Extracurricular work gives excellent opportunities for development cognitive interest and creative abilities of schoolchildren, the formation of their independence and initiative. Each student, thanks to such forms of education, can experience, try out, reveal and actualize at least some of his talents. The task of the teacher is to create and maintain a creative atmosphere in this work.

For this, there are a wide variety of types and types extracurricular activities. There are three main types of extracurricular activities:

• - individual;
• - group;
• - massive.

Individual extracurricular work is reading economic literature, writing essays and preparing reports, performing creative tasks.

Group types of extracurricular activities are classes in economic circles, electives, publication of newspapers and magazines.

Mass types include excursions, competitions, quizzes, olympiads, conferences, or, for example, "weeks of the economy" or "month of the economy."

Let us dwell in more detail on some of the above types of extracurricular forms of organization of educational work that can be used in the course of economics:

• a) electives;
• b) extra classes;
• c) classes in circles;
• d) study conferences;
• e) subject Olympiads;
• f) excursions.
• a) electives as a method of in-depth study of the material

If we recall from history, then extracurricular classes as an extracurricular form of education were introduced in the late 60s - early 70s of the 20th century, when one of the next restructuring of the content of school education was carried out. They got their name from the Latin word (facultatis), which means possible, not mandatory, available to choose from Pedagogy: Textbook for students of higher educational institutions: Slastenin V.A., Isaev I.R.; ed. Slastenina V.A., M.: "Academy", 2005. - p. 281. Consequently, electives are held on a voluntary basis and at the choice of the students themselves in parallel with the study of compulsory subjects.

The curricula of general education schools include optional classes in subjects that are studied at the choice of the students themselves. To determine which subject interests students more, in order to organize an elective, you can use the questionnaire of the students themselves. Such a subject, for example, could be economics, since it is not yet included in all schools. school curriculum. Their list and number is determined in each school, taking into account the needs of schoolchildren, their parents, the school's capabilities, taking into account the needs for the training of relevant specialists, the level of training of the students themselves, etc. Such electives can be: "Fundamentals of Management", "Fundamentals of Marketing", " Securities", "Accounting" and many others. Such electives will be of interest to students, as this may be related to the future profession of schoolchildren, and these classes provide an opportunity to study the course more widely and will help when entering a university.

Thus, the main task of the elective course in economics is to deepen and expand knowledge, develop the abilities and interests of students, and conduct systematic career guidance work. If the distribution of students among electives is voluntary, then the composition remains stable for a year or two years, depending on the lesson plan.

The elective in economics works according to a specific program that does not duplicate the curriculum. Effective in the classroom, an elective is a combination of a lecture by its leader with various types of independent work of students (practical, abstract work on the topic " Current state economics", conducting small studies on changes in prices for any type of product, reviews of book novelties on economics, discussions in groups, performing individual tasks, discussing student reports).

Testing and assessing knowledge in optional classes is more educational than controlling. Therefore, as a test of the learned material, it is possible to use here methods of assessment that are not familiar to the lesson - a scoring system, but, for example, active methods. You can develop a business game, apply the case method and many other methods on a topic studied as part of an elective course in economics. A mark is given only if it summarizes the great work done by the students, and most often in the form of a test. Consequently, students are not afraid to receive an unsatisfactory grade and therefore participate more actively in extracurricular work.

Thus, with the help of extracurricular activities, the school is called upon to solve the following tasks, in which their important pedagogical significance lies:

• - meet requests for a deeper study of the subject that interests students;
• - to develop educational and cognitive interests, creative abilities and talents of students.

But, unfortunately, in schools, electives are often used not to deepen the knowledge and develop the abilities of students, but to overcome their lag in mastering the program material, which naturally distorts their meaning and didactic purpose.

b) additional classes (consultations) to fill gaps in students' knowledge

To fill the gaps in the knowledge of students, there are such forms of training as additional classes. The economy is quite difficult subject for perception, so there are students who do not have time to master everything in the classroom. Consultations are usually ad hoc and organized as needed. Consultations are held with students outside of school hours and can be used in some cases both to meet the needs of some in an in-depth study of some course issues that are not included in the content of elective classes, in others - to eliminate the lag of individual students in learning, eliminate gaps in knowledge and failure warnings. Since the preparedness of all students is different and not everyone can immediately grasp all the subtleties of economic science, this form of study is simply necessary in schools. The program of additional classes includes an analysis of economic concepts and the solution of problems that were not learned in the lessons.

These classes can be in their form of organization group, individual, be in the nature of consultations, interviews or self-fulfillment assignments by students under the guidance of a teacher. However, it should be noted that excessive enthusiasm for these forms of work is ineffective. It leads to relaxation of students in their studies, to the expectation of help from the teacher even in the event of elementary difficulties, demoralizes them. Students in this situation very quickly become passive.

Therefore, it must be concluded that such forms of education are necessary within the framework of the course of economics, but in moderation so as not to relax students.

c) classes in economic circles, as a special form of organizing extracurricular current educational work

If the school has a well-placed academic work in each subject, then many students express a desire to expand and enrich their knowledge, to join technical creativity, for example, to conduct experimental work on any subject. This necessitates the organization of the work of subject circles and learned societies students.

Classes in economic circles and clubs, as well as extracurricular activities, involve a specific program of activity. However, it is less strict and allows for significant adjustments depending on the wishes of the children, changing circumstances of the activity and other factors.

Circles are created on a voluntary basis separately from students of parallel classes or, if there are no parallel classes, then from students 5 - 6x, 7 - 8x, etc. classes. In elementary grades - these are educational games on economic topics. In the middle - the creation of school companies, enterprises, banks, business games. In seniors - work in school companies, enterprises, holding discussions, business games, including with the participation of industrialists, entrepreneurs, economists, bankers. The work of the circles is managed by subject teachers.

The content of the classes of economic circles includes: a more in-depth study individual issues curricula that arouse the interest of students; acquaintance with the life and creative activity of outstanding scientists-economists, acquaintance with the latest achievements of science and technology; holding events dedicated to individual scientists or scientific discoveries; modeling of economic games, consideration of economic situations, meetings with entrepreneurs and other economic figures Kruglova L.Yu. Development of the domestic system additional education// Pedagogy. No. 8. 2006. S. 85 ..

The subject circles proposed by the school are very diverse, both in direction and content, methods of work, and time of study. Practice confirms that they play a very favorable role in developing the interests and inclinations of students. Contribute to development positive attitude to learning: active club members usually study better and take assignments more seriously, and they are also better oriented in modern market conditions. Circles help to strengthen the connection between learning and life, the development of interdisciplinary connections, in particular the connection between general education and special disciplines. Thus, the work of students in subject circles activates the educational process, improves the quality of education.

d) educational conference as an auxiliary form of education

Rarely practiced in schools, but quite an effective form of organizing training, with the goal of summarizing the material on any section of the program, is a training conference. It requires a lot of, above all, long-term preparatory work, i.e. conducting observations, summarizing materials, organizing all the above forms of extracurricular current educational work - excursions, electives, various circles, setting up experiments, studying literary sources.

Conferences can be held in all subjects and at the same time go far beyond the curricula. This form of extracurricular work, as a rule, is carried out in high school, and not only within their own school, students from other schools can also participate, and entrepreneurs, bankers and others can be invited as a commission, depending on the focus of the conference.

The school needs to hold conferences on the subject of "Economics", since here there is not just a transfer of information, but a discussion is organized on various economic issues that affect a certain area of ​​\u200b\u200bthe economy. Various situations on economic issues discussed at the conference attract the attention of students, thereby interest them. Based on the results of the conference, students are awarded diplomas, certificates for participation, possibly cash prizes or prizes. Thus, all this motivates activity and creates an incentive for participation.

