speech, 2002. - 348 p.
Podpovetnaya E.V. Integration of general and additional education in a general education school // Proceedings of the International Scientific and Practical Conference. - Murmansk: MOIPKRO, 2011. - 324 p.
Podpovetnaya E.V. The teacher's mastery of a systematic approach as one of the conditions for the successful integration of general and additional education. - Murmansk: MOIPKRO, 2012. - 318 p.
Podpovetnaya E.V. Additional education for children: Course program for secondary school students. - Murmansk: "Polygraphist", 2010. - 296 p.
Sanina E.V. Organizational model of integration of basic and additional education at school. - M.: Nauka, 2009. - 290 p.
Serikov G.N. The concept of an integrative picture of education. - M.: Pedagogy, 2012. - 272 p.
Filyushina E.V. Formation of a holistic educational space in the school based on the integration of basic and additional education. - M.: Infra-M, 2011. - 166 p.
Khromin V.G. Differentiation of the educational process based on the integration of basic and additional education. - M.: Eksmo, 2011. - 142 p.
Chapaev N.K. The structure and content of the theoretical and methodological support of pedagogical integration. - Yekaterinburg, 2008. - 146 p.
Yakovlev I.P. Integration of higher education with science and production / I.P. Yakovlev. - St. Petersburg: Peter. - 328 p.
Scheme of integration of basic general education and ODOD GBOU school No. 258 St. Petersburg
| Curriculum subjects | ODOD "Planet of Success" | Interdisciplinary course "Learning to learn" | Extracurricular activities |
| RUSSIAN LANGUAGE | "native word" |
||
| LITERATURE | "The road of goodness" |
||
| FOREIGN LANGUAGE | "Fabulous English" "The World Around Us" | "My small homeland" |
|
| MATHEMATICS | "Selected Questions in Mathematics" | "Entertaining Math" "Geometric Modeling" |
|
| INFORMATICS | "Entertaining computer science" "3D walks around St. Petersburg" | "My friend is a computer" |
|
| SOCIAL SCIENCE | "Journey Through the Land of Etiquette" "Little Leaders" | ||
| GEOGRAPHY | "Play together" | "I am a researcher" |
|
| "Workshop for solving problems in physics" | |||
| "Chemistry - the first steps in science" | "I am a researcher" |
||
| BIOLOGY | "I am a researcher" |
||
| Music studio "Vokaliz" Choir studio "With a song through life" | "Melodies of the native land" |
||
| FINE ART | Design-studio "Magic casket" Art Studio "Young Artist" Workshop of applied arts "Colorful world" | "Design Art" |
|
| TECHNOLOGY | Studio of arts and crafts "Wonderful World" | "Create a miracle with your own hands" |
|
| SECURITY LIFE | "Safe Wheel" Section "Virtual target" | ||
| PHYSICAL CULTURE | Dance Studio "A-Style" Football Section "Leather Ball" Wrestling section "Patrol" Section "Athletic gymnastics" Athletics section "Movement" Volleyball section "Torque" City sports section "Playing in towns" | "Outdoor games" |
Table No. 1 The ratio of the shares of basic and additional education
| Level of education | Basic | Additional (optional) | Individual (deepened by choice) |
|
| preschool | Speech development | |||
| The world | ||||
| Formation of mathematical. Submissions | ||||
| Aesthetic (art, modeling) | ||||
| Musical education | ||||
| Physical education | ||||
| Primary general | natural science | |||
| Information - technical | ||||
| Mathematical | ||||
| Historical and local history | ||||
| Aesthetic | ||||
| Physical culture and sports | ||||
| Basic general | natural science | |||
| Information - technical | ||||
| Mathematical | ||||
| Historical and local history | ||||
| Aesthetic | ||||
| Physical culture and sports | ||||
| Complete general | natural science | |||
| Information - technical | ||||
| Mathematical | ||||
| Historical and local history | ||||
| Aesthetic | ||||
| Physical culture and sports | ||||
Fig.1. GBOU secondary school No. 258 of the Kolpinsky district of St. Petersburg
Integration of basic and additional education based on extracurricular activities
Project directions
Integration of basic and additional education based on libraries, museums and institutions of additional education
Scheme 1. Main directions of the project
GBOU secondary school No. 258 with in-depth study of physics and chemistry of the Kolpinsky district of St. Petersburg
House of creativity for children and youth
School library
Sports and fitness complex "Izhorets"
Cultural and leisure center "Izhorsky"
House of technical creativity
Museums and theaters in St. Petersburg
Scheme 2. Auxiliary centers of additional education
integration of basic and additional education
Scheme 3. The role of pedagogical support for children in conditions
Fig.2. Competition "Crafts from natural material"
Rice. 5. The model of the pupil of the school based on the integration of basic and additional education
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1 Zverev I.D., Maksimova V.N. Integration of basic and additional education in modern school. - M.: Pedagogy, 2010. - S. 148.
