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Organizational models of extracurricular activities Mashchenko O.N., teacher of pedagogy, GBPOU IO "CHPK" LOGO
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Extracurricular activities: these are educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program; these are all types of activities of schoolchildren (except for educational activities in the classroom), in which it is possible and expedient to solve the problems of their upbringing and socialization (D.V. Grigoriev, Ph.D., P.V. Stepanov, Ph.D. , Methodical designer of extracurricular activities, M .: Education, 2010.); this is education in the form of voluntary associations in which the mutual development of educational, professional, cultural values by children and teachers as equal partners is carried out (Chistyakova L.A., Main educational program: implementation mechanisms, Irkutsk: IIPKRO, 2011. - 104 p.) Mashchenko O.N., teacher of pedagogy
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achievement of personal and metasubject results (clauses 10, 11 of the Federal State Educational Standard of the IEO) and socialization of personality
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Order of the Ministry of Education and Science of the Russian Federation dated December 31, 2015 No. 1576, registration number 40936 dated February 2, 2016 Clause 19.5 “Work programs for academic subjects, courses, including extracurricular activities, should ensure the achievement of the planned results of mastering the basic educational program of primary general education. Work programs for individual subjects, courses, including extracurricular activities, are developed on the basis of the requirements for the results of mastering the main educational program of primary general education, taking into account the programs pumped into its structure "Mashchenko O.N., teacher of pedagogy
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The structure of the main educational program of primary general education of the PEP NOO Mashchenko O.N., teacher of pedagogy general purpose, goals, objectives and planned results of the implementation of the PEP, ways to determine the achievement of these goals and results the general content of general education, includes programs focused on achieving personal, subject and meta-subject results general framework for the organization of educational activities, mechanisms for the implementation of the BEP Content section of the program of extracurricular activities Organizational section plan of extracurricular activities
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Mashchenko O.N., teacher of pedagogy Tasks of extracurricular activities: taking into account the age and individual characteristics of students improving the conditions for the development of the child reducing the study load of students ensuring a favorable adaptation of the child at school
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IDEA: "Value, meaningful unity of classroom and extracurricular activities, the need to realize the educational potential of modern curricula both within the classroom system and outside school hours" 1. Letter of the Ministry of Education of Russia dated April 2, 2002 No. 13-51-28 /13 “On increasing the educational potential of the educational process in a general education institution”; 2. The program for the development of the educational component in educational institutions of the Irkutsk region for 2013-2018 Mashchenko O.N., teacher of pedagogy
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Consolidation of the IDEAS in the Federal State Educational Standards of the IEO, Federal State Educational Standards LLC "Organization of educational activities of students in the classroom and the creation of an appropriate space for the implementation of the acquired knowledge, skills and abilities in practical socially and personally significant activities after school hours should ensure the achievement of a complex of personal, meta-subject and subject results" Mashchenko O. N., teacher of pedagogy
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Models of extracurricular activities: Basic model TEXT TEXT TEXT Basic model of extracurricular activities Model of additional education Full-day school model Optimization model Innovative educational model Mashchenko O.N., teacher of pedagogy 1 2 3 4
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additional educational programs of the general educational institution itself, the part formed by the participants in the educational process (additional educational modules, special courses, school scientific societies, educational scientific research, workshops, etc., conducted in forms other than classroom) educational programs of institutions of additional education for children, and also cultural and sports institutions Curriculum intra-school system of additional education system of additional education Basic model Mashchenko O.N., teacher of pedagogy
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excursions, debates, round tables, competitions, socially useful practices, etc.); (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor, etc.) in accordance with the job responsibilities of the qualification characteristics of the positions of educators After-school groups Class leadership Activities of other pedagogical workers Basic model Mashchenko O.N., teacher of pedagogy activity
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potential of intra-school additional education Extracurricular activities NGO cooperation with institutions of additional education for children. Model of additional education: Mashchenko O.N., teacher of pedagogy
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OO achievement of the planned results of mastering the main educational program of primary general education Extracurricular activities of the Federal State Educational Standard IEO DOD implementation of additional educational programs Model of additional education: Mashchenko O.N., pedagogy teacher Purpose criterion; tasks; content; working methods
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1. Creation of a common program and methodological space for extracurricular activities and additional education for children; 2. Transition from the management of educational institutions to the management of educational programs. 3. Readiness for territorial, social and academic mobility of children and reaching a new level, in a new context, understanding the term "single educational space". Advantages: providing a wide range of directions for children's associations of interest; involvement of qualified specialists in the implementation of extracurricular activities, the practical and activity basis inherent in additional education, the possibility of free self-determination and self-realization. Mashchenko O.N., teacher of pedagogy Model of additional education:
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The key ideas of this model are: - creating conditions for a full-fledged stay of a child in an educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces; - meaningful unity of educational, educational, developing processes within the framework of the educational system and the main educational program of an educational institution; - creation of a health-saving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of motor activity, organization of rational nutrition, work to form the value of health and a healthy lifestyle; - creation of conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student self-government bodies; - building an individual educational trajectory and an individual schedule for the child's stay in an educational institution; - reliance on the integration of basic and additional educational programs. . Mashchenko O.N., Teacher of Pedagogics Full-Day School Model.