Participation in economic conferences introduces students to the beginnings of scientific work. It may be the result of research and there will not be high-profile discoveries, however, to instill in young people the skills of scientific work even in school age very helpful.

Firstly, the scope training course economy, for which little time is still allocated at school, the skills of independent collection, processing of information and its analysis are developed.

Secondly, the teacher, working with a student who is exploring an area of ​​interest to him economic problem gets closer contact. Thus, the student will get a much deeper understanding of the chosen topic than in a regular lesson.

Thirdly, independent creativity stimulates curiosity and a taste for finding ways to solve problems, gives the joy of discovery.

Students who have shown a practical interest in research work get a unique and useful experience independent activity which distinguish them favorably from their peers.

The experience of public speaking, gained while participating in economic conferences (defending scientific papers in front of authoritative commissions, in front of peers) forms competence and responsibility, overcomes fear, insecurity when publicly defending one's opinion, and also provides an opportunity for further participation in economic activity.

e) Subject Olympiads

Now schools have introduced economics as a general education subject. Therefore, subject Olympiads in economics are held in almost all schools where economics is studied. given subject. The Olympiad is a competition for schoolchildren in various disciplines, primarily in the field of study. They contribute to the life and professional self-determination of a high school student, develop individual personality traits. The main task of economic Olympiads is to increase the interest of students in the study of specialized disciplines and identify talented students in this area. Olympiad competitions allow students to check and critically evaluate their capabilities, to decide on the choice of further ways of their education. Olympics by economic disciplines school, city, regional, zonal and Russian events are held. They are attended mainly by students in grades 9-11. Even schoolchildren studying economics as a specialized discipline, for successful performance at the Olympiad, a separate activity from the lesson is required, special training, which can be held as electives, additional classes and economic circles. Since the participants are offered tasks not only with the use of program concepts, but also tasks that go beyond the profile study of the subject of economics. In addition, it should be noted that at the Olympiads, preference is given to original ideas solving problems with a clear justification, choosing the optimal task, reasoned conclusions, etc. Olympiads in economic disciplines require schoolchildren to be able to analyze and correctly assess the situation. If a student decided to connect his future life with economics and actively participated in economic Olympiads at school, then this will definitely help him when entering a university.

f) excursion as a form of educational work

Along with the lessons, educational work at the school is carried out in the form of excursions. The word excursion (excursio) is of Latin origin and translated into Russian means a sortie, a visit to a place or object with the aim of studying it Pidkasty P.I. Pedagogy. Textbook for students of pedagogical universities. M .: Pedagogical Society of Russia, 2000. - p. 295 ..

An excursion is understood as such a form of organization of education in which students perceive and assimilate knowledge by going to the location of the studied objects (nature, factories, historical monuments) and directly familiarizing themselves with them.

Excursions are a very effective form of educational work. In this regard, they perform the following functions:

Firstly, with the help of excursions, the principle of visualization of education is realized, because in the process of their students, as noted above, they directly get acquainted with the objects and phenomena being studied.

Secondly, excursions make it possible to increase the scientific nature of education and strengthen its connection with life, with practice.

Thirdly, excursions contribute to technical education, as they provide an opportunity to acquaint students with production, with the use of scientific knowledge in industry and agriculture.

Fourth, excursions play important role in vocational guidance students for production activities and familiarize them with the work of workers in industry and agriculture.

In the curricula for each subject, a mandatory list of excursions is established and their content is determined. From this point of view, all excursions conducted at the school are conditionally divided into several types:

Industrial tours. With regard to the economy, such excursions can be carried out on manufacturing enterprises, factories, banks. Industrial excursions help in studying the basics of modern production and contribute to the expansion of the technical horizons and labor education of students. This type excursions are necessary, as students can personally familiarize themselves with production process, learn how the banking system works, see the working conditions, what they need in the future.

Complex excursions. They are conducted on several subjects at the same time, that is, these are excursions that combine information on several subjects at once. For example, a tour of a glass factory can be conducted simultaneously in physics, chemistry, economics, and specific issues are studied for each of these subjects. A physicist and a chemist will introduce students to the application of these sciences in production, a teacher of economic sciences will talk about economic ties enterprises, etc.

Excursions can also be frontal, group and microgroup (brigade). Choosing her organizational form is determined by the purpose, features of the object, the possibilities of effective management of the cognitive activity of students, as well as considerations of safety and health of students.

However, the classification of study tours also depends on which didactic tasks resolved in the course of their implementation. From this position, there are two main types of excursions:

The first type involves excursions, which serve as a means of learning new material for students. The main objective of this type of excursion is to visually communicate new knowledge to students.

The second type involves excursions that are used to reinforce the material that was previously studied in the classroom.

In general, when conducting excursions in the economy, the most important task is to achieve a thorough understanding and a solid assimilation of the material being studied. The method of excursions should be subordinated to its solution.

In general, this technique includes:

• 1. preparation of excursions, i.e. choice of economic topic, development of questions;
• 2. the exit (departure) of students to the objects being studied and the assimilation (consolidation) of educational material on the topic of classes;
• 3. Processing materials of the excursion and summarizing its results.

Of great importance when conducting a tour of the economy, first of all, is the preparatory work and, in particular, a clear definition of its goal. The preparation of the excursion is also connected with the choice of the object of study. Important point the preparation of the excursion is to pose specific questions to the students, on the study of which they should focus their attention.

And, finally, when preparing an excursion, the teacher visits the site and decides who will act as a guide - himself or an employee of the enterprise. If an employee of the enterprise, then the teacher agrees with him on the purpose of the excursion and its content, as well as on the method of explaining the material.

The second stage is the content part of the excursion, that is, the organization of educational work on the perception and assimilation (or consolidation) of the material being studied during its implementation. This is usually done using the methods of storytelling, explanation, conversation. And demonstrations (showings) of the most important parts, any papers. If the excursion is conducted in order to consolidate the material that was studied in the lesson, then it begins with a brief survey of students on this topic. So, for example, if the excursion is organized to the bank, and the question "money and money circulation" was studied at the lesson, then the survey will begin with an analysis of the concepts of money, money supply, banknotes, coins, etc. After the survey, the teacher shows all the objects visually.

During the excursion, it is necessary to take care of activating the thinking of students and encourage them to assimilate the material being studied. To this end, the teacher asks leading questions and answers the students' questions. During the excursion, students make notes of the most important provisions of the topic, as well as, if necessary, various drawings and sketches.

The final stage of the excursion is important - summarizing and processing the collected material. Students analyze and systematize the collected material, prepare reports, abstracts, make collections, make tables, arrange exhibitions. A final conversation is held on the topic of the excursion: the teacher sums up, evaluates the knowledge acquired by students during the excursion, draws general conclusions, recommends reading additional literature that will allow students to become more familiar with the issue.

Such excursions should be carried out in any subjects, in particular, in economics, as they activate the thinking of students and arouse the greatest interest in the topic being studied.

Schoolchildren actively participating in various economic Olympiads, conferences, circles, attending additional classes and electives in economics are more developed, they are well versed in economic concepts, are able to analyze market situations, independently make choices and make decisions in a complex, uncertain environment. All this provides students with more opportunities to choose their further education after school, and since they have already studied economics, it will be easier for them to enter the school at school. economic university. Thus, it should be noted that all extracurricular activities are interconnected and only a comprehensive extracurricular activity will have a positive effect.

For the implementation of education in children's educational institutions, it is necessary to solve the following tasks: definition of content, forms and methods of education, taking into account age, individual psychological characteristics of students. Therefore, it is important to realize that today we need to talk not about event activities, but about educational activities, about human communication, about the formation of relationships, about the development of personality traits.

Raising the next generation is a multifaceted process. The physical and moral health of children are considered as priority areas in education; intellectual development; formation of a culture of personality and spiritual values; civic and patriotic education; aesthetic and labor education; formation of life plans for schoolchildren, preparation for family life, etc.