2 Serikov G.N. The concept of an integrative picture of education. - M.: Pedagogy, 2012. - S. 207.
3 Federal Law “On Education in the Russian Federation” No. 273-FZ, dated December 29, 2012. // Adopted by the State Duma on 21.12.2012. Approved by the Federation Council on 26.12.2012. - Rostov-on-Don, Legion Publishing House, 29. 12.2012.
4 Model regulation on an educational institution add. education of children // SPS Consultant Plus.
5 Draft Interdepartmental Program for the Development of the System of Additional Education for Children until 2020 // SPS Consultant Plus.
6 The concept of Modernization of Russian education for the period up to 2020: Decree of the Government of the Russian Federation of 29.12.2011. No. 1876 // Collection of Legislation of the Russian Federation.
7 p. 1. art. 75 Federal Law “On Education in the Russian Federation” No. 273-FZ, dated December 29, 2012. // Adopted by the State Duma on 21.12.2012. Approved by the Federation Council on 26.12.2012. - Rostov-on-Don, Legion Publishing House, 29. 12.2012.
8 p. 3. art. 83. Federal Law "On Education in the Russian Federation" No. 273-FZ, dated December 29, 2012. // Adopted by the State Duma on 21.12.2012. Approved by the Federation Council on 26.12.2012. - Rostov-on-Don, Legion Publishing House, 29. 12.2012.
9 p. 3 art. 84. Federal Law "On Education in the Russian Federation" No. 273-FZ, dated December 29, 2012. // Adopted by the State Duma on 21.12.2012. Approved by the Federation Council on 26.12.2012. - Rostov-on-Don, Legion Publishing House, 29. 12.2012.
10 The concept of Modernization of Russian education for the period up to 2020: Decree of the Government of the Russian Federation of 29.12.2011. No. 1876 // Collection of Legislation of the Russian Federation.
11 Integration of General and Additional Education: A Practical Guide / Edited by E.B. Evladova, A.V. Zolotareva, S.L. Paladiev. - M.: Time, 2009. - S. 321.
12 Sanina E.V. Organizational model of integration of basic and additional education at school. - M.: Nauka, 2009. - S. 184.
13 Additional education of children: Textbook for students. higher textbook institutions / edited by O.E. Lebedev. - M.: VLADOS, 2007. - S. 183.
14 Podpovetnaya E.V. Integration of general and additional education in a general education school // Proceedings of the International Scientific and Practical Conference. - Murmansk: MOIPKRO, 2011. - S. 235.
15 Materials of the SOSH №10 website: http: //mbou-sosh10.edusite.ru/
16 Podpovetnaya E.V. Additional education for children: Course program for secondary school students. - Murmansk: "Polygraphist", 2010. - S. 49.
17 Integration of General and Additional Education: A Practical Guide / Edited by E.B. Evladova, A.V. Zolotareva, S.L. Paladiev. - M.: Time, 2009. - S. 281 ..