Mechanisms for the implementation of extracurricular activities of students.
Organizational models of extracurricular activities
In accordance with the Federal State Educational Standard, each educational institution independently determines and builds a model of extracurricular activities for primary and secondary schools. The following parameters are required for this:
Directions of extracurricular activities and the maximum number of hours for its organization.
The schedule of extracurricular activities is compiled taking into account the most favorable mode of work and rest of students.
The model of extracurricular activities of an educational institution determines the composition and structure of areas, forms of organization, and the amount of extracurricular activities of students.
A detailed description of the models of extracurricular activities is presented in the letter of the Department of General Education of the Ministry of Education and Science of the Russian Federation N "03-296 dated May 12, 2011 "On the organization of extracurricular activities with the introduction of the federal state educational standard of general education." This document is the basis for organizing interaction between institutions of general and additional education children providing the organization of extracurricular activities in accordance with the basic provisions of the BLO.
Based on the tasks, forms and content of extracurricular activities, for its implementation, the following organizational model can be considered as a basic one:
In accordance with this model, after-school activities can be carried out through:
the curriculum of an educational institution, namely, through the part formed by the participants in the educational process (additional educational modules, special courses, school scientific societies, educational scientific research, workshops, etc., conducted in forms other than the lesson);
additional educational programs of the general educational institution itself (intra-school system of additional education);
educational programs of institutions of additional education for children, as well as institutions of culture and sports;
organizing the activities of extended day groups;
classroom management (excursions, debates, round tables, competitions, socially useful practices, etc.);
the activities of other pedagogical workers (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor) in accordance with the official duties of the qualification characteristics of the positions of educators;
innovative (experimental) activities for the development, testing, implementation of new educational programs, including those taking into account regional characteristics.
The presented basic model was based on its possible organizers and performers. Respectively:
teachers, lecturers, leaders of physical education, etc. of an educational institution;
teachers of additional education of the educational institution itself;
teaching staff of institutions of additional education for children, as well as institutions of culture and sports;
educators and other teaching staff of an educational institution who ensure the functioning of extended day groups (“full-day schools”);
pedagogical workers performing the functions of class teachers;
other pedagogical workers of an educational institution (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor, etc.) in accordance with the official duties of the qualification characteristics of the positions of educators;
teaching staff of an educational institution, as well as social partners involved in the relevant innovation activities.
Additionally, it should be noted that in almost all of the above cases, resources (personnel, material and technical, information, scientific and methodological, etc.) of the social partners of the educational institution organizing extracurricular activities can be attracted.
At the same time, the stated basic model does not mean that all the above-mentioned educators should be involved in extracurricular activities at the same time. It only shows the possible potential that an educational institution can attract.
In practice, only some of the teachers listed above are involved in the implementation of extracurricular activities (all or most of it). In accordance with this, several main types of organizational models of extracurricular activities can be proposed:
- additional education model (based on the institutional and (or) municipal system of additional education for children), which relies on the predominant use of the potential of intra-school additional education and on cooperation with institutions of additional education for children;
- "full day school" model - implementation of extracurricular activities mainly by educators of extended day groups;
- optimization model (based on the optimization of all internal educational resources, including a full-time school);
-innovative educational model relies on the activities of the innovative (experimental, pilot, implementation) platform of the federal, regional, municipal or institutional level, which exists in an educational institution.
Model of additional education relies on the predominant use of the potential of intra-school additional education and on cooperation with institutions of additional education for children.
It is known that in the absence of an opportunity for extracurricular activities, an educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, uses the possibilities of educational institutions of additional education for children, cultural and sports organizations (Order of the Ministry of Education and Science of the Russian Federation dated October 26, 2010 No. 1241 “On introducing changes to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373”).
The potential of institutions of additional education for children, culture, sports, youth policy can be used in the following areas: scientific and technical; sports and technical; artistic and aesthetic; cultural; ecological-biological; physical culture and sports; tourist and local history; military patriotic; socio-pedagogical. These areas are built into the areas of extracurricular activities designated by the Federal State Educational Standard: - sports and recreation; - spiritual and moral; social; general intellectual; -general cultural.
At the same time, extracurricular activities within the framework of the Federal State Educational Standard of the IEO are aimed, first of all, at achieving the planned results of mastering the main educational program of primary general education. BUT
additional education of children involves, first of all, the implementation
additional educational programs. Therefore, the main criteria for attributing this or that educational activity to extracurricular activities are the goals and objectives of this activity, as well as its content (directions) and methods of work. This model is focused on ensuring readiness for territorial, social and academic mobility of children. The advantages of the model are to provide a wide choice for the child based on the range of directions of children's associations of interest, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in the implementation of extracurricular activities, as well as the practice-oriented and activity basis for organizing the educational process inherent in the additional education of children.