For implementation pedagogical tasks use various forms of extracurricular educational work:

- traditional: oral journal, class hour, ethical conversation, living room;

– discussion: debate, defense of the project, evening of unsolved and unsolved mysteries;

- national ritual: folk holidays, gatherings, folk fun;

- television: "Theme", "Lucky case", "KVN";

- collectively creative affairs: relay race "Daisy", ringing;

- non-standard: sports flea market, dance ring, poetic cross;

- improvisations: "At the mirror", "Smeshinka", "Theatre-improm".

The professionalism of the educator, the organizer consists in mastering the largest number of forms of work and the ability to use them to solve a specific pedagogical problem with the maximum educational effect. “Piece-wise”, according to A.S. Makarenko, individual education is the highest aerobatics in the work of an educator, teacher, class teacher.

To educate means to organize the activities of children. A person develops, forms his skills, behaviors, values, feelings in the process of modern activities with people and in the course of communication with them. Therefore, in order to achieve educational goals, the class teacher must be able to organize a variety of children's activities (teachers call it developing, educating), and for children it is their natural life.

The organization of extracurricular activities of children, including leisure activities, in any school has always been and remains a very important area of ​​activity for teachers. Activities with children in addition to lessons, communication with them in a more or less free environment are essential, and often decisive, for their development and education. They are also important for the teacher himself, as they help to get closer to the children, get to know them better and establish good relationship, reveal unexpected and attractive sides of the teacher’s personality for students, and finally, allow them to experience happy moments of unity, joint experiences, human closeness, which often makes teachers and students friends for life. This gives the teacher a sense of the need for his work, its social significance, relevance. as they say now.

However, for this to happen, you need to know how to organize such work.

Methodists highlight types of extracurricular activities, that are possible at school, namely: cognitive activity, value-oriented, social, aesthetic, leisure. It is clear that all of them are closely connected with the educational process, with the content of education and upbringing at school and serve to achieve certain educational and educational goals. Thus, cognitive activity is aimed at the development of cognitive interests, the accumulation of knowledge, the formation mental ability etc.

Value-orientation activity, in essence, is a process of forming attitudes to the world, forming beliefs, views, assimilation of moral and other norms of people's lives - all that is called values. The class teacher has ample opportunities to stimulate the development of relationships and views on life by schoolchildren in various forms of extracurricular activities: conversations on social and moral issues, class meetings, discussions, disputes. Of course, assimilation by schoolchildren social values occurs in all other forms and activities.

Public activity involves the participation of schoolchildren in school management bodies, various student and youth associations at school and outside it, participation in labor, political and other campaigns. This occurs in such forms as self-service work, school cleaning, school meetings, meetings, elections and work of student governments, evenings, holidays, etc.

Aesthetic activity develops artistic taste, interests, culture, abilities of children. It is difficult to overestimate the importance of aesthetic classes for students, which can be organized especially effectively outside of school in special institutions of additional education, clubs. School teachers, however, also have the opportunity to carry out this work in the following forms: dramatizations, competitions, school theaters, concerts, festivals, excursions to museums, visits to theaters and much more.

Leisure activity means meaningful, developing rest, free communication, in which the initiative should belong to the students, but the teacher should not be an outside observer, remembering his functions as an educator. Sports and recreational activities can also be taken here. Free communication, leisure of students can take place in a variety of forms: games, holidays, evenings of rest, collective birthdays, competitions, joint walks, hikes, etc.

The teacher must know and be able to do a lot for the methodologically correct organization of all these forms of work. First of all, in the pedagogy of educational work at school, the very concept of “form of work” is not very clear and it is difficult to distinguish it from method. However, it is important for the educator to know how he organizes the activities of students, what opportunities he has, so to speak, a methodological arsenal.

Form of extracurricular educational work with children can be defined as a specific way of organizing them relatively free activity at school, their independence with the pedagogically expedient guidance of adults. In educational practice there is big variety forms of work, they are difficult to classify. Let us try, however, to streamline the forms of educational work by singling out the predominant, main component of educational work. We can say that our typification is based on the main means (methods, types) of educational influence, of which we have identified five: the word, experience, activity, game, psychological exercises(training).

Hence, there are five types of forms of educational work with schoolchildren:

- verbal - logical
- figurative - artistic
– labor
- gaming
– psychological

Verbal-logical forms.

The main means of influence is the word (persuasion with a word), which evokes response emotions in children. This type of form includes conversations on various topics, class debates, meetings, conferences, lectures, etc. The main thing here is the exchange of information, messages from students, teachers and other adults, and discussion of problems. This type of educational influence takes place in the practice of schools around the world, although the methodology, technique or even technology of its implementation may be different.

Figurative art forms.

They unite in themselves such cases of children, where the main means of influence is a joint, mainly aesthetic experience. The main thing here is to evoke strong, deep and ennobling collective emotions, similar to those that people experience in the theater, at holidays, and in other similar situations.

Great educators, psychologists, artists, politicians and public figures were well aware of the enormous uplifting and unifying power of shared feelings, they also knew their destructive potential. The educator must be able to provide joint experiences for children, thanks to which they will become better.

Such forms as a concert, performance, holiday, etc. have great potential.

Let us note in this connection that collective, mass experiences seem to take great place in modern life, especially for young people: rock concerts, discos, “hanging out” informals. But, alas, not to mention the content and nature of these performances, the noise and external effects there often fill the inner void, leave no room for a deep inner experience. In modern life, obviously, there is a lot of noise in general and there is no silence that would help a person discover himself. When organizing the life of schoolchildren, it is necessary to provide for moments of silence in it, filled with contemplation, penetration into phenomena, the discovery of something new in the world around us, people, and oneself.

Labor forms of extracurricular work.

Positive effect on children teamwork, more broadly - various activities, any work. These are different types of work at the school, from daily cleaning to repairing the school, laying out and arranging a garden, a park, organizing a farm, a school cooperative, a printing house, an information center. This is also various assistance to those in need, work in self-government bodies, social movements and organizations. Joint work can inspire no less than a theater, an aesthetic spectacle or a holiday.

Game (leisure) forms of work.

These are the games joint vacation, meaningful entertainment. Games can be sports, educational, competitive, competitive. All of them, like the above-mentioned types of forms of educational work, often combine various means of influence: word, image, feelings, work.

Particular attention should be paid to PSYCHOLOGICAL FORMS of work with students. In forms of this type, the main means of influence are elements of psychological training, methods of practical psychology, individual and group psychotherapy. These are lectures, conversations, discussions, psychological exercises, consultations. They require some special knowledge and skills of the educator.

For the success of the case when using various forms of work with children, the teacher must represent them hidden opportunities and on the basis of this the most optimal way to organize them. It should be remembered that, as we have already noted, that any form of work involves the impact of the word, and sensory experiences, and the game (competition), and labor (work). On this basis, we can distinguish the following mandatory elements of all forms of work with students: information, experience, actions. Information- this is something new and important that students learn about by participating in a particular business . experiences- this is their emotional perception of information and everything that happens, assessment, attitude. Actions- this is their joint (with each other and adults) activity that enriches and develops. Children, participating in various activities, learn new things, experience successes and failures, happy moments of creativity. Thus, they acquire the social experience they need and the orientation of the personality approved by society.