18 Danilyuk A.Ya. Theory and practice of education integration. - M.: Mir, 2008. - S. 126.
19 Filyushina E.V. Formation of a holistic educational space in the school based on the integration of basic and additional education. - M.: Infra-M, 2011. - S. 87.
20 Podpovetnaya E.V. Additional education for children: Course program for secondary school students. - Murmansk: "Polygraphist", 2010. - S. 52.
21 Podpovetnaya E.V. Additional education for children: Course program for secondary school students. - Murmansk: "Polygraphist", 2010. - S. 55.
22 Filyushina E.V. Formation of a holistic educational space in the school based on the integration of basic and additional education. - M.: Infra-M, 2011. - S. 103.
23 Library of the Journal of Education of Russia. No. 3 / 2013. // Pro-Press Publishing House, 2013. - P. 8-36.
The Board of the MDO approved the experience of the Southern District Department of Education, approved the Regulations proposed by him on the block of additional education - a structural unit of a state educational institution implementing general educational programs, as an exemplary one and recommended it for use in work. The heads of the district departments are recommended to study the experience of the South Ossetian Educational Institution and create district programs for the development of additional education in general education institutions.
The Department of Education and Additional Education of the MDO was instructed to organize work to disseminate the experience of the South Ossetian Educational Institution, prepare and hold a city conference, a seminar for deputy heads of district departments of education and heads of methodological centers on this topic, as well as organize and conduct a city review competition for the organization of additional education in educational institutions .
Nina MINKO, Head of the Southern District Department of Education:
In 1997, thanks to the support of the Department of Education in our district, work was launched on an experimental basis to create blocks of additional education as structural divisions of educational institutions that implement general education programs on a budgetary basis in all district educational institutions - schools, orphanages, boarding schools, treatment centers pedagogy and so on. The purpose of the experiment was to ensure the availability of additional education and thereby improve the quality of general education. As a result, already in 1997 there was a 3.5-fold quantitative jump in the coverage of children with additional education. If in the 1994-1995 academic year 18,700 students were engaged in it, then in 1998-1999 there were already 71,831, and in 2004-2005, 133,907 students. Such a difference in the number of children makes it possible to quantify the social need for additional education for children.
We conducted a special study to establish the advantages that BDOs have in comparison with out-of-school institutions of additional education, and concluded that blocks based on an educational institution have undeniable advantages. Today, in the Okrug, the block of additional education is a structural subdivision of a state educational institution that implements both educational programs and various educational programs for additional education of children outside the main (basic) educational programs that determine its status. Unlike the traditional, so-called branch model, the personnel formation of BDO is carried out by the director of an educational institution, hiring a teacher of additional education with a corresponding entry in the work book or registering subject teachers as teachers of additional education by internal combination with the mandatory billing of teachers of BDO. The director of an educational institution approves the BDO staffing table, wage rates and official salaries, allowances and additional payments to them, and is responsible for the level of qualification of BDO employees.
The social need cannot be met with the help of the branch model because it is 4-5 times higher than the average annual throughput of all specialized institutions of additional education, institutions of culture, sports and municipal leisure clubs of the district. In addition, the network of branches creates great difficulties in solving personnel issues, in controlling the mode and quality of work, it is very difficult to develop promising types of activities at branches that are complex both technically and organizationally.
The result of the experiment was the creation of a two-level system of additional education, which includes specialized institutions of additional education (there are 15 of them) and blocks of additional education in institutions implementing educational programs. In addition, we can say that the principles of a systematic approach are being successfully implemented in the development of the educational space of additional education in the district. For example, in the Nagornoye district there are no institutions of additional education for children, so the creation of a BDO there solves the problem of territorial accessibility to it. There is a Young Technician center in the Nagatino-Sadovniki district, and here the creation of the BDO expands the thematic field, as a result, the educational space is built in accordance with the social demand of the population. In the Zyablikovo district there is a multidisciplinary institution of the TsRTDYU "Raduzhny" and 16 BDOs, so the institution creates conditions for classes at the level of pre-vocational and vocational training, and BDOs ensure the maximum coverage of children with additional education. Such complementarity provides a unique opportunity to ensure the optimization of the thematic-age field in large areas.