Extracurricular activities of schoolchildren “outside” the educational institution require the execution of appropriate contractual relations.
Performance indicators for the implementation of contractual relations:
- contracts are developed and concluded in accordance with the current legal norms and the charter of the educational institution;
- additionally, the necessary regulatory support related to extracurricular activities has been created (for example, a provision involving the implementation of a full-time school model);
- documents clarify and specify the procedure for fulfilling the requirements of the Federal State Educational Standard when determining directions and choosing forms for implementing extracurricular activities, using resource support.
Thus, this model involves the creation of a common program and methodological space for extracurricular activities and additional education for children, the implementation oftransition from the management of educational institutions to the management of educational programs.
Full day school model. The basis for the “full-day school” model is the implementation of extracurricular activities mainly by educators and other teaching staff of the educational institution, which ensure the functioning of extended-day groups.
It is first necessary to clarify that a general educational institution (according to clause 28 of the Model Regulations on a general educational institution) has the right to open extended day groups at the request of parents (legal representatives).
Key ideas of this model:
creation of conditions for a full-fledged stay of a child in an educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces;
meaningful unity of educational, educational, developing processes within the framework of the educational system and the main educational program of an educational institution;
creation of a health-saving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of physical activity, organization of rational nutrition, work to form the value of health and a healthy lifestyle;
creation of conditions for self-expression, self-realization and self-organization of children with active support of children's public associations and student self-government bodies;
building an individual educational trajectory and an individual schedule for the child's stay in an educational institution;
reliance on the integration of basic and additional educational programs.
The advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, the established practice of financing after-school groups.
optimization model. The model of extracurricular activities based on the optimization of all internal resources of an educational institution suggests that almost all available pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, teacher-defectologist, teacher-speech therapist, educator, senior counselor, tutor and others).
In this case, the coordinating role is played, as a rule, by the class teacher, who, in accordance with his functions and tasks (order of the Ministry of Education and Science of Russia dated February 3, 2006 “On approval of methodological recommendations on the implementation of the functions of the class teacher by pedagogical workers of state educational institutions of the constituent entities of the Russian Federation and municipal educational institutions"), in particular:
interacts with teaching staff, as well as teaching and support staff of the educational institution;
organizes an educational process in the classroom that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;
organizes socially significant creative activity of students.
The advantages of the optimization model are the minimization of additional financial costs for extracurricular activities, the creation of a single educational and methodological space in an educational institution, the content and organizational unity of all its structural divisions.
Innovation-educational model. The innovation-educational model is based on the activities of the innovation (experimental, pilot, implementation) platform at the federal, regional, municipal or institutional level.
Within the framework of this model, the development, testing, and implementation of new educational programs, including those taking into account regional characteristics, is underway.
The innovation-educational model assumes close interaction of a general education institution with institutions of additional professional pedagogical education, institutions of higher professional education, scientific organizations, and municipal methodological services.
The advantages of this model are the high relevance of the content and (or) methodological tools of extracurricular activities programs, scientific and methodological support for their implementation, and the uniqueness of the experience being formed.
In conclusion, it should be emphasized that the basic and four main types of organizational models of extracurricular activities do not exclude the possibility for an educational institution to create its own model of extracurricular activities. The basic and four main types of organizational models of extracurricular activities can serve as the basis for constructing a combined model that takes into account the characteristics of the regional, municipal levels and the level of an educational institution.
Consideration of models of extracurricular activities, we consider it necessary to begin with a clarification of the concept of "model". In the encyclopedia, the interpretation of a measure, a sample, a standard is considered in a narrow sense as a kind of standard for mass production of a product, and in a broad sense - as any sample (mental or conditional: image, description, drawing, graph, plan, map, analogue of any object , process or phenomenon, substitute for the "original", substitute, representation of the most general characteristics, general scheme for describing the phenomenon.
In education model considered primarily as a specific organizational system, providing Existence and development vital activity Total school community, realizing certain norms pedagogical activities, relationships between students and teachers. This is a space where certain interests prevail, a type of thinking, where one's own language of communication is developed, where there are certain cultural "codes" that make this model different from another. You can talk about external features, inherent in any educational model (the presence of a certain structure, the specific content of educational activities; forms and means of organizing the educational process, etc.), and about its internal qualities ( the presence of a leading goal, dominant ideas and values, psychological, intellectual, moral climate, etc.).
In other words, model education is schematic display educational practices or her fragments.