The forms of extracurricular activities and their content are very diverse and difficult to account for. Here are the most common, most often encountered in the practice of schools. At the same time, we will remember that many of them are held both on a school-wide scale and within a class or two parallel classes. In a modern school, class teachers and teachers organize the following activities together with children: holidays, evenings, fairs, “lights”, discos, usually tied to a calendar date or associated with the tradition of the school (Soviet solemn dates are supplanted by Christmas time, Maslenitsa, American Halloween, European Valentine's Day, etc.); traditional class and school duty, periodic cleaning of the school; competitions, days and weeks of knowledge in academic subjects; excursions to museums, to enterprises, to the sights of the native city, sightseeing trips to the city, country, access to the theater, less often cinema; walks, hikes in the forest, to cultural and historical monuments, multi-day hikes and trips (mainly in summer); sports competitions, health days; workshop on the rules of conduct and safety on the street, in the yard, at the entrance; issue and competitions of wall newspapers, holiday posters, postcards and much more.

Of particular note is the phenomenon Classroom hour, vainly ousted from the practice of the school. The classroom hour, in our opinion, has at least two meanings, the first of which is simply the time the class teacher works with the class, set in the lesson schedule (alas, now it’s gone!). At this time, the class teacher can do with the class what he considers necessary with the students: conversations on a variety of issues, educational games, discussions, reading books, etc. Unfortunately, it happens that teachers gather students only to solve organizational issues and "Reports" for bad behavior and achievement. Therefore, there is a second meaning of the concept of “class hour” - a meeting of class students to discuss class matters. Here it is necessary to give the floor to student self-government, which will solve organizational and other topical issues of class life. It seems that a class hour in the first and second meanings does not have to be held every week, but twice a month is enough.

Note that often the boundary between different types of class hours is rather arbitrary: at a class meeting dedicated to discussing the problems of the class, a teacher, parents, or some guests can speak or report. But let's say that conversations should not turn into personal verbal reprimands and edifications.

"Quiz".

Educational tasks: helps to increase the cognitive activity of schoolchildren.

This is a game of answering questions, usually united by some topic.

Quiz Requirements:

- common topic;
- questions should be specific;
- choose a certain number of questions;
- take into account the age and amount of knowledge of children, their interests;
– to think over the form of holding – “What? Where? When?”, “Field of Miracles”, “Bray-Ring”, “Lucky Chance”;
- question - answer (oral or written);
- it is possible to conduct a quiz without prior preparation or questions are given to children in advance;

The quiz can be with different tasks:

- explain if you can;
- which statement is true, etc.

To give questions to expand the horizons of children, to which they must find the answer on their own from sources. Specify literature.

"Live newspaper".

Educational tasks: development of creative and communication skills.

The model is old, it was invented by counselors in the 20s. The “live” newspaper was revived in the 50s. Strictly speaking, this is a performance in the form of a newspaper, the script of which was written, invented and staged by counselors and children in compliance with the genres of journalism: editorial, feuilleton, reportage, essay, interview, questionnaire, cartoon, literary parody, funny mixture, information, announcements, advertising and etc. The participants of the newspaper, and there should be at least 7-10 people, first discuss the program of the issue, come up with its composition. A newspaper can cover international events, talk about news in the country, in its native land, city, village, and, of course, about its detachment, class. The main thing is to choose the idea that the newspaper will defend, and the phenomena against which it will oppose.

A newspaper may have permanent rubles: “The Globe of the Earth”, “Native Land”, “Ask - We Answer”, “Congratulations”, “This is Interesting”, “Obvious - Incredible”, etc. "Live Newspaper" can use the traditions of radio and television, the genres of the living word - a fairy tale, a fable, a riddle, an epic, a ditty, couplets.

Newspaper participants can make costumes for themselves (hats from a newspaper; attributes; posters; cut out letters that make up the name of the newspaper; letters are usually pinned to shirts; costumes necessary for each role, and others); It's good if the newspaper has musical accompaniment. The newspaper can be political, satirical, critical, environmental, funny, mischievous - different.

"Quiet Reading Time"

Educational tasks: instills a love for the book, for the artistic word and broadens one's horizons.

The hour of quiet reading arises as a counterbalance to the boundless enthusiasm of schoolchildren for television and video films, which displace communication with a book from the life of a schoolchild, freeing the developing psyche of a young person from the efforts of imagination, thinking and memory.

On the day when the “hour of silent reading” takes place, children and teachers bring extracurricular books with them to school, which they “now read”, they are provided with a common time for all members of the school team, when in silence and convenience each person can calmly read the book they brought.

This moment is pre-prepared: an announcement is posted, leaflets appear in 1-2 days - memos, teachers remind the children about the planned business. As a result, it is very rare for individual students to forget to take a book with them to school. But this one too rare case provided: teachers and a librarian select a number of books that they will offer the child.

The educational potential of the "hour of silent reading" is not exhausted until the end, if at the end of it the list of books read by children and teachers is not made public. This list is posted at the end of the school day. “What do we read today” and “What did the teachers read”. An emotional atmosphere is created, intellectual leaders stand out, and the field of bibliographic knowledge expands. The idea of ​​“an hour of silent reading” is sometimes transferred by children to the family, introducing parents to reading books that they have long forgotten.

“Project Defense”(the project is a dream).

Educational tasks: development of imagination, creativity, communication skills.

“Project Defense” It is a form of group activity for children. In it, the student manifests himself as an individual, capable of not only evaluating reality, but also projecting in it some necessary changes in the name of improving life. Much in these projects comes from a dream, from fantasy, but the basis of a fantastic flight of thought remains a real awareness of the course of today's everyday life.

Here are examples of the thematic content of such projects: “Our school in 50 years”, “ Cool room built by me”, “Art in our school”, “Schoolyard of my grandchildren”.

Initially, to protect the project - dreams, you can create free groups with a set of hard playing roles: a dreamer - a speaker, a critic of an ally's opponent, a propagandist. The discussion of the project is thus programmed, while the content remains free and unpredictable. Later, when the protection of projects as a form creative play will be mastered, it is possible to abandon the group, moving on to the discussion of individual options for creative paintings of the future. The announcement of the upcoming competition can be bright, colorful, cheerful and kind, so that every student wants to create a dream project. Class teachers should support this flared desire, cheer, give the first advice on how to start the project.

It is better to evaluate projects according to different criteria, so that several authors take the first places in the competition: “for the most daring project”, “for the most elegant project”, “for the most beautiful project”, etc.

From work experience.

Fairy-tale quiz for 2nd grade students.

Goals:

• develop memory, thinking
• introduce the structure of the story

Visibility: pictures with fairy tale characters, drawings.

Formed skills and abilities: to learn to guess fairy tales by the names of the characters, by their actions.

1. introduction teachers:

- There are a lot of stories. Guys, do you like fairy tales?

How are fairy tales different from other works of fiction?

Who writes fairy tales?

Guys, now you will be divided into 2 teams of 6 people each and compete. The rest will be fans. Questions will help you. Whoever answers the question will be on the team.

Questions: At the named heroes double names. A beginning is given, you complete.

So, teams are created.

2. Name fairy tales from the pictures.

umbrella - "Ole - Lukoil"
pea - "The Princess and the Pea"
sled – “Snow Queen”
nettle - "Wild swans".

3. "Guess the fabulous names and objects."

1. Five tried to eat him, but the sixth succeeded. (Kolobok)
2. Ivanushka's sister. (Alyonushka)
3. A reptile with three or more heads. (Zmey Gorynych)
4. fairy tale hero, whose death is in the egg. (Koschey)
5. Traditional male name in fairy tales. (Ivan)

1. In what did the bear carry the girl along with pies? (box)
2. At its tip is the death of one of the heroes. (Needle)
3. The dishes from which the crane fed the fox? (Jug)
4. The name of the hero who slept on the stove (Emelya)
5. Residence of Baba Yaga. (hut)

4. Who will name more fairy tales

- about kids

- about birds

5. Depict the heroes of a fairy tale (sketch, pantomime)

- Babu - Yaga

- Snake - Gorynych

6. The postman Pechkin accidentally dropped the telegrams, and they fell into our hands, but we cannot understand who they are from, can you help us?