The organization of additional education for children in an educational institution is a completely different phenomenon than traditional extracurricular and out-of-school work. With the creation of BDO in educational institutions implementing general education programs, there is a real opportunity to move from a disparate set of educational activities, circles, sections and electives to building a coherent educational space. Statistical data on the coverage of children from large families (85%) and children in juvenile affairs inspections (98%) show that those receiving additional education in BDO have a wider range of services (afternoon groups, free meals, etc.), and disabled children (83%) are engaged in supplementary education in BDO on the basis of boarding schools, correctional schools, TsLPiDO, using appropriate methods. All this is yet another confirmation of the great possibilities of BDO in solving the problem of access to additional education for all categories of students.
There are 4,006 teachers working at BDO in the Southern District, of which about 900 are under the age of 30. 920 - from 30 to 40 years old, 1093 - from 40 to 50 years old. The organization of blocks allows you to attract external part-time workers - specialists in various areas of additional education (78%), the number of teachers with higher pedagogical education is increasing year by year, 93% have improved their skills in courses over the past five years, most (60%) are certified and have a qualification category, with 19% - the highest.
19 educational institutions of the district, which have BDO, have the status of urban experimental sites on the topic "Model of the center of continuing specialized education" and are engaged in the integration of basic and additional education. In the 2006-2007 academic year, it is planned to open city experimental sites on the topic “Development of additional education in conditions of diversified institutions” at the Center for Curative Pedagogics and Differentiated Education for Wheelchair Users, Correctional School No. 991, and Orphanage No. 9. Additional education in diversified institutions is the area that, having intrinsic value, is primarily focused on creating a single educational space and forming a holistic perception of the world among pupils, on harmonizing the requirements for the implementation of the educational standard and creating conditions for the development of individual interests and needs. The block of additional education expands educational opportunities and cultural space of institutions. For pupils of these institutions, additional space becomes the most important means of providing adequate space for the implementation of an individual educational trajectory, contributes to the socialization and self-realization of the individual, provides relevant applied skills, and creates opportunities for conscious career guidance.
In diversified institutions of the Southern District, 2624 students are covered by additional education in 8 directions and 48 types of activity, 103 teachers work. 17 educational institutions operate as a full-time school. In each school, the block of additional education plays an important role, providing affordable, high-quality additional education for 750 study groups, 11,251 students in 11 areas and various activities.
In such institutions, educational and integration functions are of particular importance, contributing to the creation of the educational system of the school, enriching and expanding the cultural environment of the educational institution.
The task of the block of additional education in a boarding school, a correctional educational institution, a full-time school and other institutions is not only to guarantee a certain level of education, upbringing and social protection to the pupil, but also to give him a chance for success in the future.
In the course of the experiment, the Okrug worked out a mechanism for organizing the activities of blocks of additional education in institutions implementing general education programs. Based on the annual order of the South Ossetian Educational Institution and the order of the director of the educational institution, the BDO as a structural unit is formed subject to the development of more than 27 weekly hours of additional education with billing. Annual billing is a mandatory condition for organizing the work of the block.
Regulatory and legal conditions for the activities of the BDO in an educational institution - an entry in the Charter of the institution, a license for the right to conduct educational activities of the BDO, Regulations on the BDO, job descriptions of the unit's employees.
The direct management of the BDO is carried out by the director of the educational institution, and the person responsible in the position of deputy director for additional education or the head of the structural unit, who are appointed by order of the director, can manage its work. The person responsible for BDO plans, organizes and controls the educational process, is responsible for the quality and efficiency of the work of the structural unit.