When determining the organizational models of extracurricular activities, it is assumed that it should be objectively included in the activities of the entire school community and be distinguished by the same diversity as life itself. As a voluntary, amateur and spontaneous creative process in the entire life of schoolchildren and adults, extracurricular activities need psychological and pedagogical support provided by the teaching staff. it needs a connection with both basic and additional education. However, models may vary. degree coordination various spheres of life within the school (educational, socio-cultural, leisure, gaming), diversity forms extracurricular activities, skill install connections with out-of-school institutions and institutions of culture, sports, with public organizations.
Therefore, it is so important to accurately determine the model that corresponds to the real educational practice of this institution ( descriptive model), based on the identified positive and negative trends, build a model of future extracurricular activities ( predictive model).
However, it is equally important when developing models to understand the value, content and procedural aspects of extracurricular activities, since it is they that entail updating the goals, problems, forms, technologies and results of creative, social, cognitive activities of schoolchildren, put forward new requirements for the professionalism of teachers.
The study of the practice of implementing extracurricular activities of educational institutions in various regions of the country (Yaroslavl, Orenburg, Moscow Region, the Republic of Karelia, etc.) allows us to identify a number of models of various types, which can be conditionally divided into framework (external), qualitative-level (internal) and integration.
To framework, In our opinion, we can include such models that determine the general structure of extracurricular activities. These are, first of all, school - out-of-school and socio-cultural models. The names characterize their essence. School model can also be defined as closed because it mainly uses the possibilities of its own educational institution. At the same time, it is not the number of circles, sections and clubs that is of primary importance, but the fact that they are built on the personnel, content, and methodological resources of their school. This model is typical in many respects and is quite common in educational practice.
School-out-of-school (open) model is built on the resources of its institution with the involvement of the personnel and scientific and methodological potential of institutions of additional education for children. Various sections, circles, clubs are led by both school teachers and additional teachers. education.
sociocultural model differs from the previous one in complex multilateral ties with the society, when, in addition to institutions of additional education for children, the possibilities of institutions of culture, sports, medicine, manufacturing enterprises, and public organizations located close to the educational institution are also widely used.
Framework models help to structure various approaches to the organization of extracurricular activities, show in general terms ways of interacting with additional education and other cultural institutions. However, they give only a general idea of the current educational activity.
In order to consider organizational possibilities in more detail, an appeal is required in more detail, an appeal to models is required. quality-level, which characterize the features of the organization and content of extracurricular activities, its orientation and ability to integrate ties.
Model "Mosaic".
Extracurricular activities, represented by a traditional set of circles and sections (circles of arts and crafts, soft toys, football, volleyball sections, etc.) working mainly for students of the same age group in the most general areas (sports, general cultural, artistic), as well as a number of subject circles that provide additional training in certain school disciplines after school hours. They are led along with subject teachers, class teachers by teachers of additional education. This model can also be called the starting one, since it is with it that the search for more complex options for organizing extracurricular activities begins.
Model "Round dance"
This model is more organized, the complication of relations between circles, sections, clubs, the leaders of which communicate with each other to one degree or another. However, in this case, we are talking about only two, tripartite connections of creative associations that are similar in content of activity, forms of work, and often in terms of the age composition of pupils (drawing circle - modeling studio), etc. Teachers Leading classes related to extracurricular activities or additional. education tend to help each other, but such interaction is, as a rule, one-time, unscheduled and is aimed at solving a specific problem (for example, preparing an exhibition of artworks by schoolchildren).
"Model Club"
At the center of such a model is a club, a studio, a theater that unites the active part of students and teachers. This model performs a centripetal role, as it attracts a wide variety of creative associations, since it is itself complex in content. It can be a club of travelers and tourists, song lovers, a military-historical club or a discussion club. The circles of the section, to one degree or another, take into account the activities of the club and cooperate with it, thereby developing ties with each other. This significantly expands the space for social and creative activity of schoolchildren, develops their independence and initiative. Children of different ages take part in the work of the club, it is also attractive for adults - teachers and parents.
Honeycomb Model
The very name of the model explains its organizational feature - the unification of several main cells into a single network, each of which is a mini club-type model with a core in the center and various sections, circles "attached" to it.
Such a model, operating on the principle of mobile telephone communication, ensures the coordination of the activities of teachers and schoolchildren, the interaction of various creative associations, school-out-of-school cooperation at the level of both individual circles and sections, and educational institutions.
Obviously, despite the complexity of creating such a model, its effectiveness is much higher, since it allows the development of integration processes in extracurricular activities and additional education.
Particular attention should be paid to integration model, which we consider as prognostic, including the most qualitative characteristics of already known models and those properties that have yet to be developed. In this sense, this model is innovative, allowing to use the potential of extracurricular activities and the system of additional education for children. At the same time, two areas of "non-formal" education are closely related to mainstream education, compensating to a large extent for those areas of knowledge that are missing in the curriculum. Thus, a single educational space with full-fledged educational activities is being created. and conditions for the development of the child, purposefully orienting him to basic activities ( value-oriented, cognitive, communicative, socially adaptive).