1. Happy Birthday.
2. I found boots - fast walkers, I'll be home soon.
3. I will, I will wash my face in the mornings and evenings.

1. Baba and grandfather, save me, a fox is chasing me.
2. The fox occupied my house and kicked me out. Help!
3. A wolf came and ate 6 kids. Save!

Outcome: Guys, did you like fairy tales? I am very glad that you know so many fairy tales so well! I hope that you will continue to read a lot of fairy tales of different peoples and different writers: Andersen, Ch. Perro, the Brothers Grimm, etc. See you again.

Literature:

1. Voronov V.“Variety of forms of educational work”, Zh. “ class teacher”, 2001 - No. 1, pp. 21-24.
2. Table "Types and forms of educational activities."
3. R.N. Buneev and E.V. Buneeva“A small door to a big world”, literary reading, grade 2.
4. Russian folk tales and author's tales of different nations.

Types and forms of educational work.

No. p / p	Kind of activity	Special purpose	Active forms of organization of activity
1.	Cognitive	Enriches the idea of ​​the surrounding reality, forms the need for professional education, promotes intellectual development.	Lesson: seminar, lecture, role-play, project defense, creative report, test, non-traditional form. Extracurricular: conference, round table, pedagogical readings, intellectual marathon, extracurricular activities of the PCC (supplementing class activities)
2.	Public	Promotes the socialization of students, includes	Meetings with politicians, publication of periodicals, discussions, work of self-government, patronage.
3.	value-oriented	Rational understanding of universal and social values, the formation of culture, one's "I".	Disputes on moral themes, etiquette and professional ethics, solving pedagogical situations, testing, questioning, compiling psychological map, charity actions.
4.	Sports and Wellness	A healthy lifestyle builds strength, endurance, plasticity and beauty of the human body and relationships.	Circles, sections, general physical training, sports days, friendly competitions.
5.	artistic	Sensual attitude, the need for beauty, the realization of individual inclinations and abilities.	Musical and literary drawing rooms, creative competitions. Additional education, amateur concerts, performances in languages, excursions to museums, evenings of rest, holidays.
6.	Free communication	Mutually enriching leisure time for schoolchildren. Communication with each other.	Group affairs, "lights", an hour of communication, a quiz, evenings, name days of the group.
7.	Labor	Creation, preservation and increase of material values.	Socially useful self-service work, school duty, etc.

Modern methodological techniques for activating extracurricular activities

A modern teacher, the head of a circle or a sports section, a teacher of additional education needs to be fluent in pedagogical practice with the main methodological techniques or methods of organizing extracurricular activities.

Interactive forms of extracurricular activities are forms of organizing a lesson or extracurricular activity that involve increased mental work, physical, communicative activity or quick decision making. Such forms include express quizzes, brainstorming, relay races, mini-competitions, etc.

Conversation- a method of teaching and education, involving a dialogue between the teacher and students, mainly on the issues of the teacher. The conversation activates the mental work of students, maintains attention and interest, develops speech: each question is a task that students solve. Types of conversations: preparatory, informing, heuristic, reproducing, generalizing, repeating. Conversations of various types can be combined, intersected, interspersed depending on the micro-goal at a certain stage of the lesson and extracurricular activities.

Heuristic conversation is used in the case when the teacher does not tell the truth, but teaches to find it. Based on the analysis of facts and phenomena known to students, as well as independent observations, students come to a conclusion on the topic of new (cognitive) material.

reproducing the conversation is used to consolidate the studied material, as well as to repeat and justify the actions performed.

Informative conversation applied by the teacher when new material cannot be obtained heuristically.

Summarizing conversation is usually carried out at the end of the lesson (extracurricular activities) and at the end of the study of a major topic, section, course.

Dialog- view oral speech(less often written), characterized by a change of statements of two or more (in this case, the term "polylogue" is sometimes used) speaking faces. The replicas (utterances) of the speakers are interconnected in meaning and together form a single whole, therefore a dialogue is a type of coherent speech or text. The situation, gesture, facial expressions, intonation play an important role in the dialogue. The dialogue is characterized by some stylistic features: questions, exclamations, elliptical constructions, interjections and particles, appeals, etc.

Demonstration — methodical technique, showing at the lesson (extracurricular event) to all students tables, diagrams, models, pictures, transparencies, videos, TV shows, images projected onto the screen using modern electronic and video equipment.

Differentiated Approach - a form of organization of work of students on the basis of their association, within the framework of the educational team, into small groups according to interests, according to the level of readiness, and in mixed groups - according to national composition, according to the degree of proficiency in Russian (foreign) language. Each group gets a task different nature, varying degrees of difficulty. A differentiated approach allows within the framework of the teenage team to pull up those who are lagging behind, to give an opportunity for the development of each teenage group (each individual). The division into groups is not permanent. For different types of work, creative groups of different composition can be created.

Dosage of educational material. When organizing and conducting extracurricular activities(activities) the teacher needs to think over the saturation of each stage of the lesson or event. Such work contributes to the prevention of overload of trainees, fatigue, provides optimal conditions for the assimilation of educational (cognitive) material.

Proof- a methodical technique that develops thinking and speech and consists in substantiating a statement with the help of other thoughts, statements already proven or accepted without evidence (obvious or unprovable). Tasks with the sentence "prove" are widely used both in the classroom and during extracurricular activities.

Consolidation of knowledge, skills and abilities- the type of educational activity of students, organized and verified by the teacher, aimed at implementing the principle of strength of assimilation of educational (cognitive) material. Consolidation of knowledge is carried out by repeating new material in different versions and combinations, in a restructured form, with new examples, as well as by performing practical action- exercises, practical tasks. Consolidation in the classroom is usually carried out after the explanation of new material.

Testing- a modern form of testing the assimilation of educational (theoretical) material, determining the psychological type of a teenager's personality, his inclinations and interests. Testing involves two methods of execution: a computer version and a version on paper media. Teachers make up brief assignments on the topics studied or a block of educational material, they offer various options for solving them (answers), of which only one option is correct. The trainees are offered for a certain (limited) time to indicate the correct answer either on sheets of paper or on a computer.

A computer– modern technical means training, development and search for information on the Internet, which is used in the following ways:

Developed and used by students computer programs on which they work independently on personal computers or in computer classes;

Use of ready-made computer programs, developing games, testing;

Control and self-control (knowledge and skills are tested);

Communication with friends from other regions and countries via the Internet, transfer of information via e-mail;

Modeling and design; generalization of the studied theoretical material, as well as summarizing and editing the written text;

Analysis and selection of educational texts, necessary information and their evaluation according to certain criteria;

Quantitative study of spoken speech or printed texts, etc.

Repetition of educational (cognitive) material- return during the training session (extracurricular activities) to the previously studied in order to consolidate it, link it with new material, generalize and systematize what has been studied. Repetition ensures the strength of learning. Usually, repetition is carried out on new examples, in a different order, using new methods of activity (preparation by trainees of summarizing tables, diagrams, reports, etc.).

Individual training(consultation)- a form of organizing training sessions with individual students outside the educational team. Most often used with students who are prescribed homeschooling. Individual training usually consists of clarifying difficult theoretical questions, in the joint performance of tasks, taking into account the methodological instructions of the teacher, in independent work under the guidance of a teacher. Usually, individual consultations are given by the teacher when preparing reports, performing long-term creative work (when using the project methodology).

The development of students' speech- the process of mastering speech: the means of the language (phonetics, vocabulary, grammar, culture of speech, styles) and the mechanisms of speech - its perception and expression of one's thoughts. The development of speech occurs in people of different ages. The term "speech development" is also used in a narrow methodological sense: a special educational activity of the teacher and students aimed at mastering speech, as well as the corresponding section of the course in the methodology of the Russian or foreign language. It includes the organization speech situations, speech environment, vocabulary work, syntactic exercises, work on the text (coherent speech), intonations, on the correction and improvement of speech.