In the course of the experimental activities, an exemplary nomenclature of cases for the person responsible for BDO was developed and proposed, including regulatory and legal documentation (local acts), reporting and financial documentation (billing, magazines, programs, schedules), reporting and analytical documentation (analytical reports, control logs, monitoring BDO).
The work of blocks of additional education in institutions implementing general education programs resulted in the following indicators:
a high percentage of coverage of children in educational institutions with various types of additional education activities in the afternoon (99.8% of the district's institutions have a block of additional education);
traditionally in the Southern District a large number of children take part in the festival "Young Talents of Muscovy" - 17615 students from BDO took part in the VIII festival, 2738 became winners;
two BDO creative teams were awarded the professional prize of the Young Talents of Muscovy festival "Girl on the ball" (music studio of school No. 623, dance and sports club "Delta-dance" PTU-160);
from 2003 to 2005, the title of "Exemplary Children's Team" was given to children's creative teams of eight educational institutions of the Southern District (schools No. 547, 578, 628, 858, 936, 1173, Polyus Center No. 504, Fashion Lyceum No. 341);
the creative achievements of students in the blocks of additional education were awarded awards at festivals, competitions at the city, all-Russian and international levels (in the 2004-2005 academic year, more than 1,400 children participated in festivals and competitions at the international level, 130 creative teams and teams became winners, at all-Russian festivals and competitions from 900 participants - 300 creative teams and teams became winners);
BDO teachers actively participate and win in such competitions as the competition of educational programs of additional education for children, the scientific and methodological potential of additional education, “Out-of-school teacher” (for example, 119 teachers participated in the district competition of artistic creativity of additional education teachers in the 2005-2006 academic year out of 74 educational institutions, 61 teachers became the winner).
I can say that our work in the district is seen, felt and appreciated. For example, 500 square meters in a new building were allocated for the district scientific and methodological center for additional education, and in addition, we were given the Festivalny film and concert center, in which we can hold district events.
Olga BURLAKINA, Director of the Center for Curative Pedagogics and Differential Education:
Our center was opened in 2003, it provides educational services to disabled children with disorders of the musculoskeletal system, as well as children with mental and physical development problems. Today, 240 children per month are constantly studying at the center, 190 are children with disabilities. Of these, 35 study at home, 38 receive basic education in diagnostic classes for remedial, developmental education, we provide correctional assistance to 117 children from various regions of the Southern District. The main goal of the center is to create an enriched developmental environment for children with disabilities who, due to their limited abilities, have a narrow social circle and are often brought up in conditions of social exclusion. One of the priorities of the center is the organization and development of a block of additional education, which ensures the successful socialization and adaptation of the child to later life. The main task of teachers is to help the child fully live every day of his one and only childhood. All students in the center are engaged in various types of additional education.
The child is included in the block of additional education on the basis of the priority of his interests, a differentiated approach that takes into account his needs and interests, focusing on his individual characteristics, the availability of activities performed and the active participation of the family in choosing areas of activity, a personal approach to the child. A distinctive feature of the additional education block is the development of individual routes for disabled children on the recommendation of specialists from the psychological, medical and pedagogical council.
Work in the block of additional education is carried out in six areas (17 types of activities, in 14 associations): physical culture and sports, artistic and aesthetic, scientific and technical, socio-economic, cultural, natural sciences.
Each child is trained in 3-4 different associations. Classes are held individually and in small groups of 2-3 people, groups are formed taking into account the characteristics of the development of children and their compatibility. 13 teachers of the center have a special education in working with children with a complex defect structure.
One of the most important areas of work is sports and recreational work with children with developmental problems, since children in this category are not accepted into mass sports sections. In the center, they can engage in sections: "Developing sports games", "General physical training based on outdoor games", "Adaptive physical education".