It should be noted that extracurricular activities and additional education, being the main meaningful spaces of childhood, create favorable conditions for the "dialogue of cultures" and "dialogue of ages", since children of different ages, teachers and parents can work together in circles, clubs, workshops. At the same time, it is important that the integration model allows limited use of the capabilities of not only additional institutions. education of children, but also a large number of institutions of culture, sports, medicine, public organizations, industrial enterprises, colleges and universities, youth clubs at the place of residence, etc.
Using the integration model, you can create single educational space "friendly" towards both children and adults. Such a space will take on the shape of a House (rather than a separate circle or section), where you can come for creativity, communication, and play. The proposed structure will allow a student who has expressed a desire to cross the border from a classroom system to freely chosen creative activities, not just "sign up for a circle", but try himself in different types of activities, find something close to his interests, and having achieved the desired result, turn on again in search both at school and in other institutions where he will be given the opportunity of self-realization. Building an individual route of personality development is the main task of teachers who ensure the activity of such a model.
The value of the integration model lies in the structural and organizational flexibility, easy adaptation to the socio-cultural conditions and traditions of the institution. It can be seen as a way evolutionary solutions many contradictions implemented in general education. This model, absorbing the new, does not refuse the achievements and experience of out-of-school education, serves as a bridge between the traditional school and the new educational model, creates conditions for compensating for the shortcomings of general education. This is a kind of laboratory of innovation, modern pedagogical technologies.
Ministry of Education and Science of the Russian Federation
DEPARTMENT OF GENERAL EDUCATION
LETTER
The Department of General Education of the Ministry of Education and Science of Russia sends for use in the work materials on the organization of extracurricular activities in educational institutions that implement the basic educational program of primary general education, with the introduction of the Federal State Educational Standard for General Education, which were presented at a meeting of the Coordinating Council under the Department of General Education of the Ministry of Education and science of the Russian Federation on the organization of the introduction of federal state educational standards for general education on April 19, 2011.
Department Director
E.Nizienko
Appendix. Methodological materials on the organization of extracurricular activities in educational institutions implementing general educational programs of primary general education
Appendix
The main tasks of extracurricular activities
In accordance with the Federal State Educational Standard of Primary General Education (FSES IEO), the main educational program of primary general education is implemented by an educational institution, including through extracurricular activities.
Extracurricular activities in the framework of the implementation of the Federal State Educational Standard of the IEO should be understood as educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program of primary general education.
In addition, extracurricular activities in primary school allow you to solve a number of very important tasks:
ensure a favorable adaptation of the child in school; optimize the teaching load of students; improve the conditions for the development of the child;
take into account the age and individual characteristics of students.
Extracurricular activities are organized in areas of personal development (sports and recreation, spiritual and moral, social, general intellectual, general cultural), in such forms as excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices and others.
Forms of organization of extracurricular activities, as well as the educational process as a whole, within the framework of the implementation of the main educational program of primary general education, are determined by the educational institution.
There are also obvious advantages in using extracurricular activities for the consolidation and practical use of certain aspects of the content of curricula of academic subjects and courses.
Organizational models of extracurricular activities
Based on the tasks, forms and content of extracurricular activities, the following organizational model can be considered as a base for its implementation. Extracurricular activities can be carried out through (Fig. 1):
Fig.1. Basic organizational model for the implementation of extracurricular activities
the curriculum of an educational institution, namely, through the part formed by the participants in the educational process (additional educational modules, special courses, school scientific societies, educational scientific research, workshops, etc., conducted in forms other than classroom);
additional educational programs of the general educational institution itself (intra-school system of additional education);
educational programs of institutions of additional education for children, as well as institutions of culture and sports;
organization of activities of extended day groups;
classroom management (excursions, debates, round tables, competitions, socially useful practices, etc.);
the activities of other pedagogical workers (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor) in accordance with the official duties of the qualification characteristics of the positions of educators;
innovative (experimental) activities for the development, testing, implementation of new educational programs, including those taking into account regional characteristics.
Based on this basic model, several main types of organizational models of extracurricular activities can be proposed:
additional education model(based on the institutional and (or) municipal system of additional education for children);
the "full day school" model;
optimization model(based on the optimization of all internal resources of the educational institution);
innovative educational model.
The first model is based on the predominant use of the potential of intra-school additional education and on cooperation with institutions of additional education for children.
Model of additional education. Extracurricular activities are closely related to the additional education of children in terms of creating conditions for the development of the creative interests of children and their inclusion in artistic, technical, environmental, biological, sports and other activities.
The connecting link between extracurricular activities and additional education of children are such forms of its implementation as electives, school scientific societies, professional associations, elective courses. At the same time, extracurricular activities within the framework of the Federal State Educational Standard of the IEO are aimed, first of all, at achieving the planned results of mastering the main educational program of primary general education. And additional education of children implies, first of all, the implementation of additional educational programs. Therefore, the main criteria for attributing this or that educational activity to extracurricular activities are the goals and objectives of this activity, as well as its content and methods of work.