All work on the development of speech is based on the course of grammar, vocabulary, phonetics, word formation, stylistics, as well as on the theory of speech and text, which is not included in the program for students, but is used as the basis for the development of students' speech.

Role-playing game- a methodical method of teaching and activating extracurricular activities of schoolchildren. The essence of the role-playing game is to create such situations in which each participant receives a fictitious name, a social role - a tourist, a guide, a journalist, a nurse, a teacher, etc. The leader directs the conversation. Role play creates motivation close to natural, arouses interest, increases emotional level educational work trainees.

self control- necessary step educational action. It is implemented in the following ways: checking the correctness of the written text; use of dictionaries and reference books; reconciliation of your answer according to a pre-planned plan; self-observation of pronunciation, tempo, expressiveness of speech and correct reading of the text, etc.

Independent work- cognitive, educational activities performed on the instructions of the teacher, under his guidance and control, but without his direct participation. It can take place when studying new educational material, consolidating knowledge, preparing an essay or report, creative work, collecting a collection or herbarium, designing a project.

Project method is currently the most popular teaching method among experimental teachers. The most effective application of the design method is possible with the use of a computer. There are three main stages, or phases, in the design process. At the first stage, a fruitful idea is put forward (a substantive core, the meaning of further actions). On the second (middle) stage, a multifaceted panorama of the desired emerges from an undifferentiated idea (construction of a technology for further actions or methods of a future planned model). The final design phase is the preparation of design and technological documentation.

The project method involves a fundamentally different approach: "Think, imagine, think about how and by what means this could be done."

Priority forms of extracurricular activities in educational institutions

Most often, priority for children and adolescents in educational institutions are gaming, theatrical, debatable, situational-creative, psychological, competitive forms of educational and extracurricular work, allowing students to become aware of themselves.

The most popular forms of extracurricular activities are:

1. Subject weeks in academic subjects of social and humanitarian, mathematical and natural science cycles.

2. Educational and cognitive activity: school-wide subject Olympiads and public reviews of knowledge, honoring winners and winners of school-wide, city (district) and regional (district, regional, republican) subject Olympiads and competitions; championships of "experts in the virtual world" (experts in information and communication technologies), festivals of creative and research projects; school-wide competitions Best student"(according to class parallels), "The best graduate of the school (lyceum, gymnasium)", "The best student's portfolio".

3. Heroic-patriotic and military sports events: the work of school museums, theme evenings and holidays; organization and conduct of excursions and thematic excursion trips, military sports games "Zarnitsa" and "Eaglet", competitions "Safe Wheel", detachments of YID (young inspectors traffic) and YuDP (young friends of firefighters).

4. Mass holidays (collective creative affairs): themed holidays, festivals of creativity and fantasy; contests: “Hello, we are looking for talents”, “Come on, guys”, “Miss School”, KVN, professions, homemade products; intellectual tournaments of connoisseurs; contests of staged or marching songs, theatrical performances, readers and author's creativity, drawings and posters.

5.Specialized (thematic) or career guidance) promotions: fairs of knowledge and future professions; holidays and festivals folk art, national customs and traditions; festivals of science and creativity, hobby groups and clubs; week of children's book or bibliophiles.

6. Socially useful and socially significant events: labor landings and subbotniks; Timur activities, raids by Aibolit and purity; search and local history work; operations "Gift to Distant Friends", "Gift to a Veteran"; charity actions: "Help disabled children", "Our gift orphanage"," Help older people ".

7. Sports and tourism activities: organization and holding of tourist rallies, "Robinsonades" and competitions, one- and multi-day hiking, combined, mountain, bike-moto trips and expeditions; evenings of tourists, "Small Olympic Games”, tournaments (championships) in volleyball, basketball, athletics and weightlifting, gymnastics and wrestling, chess and checkers (backgammon, billiards); sports relay races (with students, parents); competitions “Mom, dad, I am a sports family”, “The most sporty class”.

The most common forms of leisure communication:"lights", round tables, discos, evenings, gatherings, trips out of town, visits to museums, meetings with interesting people; the work of hobby groups and clubs, sports sections; "brainstorming", discussions and interactive.

New game forms are becoming popular: according to the type of game program " New Civilization”, intensive communication (targeted trainings that teach and develop intellectual and psychological games), communicative-linguistic (training-communication, creative game evenings), communicative (discussions, brainstorming, business, role-playing games).

Report on the topic: "Types and forms of extracurricular work on the formation of communication skills and socialization of students in a boarding school"

A variety of extracurricular activities contributes to more

versatile disclosure of the individual abilities of the child, which is not always possible to consider in the classroom. A variety of activities contribute to the self-realization of the child, increase his self-esteem, self-confidence. Inclusion in different kinds extracurricular activities enriches personal experience child, his knowledge of various human activity The child acquires the necessary practical skills and abilities.

A variety of extracurricular activities contributes to the development of

children of interest in various activities, the desire to actively participate in productive society activities.

In various types of extracurricular activities, children not only

show their individual abilities, but also learn to live in a team, i.e. cooperate with each other, take care of your comrades, put yourself in the place of another person. Moreover, each type of extracurricular activity - creative, cognitive, sports, labor, play - enriches the experience of collective interaction of schoolchildren in a certain aspect, which together gives a great educational effect.

Thus, extracurricular work is an independent sphere.

educational work of the teacher, carried out in conjunction with

educational work in the classroom.

Since extracurricular work is an integral part of educational

work at school, it is aimed at achieving the common goal of educating

the child's assimilation of the necessary for life in society social experience and formation of a system of values ​​accepted by society.

The success of extracurricular activities depends not only on the activity of students, but also on

from pedagogical influence, the teacher's ability to give the interests of pupils a socially useful orientation.

Extracurricular work is determined by the work of the classroom. Only for some

extra-curricular activities can be combined parallel, and sometimes close in development classes.

Extracurricular activities can take two main forms: mass

activities that involve the class as a whole or even groupings of classes, and circle work that brings together students from different classes.

The types of mass work outside the classroom are very diverse. Here

include: games, walks, conversations, classes in labor propaedeutics, design and modeling, library work, excursions, singing, listening to music and other activities.

Games are one of the most powerful means of child development. Playing child -

This is a developing child. Games should be within the reach of children and it is very important that they develop the same functions that the school is working on. Children should be given time to master the game: clearly explain it, show it, taking on the main role in the game. The continuation of the game is the conversation held after. Appropriate hours should be set aside for conversations in extracurricular activities. Conversation gives the new, systematizes the known, deepens it. The speech of the educator must correspond speech development child. It should not only express the idea, but also paint it, evoke a series of vivid figurative representations.

Excursions are of great educational and educational value. Many of them are conducted by subject teachers and are associated with the study of regular topics. Work on the material received on the excursion

easily discovers that each of the students noticed something that remained outside the sphere of attention of others. By sharing their impressions, the children mutually complement the information about the extracted material, and thus their range of ideas is further expanded.

Equally important is the circle work, which provides

opportunity and exercise more close connection, communication between schoolchildren of different classes, meeting in a favorable emotional environment, created on the basis of common interests and spiritual needs. Each student, joining the circle, assumes certain obligations: regularly attend classes of the circle, perform high-quality work, trying to determine it for the exhibition.

Visiting exhibitions, museums, clubs will have a deep meaning only

when these visits are not random episodes, but

an organic link in the system of educational and extracurricular activities. For each event with children, a certain preparation is carried out. This is critical. You have to be convinced that what you see will reach the student and affect his consciousness. After each visit, you should have a conversation about what you saw.