The largest number of children are engaged in 10 associations of artistic and aesthetic orientation. Experience shows that the systematic employment of children with disabilities in artistic creativity helps not only to achieve good results in the development of their abilities, but also to harmonize the personality, help her acquire a more optimistic outlook on life, teach children tolerance and goodwill, and increase their self-esteem. Discovering the joy of creativity, the child gradually changes his life position and attitude to the world. Children are engaged in creative associations: “Decorative processing of materials”, “Domovyata” (manufacturing of soft toys), “Paper modeling”, “Magic thread” (embroidery on cardboard), “Karaoke”, “Funny notes”. Many people visit the Botega decorative studio with pleasure, where they do ceramics, batik, painting, and graphics.
In music lessons, teachers use elements of music therapy - specially created formulas for musical self-hypnosis, as well as songs that can have a positive effect on the worldview of a child whose motor and speech capabilities are limited. A set of methods and techniques aimed at expanding and enriching the range of experiences available to the child help him to be happy and in demand by society. Thanks to additional education, children with developmental disabilities can receive training in such subjects as computer literacy, economics, chemistry, physics, regional studies with the study of a foreign language.
The children studying in the supplementary education block repeatedly took part in district, city competitions and exhibitions, 62 became laureates and diploma winners, and the Botega art studio was awarded a diploma from the Young Talents of Muscovy festival.
Elena PAVLOVA, head of the methodological laboratory of additional education of the Southern Educational District:
The need for methodological support for the system of additional education is obvious today, since methodological equipment is a condition for efficiency, one of the means to achieve the quality of the built system, its results. Today, the activities of the methodological service are multifunctional. It combines various activities: managerial and pedagogical, research and didactic, methodological and organizational.
To improve the organizational, methodological and information support of the two-level system of additional education in the Southern educational district, a regional methodological laboratory of additional education was created. The content of the laboratory's activities is defined in the district Program for the development of the system of additional education for 2005-2010. The key activities of the laboratory are scientific and methodological support for the content of additional education, increasing its efficiency and quality; development of the monitoring service of the system of additional education; creation of various data banks of the system of additional education; organization and development of a system for advanced training of teaching staff; development and improvement of regulatory and legal documentation for blocks of additional education in educational institutions.
The task of scientific and methodological support is solved in the Southern District in a comprehensive manner by the methodological services of institutions of additional education and the district methodological laboratory through the alignment of such modern methodological structures as specialized institutions and the association of blocks of additional education on the basis of general educational institutions in the profile. For example, the Petroflot recreation center is engaged in the military-patriotic direction and maritime affairs, the Rodnik Children's School of Art is engaged in vocal and choral art, the Tutti Children's School of Art is instrumental, the Logos CDT is in decorative and applied arts, the Young Technician CDT develops sports and technical direction. All institutions of additional education for children have become information and methodological centers of blocks of additional education. As part of the festival “Young Talents of Muscovy”, we have created 29 district methodological associations, which are led by methodologists-curators in areas and activities of the additional education system. Methodical support by institutions of additional education is also carried out for public events, for example, the Raduzhny center has been holding a district tour of the Hope festival for students of additional education blocks of diversified institutions for 10 years, and the House of Tourism organizes and conducts tourist gatherings for orphans.
Most importantly, the Okrug has developed a mechanism for improving the organizational, methodological and information support for the activities of additional education units.
At the first stage, using electronic billing-monitoring, we analyze the state of affairs and identify those urgent needs for methodological assistance that is required to comply with the norms of the workload of children, the compliance of educational programs with the requirements and content of additional education. Based on the results of billing based on an automated monitoring system, we create information and analytical books, for example, the book "Theme of Educational Programs" allows us to determine the educational space of a two-level system of additional education, adjust and plan the development of various areas and activities of children. As a result, it is possible to cover children of all age categories with blocks of additional education. For example, the Young Technician center for children's creativity specializes in sports and technical profiles, and the additional education blocks of the Nagatino-Sadovniki district implement the social needs of children across the entire spectrum of thematic areas of educational programs.