The implementation of extracurricular activities based on the model of additional education is directly provided for in the Federal State Educational Standard of the IEO, which states that an educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, can use the possibilities of educational institutions of additional education for children, cultural and sports organizations.
This model involves the creation of a common program and methodological space for extracurricular activities and additional education for children, the implementation of the transition from the management of educational institutions to the management of educational programs.
This model is focused on ensuring readiness for territorial, social and academic mobility of children. The advantages of the model are to provide a wide choice for the child based on the range of areas of children's associations of interest, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in the implementation of extracurricular activities, as well as the practice-oriented and activity basis for organizing the educational process inherent in the additional education of children.
Full day school model. The basis for the "full-day school" model is the implementation of extracurricular activities mainly by educators of extended-day groups.
This model is characterized by:
creation of conditions for a full-fledged stay of a child in an educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces;
meaningful unity of educational, educational, developing processes within the framework of the educational system and the main educational program of an educational institution;
creation of a health-saving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of motor activity, organization of rational nutrition, work to form the value of health and a healthy lifestyle;
creation of conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student self-government bodies;
building an individual educational trajectory and an individual schedule for the child's stay in an educational institution;
reliance on the integration of basic and additional educational programs.
The advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, the established practice of financing after-school groups.
Optimization Model. The model of extracurricular activities based on the optimization of all internal resources of an educational institution assumes that all pedagogical workers of this institution (teachers, teacher-organizer, social pedagogue, teacher-psychologist, teacher-defectologist, teacher-speech therapist, educator, senior counselor) take part in its implementation. , tutor and others).
In this case, the coordinating role is played, as a rule, by the class teacher, who, in accordance with his functions and tasks:
interacts with teaching staff, as well as teaching and support staff of the educational institution;
organizes an educational process in the classroom that is optimal for the development of the positive potential of the personality of students within the framework of the activities of the general school team;
organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;
organizes socially significant, creative activity of students.
The advantages of the optimization model are the minimization of financial expenses for extracurricular activities, the creation of a single educational and methodological space in an educational institution, the content and organizational unity of all its structural divisions.
Innovation educational model. The innovative educational model is based on the activities of the innovative (experimental, pilot, implementation) platform of the federal, regional, municipal or institutional level, which exists in an educational institution.
Within the framework of this model, the development, testing, and implementation of new educational programs, including those taking into account regional characteristics, is underway.
The innovation-educational model assumes close interaction of a general education institution with institutions of additional professional pedagogical education, institutions of higher professional education, scientific organizations, and municipal methodological services.
The advantages of this model are: high relevance of the content and (or) methodological tools of extracurricular activities programs, scientific and methodological support for their implementation, the uniqueness of the generated experience.
Creation of conditions for the implementation of extracurricular activities
For the successful introduction of GEF IEO, including extracurricular activities, it is necessary to carry out a number of activities in the following areas: organizational; regulatory; financial and economic; informational; scientific and methodological; personnel; logistical.
Organizational support, in addition to the basic and main types of organizational models of extracurricular activities already considered, it may also include the creation of resource centers, for example, for scientific and technical creativity, integration into an open educational space based on modern information and communication technologies, network interaction of educational institutions of various types and types to ensure maximum consideration of the individual characteristics and needs of students.
As part of the design of interaction between institutions of general and additional education for children in the context of the introduction and implementation of the federal state educational standard for primary general education, it is possible to propose a variable model of this interaction, including a whole range of possible models, each of which would be selected (and, if necessary, adjusted) based on the actual the emerging conditions for the existence of educational institutions.
The first component can be a "nodal" model, when an institution of additional education for children (UDOD) uses the material and technical base it has to carry out the educational process for students of several educational institutions that are "accumulated" in the UDOD. This interaction option can be implemented in the case when the number of students who have chosen one or another specialization in one general educational institution does not exceed a few people and, therefore, the creation of small study groups for 2-4 students in each of these institutions is inefficient.
The second component of the variable model is also a traditional approach to organizing interaction, when students of general education institutions attend circles, sections, interest clubs, etc. institutions of additional education for children, operating on the basis of this educational institution. Further development of this model in the case of a large number of students leads to the opening on the basis of a general education institution of the corresponding branch of UDOD.
The third component of the variable model of interaction is a model using an internship site based on an institution of additional education for children. In this case, UDOD is a kind of organizational and methodological center and a basic institution for advanced training for teachers of the general education system.
In this model, an obligatory element (with the exception of the case that the UDOD has an appropriate license) is an institution of additional professional education, for example, an institute for advanced training and retraining of educators (IPK and PRO), with which the action plan for advanced training is consistent and which carries out scientific and methodological support for the creation and operation of the internship site itself. This model may be the most promising in the context of limited resources of institutions of additional education for children.