Schools often organize school exhibitions. They are:

school-wide, classroom, subject or exhibitions of works by individual children's circles. Exhibitions, being an additional stimulation of students, help to raise the work, arouse interest, competition

Thus, the entire system of extracurricular activities carried out

teachers - educators, is aimed at educating children in initiative, independence, habits of correct, disciplined behavior in a team, in work, in study. Children during extracurricular activities are more relaxed, more proactive, mobile, active

Circle extracurricular work contributes to the identification and development of interests and creative abilities in a certain field of science, art, sports.

circles and sections (subject, technical, sports, artistic)

The clubs offer different types of classes:

reports

discussion of works of literature

tours

production of visual aids

laboratory classes

meeting interesting people, etc.

The report of the work of the circle for the year is carried out in the form:

evenings

conferences

Exhibitions

review

Common forms of work include:

kids clubs

school museums

societies

Clubs:

Friendship

day off

interesting meetings

They operate on the basis of:

self-government

have their own names

statutes

The work of clubs is built in sections

International clubs may have sections:

correspondent

study of history

geography

economy

culture of the country with which children are friends

Profile clubs

literary

young physicist

chemist

mathematics

political clubs

study of the youth movement abroad

study of the history of political doctrines, etc.

school museums

local history

historical

historical and literary

natural history

artistic

The main work in school museums is related to the collection of materials.

For this,

hiking

expeditions

meeting interesting people

extensive correspondence

work in the archive.

Museum materials should be used in the classroom, for educational activities among the adult population.

It is necessary that the work of the school museum take place in contact with the state museum, which should provide them with scientific and methodological assistance.

Mass work

competition

olympiad

competition

a game

conversation

evenings

meeting interesting people

matinees

performances

holidays

reviews

Classroom hour

A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones.
This is one of the effective ways to implement the educational functions of the team.

For the formation of communication skills and socialization of students in a boarding school, teachers use the following effective forms of leisure work in the areas of education:

1. Fundamentals of socialization:

Class hours, educational conversations on the basics of socialization;

Meetings with interesting people;

The work of the school prevention council;

school service social assistance students, pupils.

2. Sports and recreation direction :

Dynamic forms of extracurricular activities: about organization of trips, excursions, “Health Days”, “Merry Starts”, intra-school sports competitions;

Conducting health talks;

Application in the classroom and extracurricular activities game moments, physical education minutes;

Participation in city ​​and regional sports competitions;

healthy food;

Performances of the school permanent propaganda team “We are for healthy lifestyle life!"

3. Artistic and aesthetic direction :

Organization of exhibitions of children's drawings, crafts and creative works of students;

Conducting themed classes and educational conversations on the aesthetics of the student's appearance, culture of behavior and speech;

The work of circles;

Participation in competitions, exhibitions of children's creativity of the aesthetic cycle at the level of school, city, region.

4. Scientific and educational direction:

subject weeks;

library lessons;

Contests, quizzes, excursions, etc.;

The work of the club of intellectuals “What? Where? When?";

Optional classes in informatics.

5. Civic-patriotic direction :

Meetings with veterans of the Second World War and local wars, home front workers, "Lessons of Courage" , contests staged military patriotic songs;

Exhibitions of drawings;

Issue of school wall newspapers;

Thematic cool watchand educational conversations;

Assistance to WWII veterans and home front workers;

drawing competitions;

Reading contests.

6. Socially useful activity:

Organizing subbotniks;

Work on the school site;

Duty around the school, hostel, school canteen;

Landscaping of the school territory, cultivation of indoor plants;

Minor repairs of school furniture, clothing, buildings and structures.

7. Game activity:

Outdoor games in the fresh air as part of a protective pedagogical regime;

Board games;

Story - role-playing games.

The forms of extracurricular work are the conditions in which its content is realized. Forms of extracurricular activities huge amount. This diversity creates difficulties in their classification, so there is no single classification. Classifications are proposed according to the object of influence (individual, group, mass forms) and according to the directions, tasks of education (aesthetic, physical, moral, mental, labor, environmental, economic).

Having considered the essence of extracurricular educational work through its capabilities, goals, objectives, content, forms, methods and means, it is possible to determine its features:

1. Extra-curricular work is a combination of various types of children's activities, the organization of which, in conjunction with the educational impact carried out in the course of education, forms personal qualities child.

2. Delay in time. Extracurricular work is, first of all, a set of large and small cases, the results of which are delayed in time, not always observed by the teacher.

3. Lack of strict regulation. The teacher has more freedom to choose the content, forms, means, methods of extracurricular educational work than when conducting a lesson. On the one hand, this makes it possible to act in accordance with one's own views and beliefs. On the other hand, the personal responsibility of the teacher for the choice made increases. In addition, the absence of strict regulations requires the teacher to take the initiative.

4. Lack of control over the results of extracurricular activities. If a required element lesson - control over the process of mastering students educational material, then there is no such control in extracurricular work. It cannot exist due to the delayed results. The results of educational work are determined empirically through observation of students in various situations. A more objective assessment of the results of this work can be school psychologist using special tools.

As a rule, they are evaluated overall results, state of the art individual qualities. It is very difficult and sometimes impossible to determine the effectiveness of a particular form. This feature gives the teacher advantages: a more natural environment, informality of communication and the absence of tension among students associated with the evaluation of results.

5. Extra-curricular educational work is carried out during breaks, after school, on holidays, weekends, vacations, that is, during extracurricular time.

6. Extra-curricular educational work has a wide range of opportunities to involve the social experience of parents and other adults.

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EXTRA CLASS WORK IN LITERATURE

For more than two centuries, the program study of literature at school has been accompanied by extracurricular activities, significantly expanding the opportunities for students to communicate with the world of art. Its origins date back to literary meetings (XVIII century) in noble boarding houses and educational institutions all-class type, where the works of Lomonosov, Sumarokov sounded, their own compositions and translations of pupils were read, plays were staged. Pupils of the Tsarskoye Selo Lyceum “tried their pens” in handwritten magazines, and in the “Lyceum Anthology” the best works literary creativity of lyceum students.

If periods of political reaction in public life Russia were accompanied by the strengthening of the strictest regulation of the educational process, the prohibition of any kind of extracurricular activities, then in the era of liberalization, on the contrary, extracurricular work became a laboratory active search new forms of studying literature, creative amateur performance of students. So, literary conversations that appeared in the middle of the 19th century, a form of organizing independent extracurricular reading, the extreme importance of which for the school was noted by N.I. Pirogov,) H.JT. Chernyshevsky; KD Ushinsky, in 1866 were officially banned. Nevertheless, the experience of literary conversations is supplemented in the 80s, at the turn of the century, by literary holidays, evenings, reading competitions, dramatizations, excursions to art museums, and theater visits. Circles, literary exhibitions, organized by M.A. Rybnikova, were aimed at in-depth study of the author and revealed the fundamental importance of consistency for extracurricular work. In the 20s - 30s. of our century, the palette of forms of extracurricular learning of literature is enriched with diverse excursions, cycles of evenings, conferences, disputes, literary courts, and games. In the following decades, the tendency for the complex use of diverse forms of extracurricular work noticeably intensified, which manifested itself, in particular, in the organization of permanent groups - literary circles, clubs, museums. All-Russian literary holidays, held since 1974, are a sign of the scale of modern extracurricular work in literature.

Why, despite the improvement of programs and the very process of studying literature at school, does extracurricular work invariably remain an important channel for the development of literature by schoolchildren? Why is it especially attractive to children?