At the second stage, it is important for us to improve the quality and efficiency of work in the blocks of additional education, therefore we hold numerous seminars, round tables for the deputy directors of the block of additional education or those responsible for this area of work: "Systematization of managerial activities", "Preparation of a package of documents for licensing”, “From work experience” and so on. In addition, the practice of work included seminars and consultations for teachers, methodologists, deputy directors on the topic "Development of an educational program for additional education of children." As a result, the teachers of the blocks have repeatedly become laureates of district competitions of educational programs and scientific and methodological developments on the additional education of children.
For the professional growth of teaching and management personnel in our district, on the basis of two institutions of additional education (DSHI "Tutti", the House of Children's and Youth Tourism and Excursions), advanced training courses are held at the Moscow Institute of Open Education, in the center of children's creativity "Logos" we annually hold district, All-Russian children's and pedagogical conferences on various types of arts and crafts. This year boarding school No. 95 hosted a city seminar "Development of additional education in a boarding school."
In addition, in order to improve the quality level of existing groups and identify new promising ones, we have finalized the district system of competitions and festivals in such a way that the district round of the festival "Young Talents of Muscovy" was held in two stages. On the first - competitions are held in all schools, on the second - teams compete. Moreover, beginners are among beginners, and “exemplary children's groups” and teams awarded the “Girl on the Ball” prize are with the same ones.
At the third stage, we implement the tasks of personnel support. In the district methodological laboratory of additional education, methodologists work for program and methodological activities, for editorial and publishing, for information and analytical activities, methodologists for working with blocks of additional education, in various areas of activity, for example, curators for the genres of festivals and competitions, a specialist programmer and specialists to create a data bank.
The fourth and final stage is the development of a methodological product and its translation. Thanks to the Department of Education of the Southern District, teachers and heads of educational institutions have the opportunity to use the annual editions of district collections of information and methodological materials on additional education, where legal documents, local acts developed in the district and documents regulating the activities of additional education blocks developed by methodologists are published. laboratory methodological recommendations on reporting and analytical activities of those responsible for additional education blocks for the development of educational programs, a series of materials “From work experience”, as well as collections of educational programs for additional education of children. In our district, a data bank of program and methodological materials of the system of additional education has been created and is being replenished, and work is underway to create a media library of additional education.
Tatyana DANILKINA, director of school No. 554:
Today, the educational needs of the population of the microdistrict have increased significantly, in particular, in the field of additional education. The fact that the school has a block of additional education often becomes an important argument for parents when choosing a school for their child. We have such a block at our school, and we are implementing programs in 7 areas, 22 types of activities, and organizing the work of 35 student associations. The school employs 29 additional education teachers, and for 64% this is the main position. The unit is headed by the Deputy Director.
At the meeting of the school council, the model of our graduate, the graduate of the school state Juventa, was developed and approved by the governing council. We have already seen that the tasks of shaping personality traits are more successfully implemented in the context of the integration of general and additional education. Three main areas of integration: in terms of content, technologies and forms.
We carry out one of the most important areas of activity in creating conditions for self-realization of the individual through elective courses, pre-profile and profile training in general education, a variable system of additional education and student self-government in the educational system. The directions of educational activities are similar to those of additional education, and classes in associations are one of the forms of educational work at the level of the class, school and society.
One of the most common forms is holding club days, which allow students to show their creative abilities and demonstrate their achievements to their peers. The knowledge and skills acquired in the context of the integration of general and additional education are successfully updated in the system of student self-government. For example, in the mass media department of Yuventa, students of the humanities classes, as well as attending classes of the Young Journalist Association and the art studio, are actively working.
To determine how integration affects the state of health, academic performance and personal development, we regularly conduct monitoring. 71% of children claim that the knowledge gained in the classroom is successfully used in the classroom and vice versa. 30% of students are focused on professional choice. These data convince us of the positive role of integration processes. We believe that general and additional education are necessary components of a unified educational space of the school, which makes it possible to successfully develop the cognitive, creative and civic activity of the child.