In all cases of interaction between institutions of general and additional education for children, a common program and methodological space should be created, and the targets of extracurricular activities implemented within the framework of such interaction should be focused on the planned results of mastering the main educational program of primary general education of a particular general education institution.
Regulatory support the implementation of extracurricular activities should create an appropriate legal framework for organizing the interaction of the school with other institutions and organizations, the activities of its structural divisions, as well as participants in the educational process, should regulate financial and economic processes and the equipment of the infrastructure of the educational institution.
The developed or adjusted local acts of the educational institution must comply with the current legislation of the Russian Federation in the field of education.
An approximate list of local acts of an educational institution that ensures the implementation of extracurricular activities within the framework of the Federal State Educational Standard is given in the appendix.
Financial and economic conditions. Ensuring state guarantees of the rights of citizens to receive public and free primary general education in general education institutions through the allocation of subventions to local budgets in the amount necessary for the implementation of basic general education programs is attributed to the powers of state authorities of the constituent entity of the Russian Federation in the field of education ( subclause 6.1 clause 1 article 29 of the Law of the Russian Federation "On Education"). According to paragraph 16 of the Federal State Educational Standard of the IEO, the main educational program of primary general education is implemented by the educational institution through the curriculum and extracurricular activities. Thus, the financing of extracurricular activities is attributed to the powers of state authorities of the constituent entity of the Russian Federation in the field of education.
As a financial and economic basis for the implementation of extracurricular activities, an educational institution should use all the possibilities of budgetary and extrabudgetary funding.
The three-component model of budget financing of extracurricular activities assumes the following components of financing: regulatory, program, stimulating.
1. Financing of expenses according to the standards per student should also take into account the regulators of economic mechanisms for the implementation of individual educational trajectories, including within the framework of the system for searching for and promoting the development of gifted children.
In this case, funding is expected:
the part formed by the participants in the educational process related to the curriculum of the educational institution (if such a choice is made by them in favor of additional educational modules, special courses, school scientific societies, educational scientific research, workshops, etc., conducted in forms other than lesson );
intra-school additional education (programs of extracurricular activities focused on the planned results of mastering the main educational program of primary general education);
extended day groups (model "full day school");
activities of class teachers (excursions, debates, round tables, competitions, socially useful practices, etc.);
activities of other pedagogical workers (teacher-organizer, social pedagogue, teacher-psychologist, senior counselor) in accordance with official duties based on the qualification characteristics of the positions of educators.
2. Budgetary program financing involves the allocation of funds for sectoral targeted programs and is directed, as a rule, to the development of the material base, informatization of the educational process, innovation, etc.
This type of financing has special opportunities for teaching courses, disciplines of a regional, national, ethnocultural orientation. At the regional level, courses that are relevant in the context of the educational system of a constituent entity of the Russian Federation can be developed and offered for implementation (by funding targeted regional programs). The teaching of such courses is not mandatory, but it provides an opportunity for educational institutions to receive an additional source of funding for extracurricular activities, and will also strengthen the unified educational space. In this case, extracurricular activities can be considered as a potential for the implementation of the regional, national, ethno-cultural component.
3. Budget stimulating financing. A significant impetus for the use of this type of funding was given by the Priority National Project "Education": about nine thousand schools received one million rubles each on a competitive basis. To date, this initiative has been supported at the regional level within the framework of competitions for innovative projects and programs held by the constituent entities of the Russian Federation.
With regard to extrabudgetary funding and, in particular, paid additional educational services.
According to paragraphs 1 and 3 Article 45 of the Law of the Russian Federation "On Education" state and municipal educational institutions have the right to provide paid additional educational services (training in additional educational programs, teaching special courses and cycles of disciplines, tutoring, classes with students in-depth study of subjects and other services) that are not provided for by the relevant educational programs and federal state educational standards. However, these paid educational services cannot be provided instead of educational activities financed from the budget.
Therefore, if additional educational services are in demand subject to the above conditions, and this expands the existing areas of extracurricular activities, and is also associated with the need to pay for the appropriate equipment, premises, etc. (for example, for the swimming section, figure skating section, horseback riding, etc.), they can be used as an additional resource for organizing extracurricular activities.
The key priorities for the modernization of general education for the near future in terms of financial and economic support of the Federal State Educational Standard of the IEO in general and extracurricular activities in particular should be:
development of a new remuneration system focused on the Federal State Educational Standard of the IEO;
improvement of the legal status of state (municipal) institutions;
development and testing of new regulators of economic mechanisms in the education system.
In information support implementation of extracurricular activities may include:
monitoring of professional and public opinion among teachers of an educational institution, students and the parent community;
information and communication technologies for organizing the interaction of an educational institution with the parent community, social partners, other educational institutions, bodies exercising management in the field of education;
creation and maintenance of various databases (regulatory, methodological and others);
information and communication technologies that provide the processes of planning, motivation, control over the implementation of extracurricular activities.