Extracurricular work allows young readers to communicate with a much wider range of aesthetic phenomena than in the classroom, becomes a source of diverse artistic impressions - reading, museum, theater, music, from meetings with interesting interlocutors. The driving force behind extracurricular activities is interest. If the work in the classroom, regulated by a single and mandatory program for all, is aimed at forming a system of knowledge, skills and abilities, then extracurricular work impresses the student with voluntary participation, freedom of individual choice. literary material, forms of communication with art, ways creative expression- the opportunity to do what you want and can: try yourself as an actor, artist, tour guide, etc. This, according to B.M. Nemensky, is a “free search zone”. Here, not the last role is played by the installation on the speedy implementation of a personally significant plan, on “ final result»- be it a performance, a literary tournament, a local history expedition. Finally, in extracurricular work, communication itself is more open, diverse, multifunctional (interpersonal, cognitive, artistic, creative), the relationship between the teacher and students is distinguished by openness and informality, an atmosphere of genuine co-creation.

The special interest in extracurricular work in the modern school is also explained by the fact that, being less inertial than programmatic, lesson teaching, it sets the tone for breaking methodological stereotypes, the birth of new approaches to teaching literature, brings the spirit of a lively dialogue, revelation, emancipation into the search for truth. spiritually thirsty generation. Extra-curricular work becomes a kind of laboratory for the creativity of a philologist, in which forms of communication with art that are non-traditional for the educational process are modeled, adequate to the current socio-cultural situation. Today we are not surprised that the "holy of holies" - the final exam - can take the form of defending an essay on a topic chosen by the student and even in the form of a collective game (Bogdanova R.U. New approaches to the exam // Literature at school. - 1989 . - No. 3). The prototype of many forms of the lesson, recognized as innovative, is extracurricular work.

Extracurricular work in literature is initially - due to the nature of art - a multivariate phenomenon, and its strict classification is hardly possible. The interaction of different types of art (literature and theater, music, painting, etc.), different types of schoolchildren's activities, the development of a specific literary topic, problems can determine the profile of extracurricular work. Let us single out relatively independent directions in it.

Lessons literary local history turned to the study of literary life native land, introducing children to the image of their "small motherland" in the works of artists of the word. These are excursions, hikes, expeditions, the creation of school museums. Cognitive, search, popularizing local lore activity in our days naturally merges with cultural and security activities: just admiring the past is not enough, you need to help protect it. “Literary local history helps to discover a high cultural trend in a familiar, everyday environment... Culture begins with memory. A person who feels the layers of past times that surround him daily cannot behave like a savage.

Communication with literature is inevitably associated with literary creativity young readers, an attempt to express themselves in a word, an image. Sensitivity to the word, possession literary genres make the reading process truly creative. “From a small writer to a big reader” - this was the goal of M.A. Rybnikova’s children’s literary work. Circles, studios become a school for mastering literary genres, mastering journalism, the art of translation, and handwritten magazines, almanacs, wall newspapers - a collection of the first author's publications ”(Leibson V.I. Guidelines for the literary and creative development of schoolchildren in extracurricular work. - M., 1984; Bershadskaya N.R., Khal i-m o v a V. 3 . Literary creativity students at school. -M., 1986).

Potential artistic and performing activities schoolchildren is realized in circles of expressive reading, school theaters that create conditions for self-expression through the sounding word, dramatic interpretation (Yazov and ts-ky E.V. Expressive reading as a means of aesthetic education. - L., 1963; Sorokina K.Yu. school theater as a means of literary development. - M., 1981; Rubina Yu. I. et al. Fundamentals of pedagogical management of school theater amateur performances. - M., 1974).

As a rule, these areas in extracurricular work are associated, on the one hand, with the regional specificity of literary and local history material, the traditions of the school, the tireless search for generations of teachers and students; on the other hand, the source of extracurricular work of a literary, creative, artistic and performing nature is the pronounced giftedness or creative passions of a teacher - a poet, an avid theatergoer, a master of artistic expression.

AT mass practice Schools are most represented by extra-curricular work on the development of the life and work of a particular writer. It is most often conducted in parallel with the program study of the author, becoming noticeably more active during the years of writers' anniversaries. Let us dwell in more detail on this type of extracurricular work, synthetic in nature, including, in particular, elements of both local history and diverse creative activity. Freedom, improvisation, a lively response to the interests and needs of the children, inherent in extracurricular activities, does not at all mean that extracurricular work is a purely spontaneous phenomenon. Back in the 20s. M.A. Rybnikov, brilliantly realizing systems approach in extracurricular work, she wrote that it was “the system of slow reading and a long stop on one creative individuality” (Rybnikova M.A. The work of a philologist at school. - M .; Pg., 1922. - P. 11) creates conditions for live, direct contact of students with the writer. And today, the philologist N.V. Miretskaya convinces: “You can dryly list the well-known forms of work: an elective course, a circle, excursions, a trip, a competition, a school evening, a theater, a thematic excursion ... There are a lot of forms and methods invented, it’s important how we will tie them together, what content we will fill and how we will put them into action ”(Miretskaya N.V. Conjugation: Comprehensive work on aesthetic education at school. - M., 1989. - P. 20). Only systemic impacts can be a development factor.

How can one find inner unity in the variety of types and forms of extracurricular work? How to build a system that would stimulate students' interest in literature, making it non-fading, so that each new meeting with the author becomes a personal discovery of his unique world, and the corresponding forms of activity would determine the way to enter this world?

The position that has developed in the sociology of art and pedagogy that the artistic interests of the individual are realized in three types of activity (acquaintance with works of art or "the consumption of art"; acquisition of knowledge about it; own artistic creativity), helps to streamline the idea of ​​the structure of extracurricular work when mastering the world of the writer. Moreover, the “complex of three orientations” is recognized as optimal (F oht-Babushk and N Yu. U. On the effectiveness of artistic education // Art and School. - M., 1981. - P. 17 - 32). Meanwhile, in real school practice extracurricular activities are often reduced to episodic mass "events" of an anniversary nature, to watching a film adaptation or getting acquainted with a museum exposition, i.e. there is a multidirectional element of aesthetic activity, unjustified disproportion certain types and forms of extracurricular work, while the concept of "system" is used in its ordinary sense - to denote the periodicity in work.

Taking care that in the artistic experience of children both the impressions from direct encounters with works of art, and the enrichment of the stock of art history knowledge, and their own creativity, it is important to remember the age dynamics in the manifestation of the attitude of schoolchildren to various types of artistic activity. In the 30s. L.S. Vygotsky hypothesized: “Each period of childhood has its own form of creativity” (Vygotsky L.S. Imagination and creativity in childhood: Psychological essay. - M., 1967. - P. 8). A certain type of artistic activity at a given age stage turns out to be the leading one, most fully expressing the trend of age, but coexisting with other types of activity and assuming their hierarchy. “This process is objective. The type of artistic activity that is closest to a child of a given age can be called relevant. It can be said about other types of artistic activity that they have not reached the time of age relevance or, on the contrary, have already stepped over " to hell with him ”(Yu sov B.P. On the problem of the relationship of arts in children's artistic development: On the periods of age-related relevance of classes in various types of art // Theory of aesthetic education. - Issue 3. - M, 1975. -S. 46), _ summarizes B.P. Yusov.

In the context of pedagogically organized extracurricular activities, various types of extracurricular activities are implemented in certain forms.

Younger teenagers are especially attracted to the game. Fifth-graders prefer role-playing games (dramatizations, dramatizations of literary works), fantasy games. Gradually increasing cognitive activity adolescents is manifested in the fact that in the 6th grade, the special interest of children in various educational games, including a role-playing beginning (for example, imaginary journeys that involve the "role" of a guide). To VII class the range of forms of artistic and cognitive activity is significantly expanding (discussion of books, films, exhibitions, abstracting, excursions, conferences, almanacs, expert tournaments, etc.). The interest of older adolescents is gradually switching to the mainstream of the perception of works of art with their further interpretation (reader's, spectator's, etc.).

The dynamics of gradually becoming more complex - taking into account continuity and prospects - forms of extracurricular activities of adolescents, focused on the "zone of proximal development" (L.S. Vygotsky), is reflected in tables 1 and 2.