A significant role in information support for the implementation of extracurricular activities can be played by the website of an educational institution, which not only ensures interaction with social partners and openness of state and public administration, but also expands the variety of forms of incentives, enhances public recognition of the achievements of all participants in the educational process, diversifies the motivational environment of the educational institutions. It is information and communication technologies that make it possible today, despite the territorial remoteness, to participate in all subjects of the educational process not only in regional or all-Russian, but also in international competitions, thereby expanding the space for their creative self-realization, including extracurricular activities.
In a relationship scientific and methodological support. The implementation of extracurricular activities, based on their tasks, requires a different (in contrast to the educational process in the classroom form) approach to the organization of the educational process, the evaluation of the results of its participants, and the selection of the content of education.
Extracurricular activities are called upon in a relatively new space for the main educational program of primary general education to respond flexibly and quickly to changes in the social order, providing the opportunity for a free choice of courses and disciplines.
The solution of such problems is connected with the need for scientific and methodological support at all levels of the educational system, including the institutional one, since it involves the creation of a common program and methodological space for extracurricular activities.
For an educational institution, this means integration into an open scientific and methodological space, updating approaches to improving the professional competence of teachers, including through:
diversification of forms of methodical work in an educational institution;
dissemination of advanced pedagogical experience based on new information and communication technologies;
introduction of new models of advanced training, including those based on distance learning technologies.
To create the material and technical base of extracurricular activities, one should be guided by the following regulatory legal acts:
Law of the Russian Federation "On Education"(in the current edition);
Federal State Educational Standard of Primary General Education(approved Order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373, registered with the Ministry of Justice of Russia on December 22, 2009, registration number 17785) with amendments (approved Order of the Ministry of Education and Science of Russia dated November 26, 2010 N 1241, registered with the Ministry of Justice of Russia on February 4, 2011, registration N 19707);
Federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises(approved Order of the Ministry of Education and Science of Russia dated October 4, 2010 N 986, registered with the Ministry of Justice of Russia on February 3, 2011, registration N 19682);
SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions"(approved Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 N 189, registered with the Ministry of Justice of Russia on March 3, 2011, registration N 19993);
Sanitary and epidemiological rules and regulations "Sanitary and epidemiological requirements for institutions of additional education SanPiN 2.4.4.1251-03"(approved Decree of the Chief State Sanitary Doctor of the Russian Federation of April 3, 2003 N 27, registered with the Ministry of Justice of Russia on May 27, 2003, registration N 4594);
Federal requirements for educational institutions in terms of protecting the health of students, pupils(approved Order of the Ministry of Education and Science of Russia dated December 28, 2010 N 2106, registered with the Ministry of Justice of Russia on February 2, 2011, registration N 19676).
Additionally, it is possible to develop the relevant regional regulatory legal acts regulating the creation of the material and technical base of extracurricular activities.
Personnel conditions for the implementation of extracurricular activities:
the staffing of the educational institution with the necessary pedagogical, managerial and other employees;
the availability of appropriate qualifications of pedagogical and other employees of the educational institution;
continuity of professional development of teaching staff of an educational institution.
If it is not possible to implement extracurricular activities, including due to understaffing, an educational institution, within the framework of the relevant state (municipal) assignments formed by the founder, can use the opportunities of educational institutions of additional education for children, cultural and sports organizations (paragraph 17 of the Federal State Educational Standard of the IEO). In addition, the parent community and other social partners can be involved in the implementation of extracurricular activities.
Appendix. An approximate list of local acts of an educational institution that ensures the implementation of extracurricular activities within the framework of the Federal State Educational Standard of Primary General Education
Appendix
1. Charter of the educational institution.
2. Internal regulations of the educational institution.
3. Agreement of an educational institution with the founder.
4. An agreement of an educational institution with parents (legal representatives) of students.
5. Regulations on the activities of public (including children's and youth) organizations (associations) in an educational institution.
6. Regulations on the forms of self-government of an educational institution.
7. Agreement on cooperation between a general education institution and institutions of additional education for children.
8. Regulations on the extended day group ("full day school").
9. Job descriptions for employees of an educational institution.
10. Orders on the approval of the work programs of training courses, disciplines (modules).
11. Regulations on the distribution of the incentive part of the wage fund for employees of an educational institution.
12. Regulations on the provision of paid additional educational services.
13. Regulations on the organization and conduct of a public report of an educational institution.
Regulations on various infrastructure facilities of the institution, taking into account federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises, for example:
14. Regulations on the study room.
15. Regulations on the information and library center.
16. Regulations on the cultural and leisure center.
17. Regulations on the sports and health center.
Electronic text of the document
prepared by CJSC "Kodeks" and checked against:
mailing (letter),
Education Bulletin,
N 11, 2011 (appendix)
