Educational institution: MBU DO "Center" Luch "
Brief job description:
Publication date: 2018-03-06 Methodological recommendations for conducting training sessions for teachers of preschool education Vedyashkina Natalya Mikhailovna MBU DO "Center" Luch " This paper presents the methodology and technology for conducting classes of artistic and aesthetic orientation in the system of additional education for children
View Publication Certificate
Methodological recommendations for conducting training sessions for teachers of preschool education
The modern DOD system is a specific branch in the domestic pedagogy of development. It is the additional education of children that is a harmonious unity of knowledge, creativity, communication between children and adults. The content of education in the educational institution DOD is usually determined by the educational program, curriculum and educational programs of teachers of additional education, developed by pedagogical workers independently . When organizing the educational process, teachers of additional education implement their own individually - author's, modified, developmental programs, as well as in-depth programs in certain educational areas for gifted children and others, using the main form of organization of the educational process – class.
Employment in an institution of additional education for children has a number of features:
Less regulated, more flexible, free in terms of the composition of participants, in alternating forms of work, saturation with various types of activities;
More dynamic, wears an element of lead; has a different grading system.
This paper presents the methodology and technology for conducting classes of artistic and aesthetic orientation in the system of additional education for children. Methodological development can be used in the work of teachers of additional education, school teachers involved in extracurricular activities, circle work.
Class - the main element of the educational process in the MBU DO "Center" Luch ", but today its form of organization is changing significantly. The main thing is not the communication of information knowledge, but the identification of the experience of students, their inclusion in cooperation, the active search for the necessary knowledge. Classes in the institution are attended by children and adolescents aged 4 to 18, developing their creative potential. And the teachers of the Luch Center, focusing on humanistic universal values, carry out a holistic educational process in the classroom (development, education, training of children and adolescents in accordance with their natural inclinations, inclinations and interests).
Class in an institution, first of all, this is the time that teachers spend with children, organizing various educational and leisure activities. It is characterized by the fact that the personal component is a priority in the content of educational activities, and the main attention of the teacher is paid to the development of the child's personal-semantic sphere. (attitude to reality, experience, empathy, awareness of value orientations in the life of the children's team, etc..).
Each lesson is planned and conducted by a teacher of additional education in accordance with the educational and thematic plan of the educational program being implemented. Therefore, any lesson is a chain of one link of the educational program implemented in a particular children's creative association.
The creative association "Young Artist" of the MBU DO "Center" Luch "works on a comprehensive general developmental educational program" School of Artistic Creativity ". The main objective of this program is to introduce children to the emotional perception of the subject-spatial environment and to independent activities in the artistic organization of the environment. The difference from other similar programs is that the artistic organization of the environment in it is considered as a process that combines the laws of fine arts, sculpture, architecture, design, decorative and applied arts and folk art in refraction through the compositional structural transformation of the internal and external environment of a person. Each lesson in this association has a clear structure, which is the relationship of its components, as well as a certain logic, depending on the goals, objectives, methods, and chosen form.
In their activities, teachers are guided by the methodology of preparation for training sessions, which includes:
1. definition of the topic of the lesson;
2. thinking over the general course of the lesson;
3. thinking through and selecting the content of the theoretical part of the lesson;
4. thinking through and choosing methods for theoretical training of children;
5. selection of teaching materials on the topic of the lesson;
6. performance of practical work;
7. drawing up a lesson plan (if necessary).
Consider the Methodological recommendations for an art teacher of the MBU DO "Center "Luch" for conducting a lesson on the topic "Change in color space at different times of the day", presented in the educational program in the "Landscape" section.
The teacher, first of all, should think over the specific feature of the lesson, the logic of construction (the relationship and completeness of all parts of the lesson with summing up the results of each part of the practical and theoretical material), determine the volume of the educational component of the educational material.
The target settings of the lesson should be aimed at certain specific goals of this lesson (educational, developing and teaching), leading to a real, achievable result.
The teacher should pay attention to the setting of tasks aimed at
on the development of the real creative abilities of children, the moral and emotional areas of the child's personality.
In this lesson, for the development of creative abilities, attention should be paid to the independent individual work of students when creating a landscape. And the moral and emotional impact on children must be tracked in the process of viewing and discussing visual material on the topic.
When developing the content of this lesson, the teacher should pay attention to:
- clarity in determining the content components of the lesson in accordance with the goals and opportunities determined by the given age stage of development of students;
- connection of this lesson with previous and subsequent lessons
- unity of educational, developing, teaching objectives of the lesson;
- application of the principle of value orientation;
- application of the necessary methods of education;
- a combination of individual, group and frontal work with students.
When organizing a training session, the teacher should adhere to the technological chain:
- organizing the work of students at a level accessible to them, at the limit of their capabilities and at a pace acceptable to them;
– a clear, step-by-step explanation at a high professional level of theoretical material on this topic of the educational program;
- installations not on the mechanical memorization of educational information, but on the meaning and practical significance of the knowledge gained;
- mandatory control or final check, carried out in the context of explaining a new topic, after studying it and as a final check;
— implementation of an individual approach at each training session.
At the initial stage of the lesson, the teacher needs to create a favorable moral and psychological climate, setting the children up for co-creation and community in the process of cognitive activity, at the final stage - to analyze all the work done by the children.
On the topic of the lesson“Changing the color space at different times of the day”, the teacher should prepare an educational and methodological complex: handouts, an audio-video library and didactic tools: visual aids, training tasks for individual and group work, differentiated exercises, final tasks, tests, etc. The teacher needs to think over the methodology for the most productive use of the visual material used. And also to prepare individual tasks for children with developmental advances, to determine the volume and forms of independent work with children. The teacher needs to pay attention to the choice teaching methods, providing the formation of knowledge, skills and abilities necessary
To solve educational problems. Teaching methods in the classroom should correspond to:
· lesson objectives;
· the nature and content of the educational material;
· the level of knowledge, skills and abilities of students;
· material support of the lesson;
· the personal qualities of the teacher, his preparedness and the level of methodological skill;
· individual characteristics, capabilities and preparedness of students;
· time regulations.
During the entire lesson, in working on the topic, the teacher is obliged to provide psychological and pedagogical support to students, aimed at:
- creation of favorable prospects for educational activities;
- humanization of learning (load optimization in accordance with the individual psychological characteristics of students (selection of individual tasks in the learning process);
- optimization of the load in connection with the dynamics of performance; and in accordance with the motivation for learning.
The teacher should not forget about the observance of state sanitary and hygienic standards, the temporary mode of employment in this age group of children, and the methods of saving health.
Since in the planned lesson, students are presented with the following values for personal comprehension and living: nature, beauty, labor, freedom of choice, the teacher needs to demonstrate and talk about his work on the topic of the lesson.
This lesson was developed in the system student-centered education and directed to initiation of the subjective properties and potentials of the child's personality, development of its universal functions through independent creative work. Therefore, it is important for the teacher to pay attention to the use of forms of work organization in class:
· teacher - children's team
· individual work of each student (image on a plane by impression or imagination).
As well as on working methods: verbal, visual, practical, partially search.
The validity of the choice of these methods in the best waywill contribute to the achievement of the goal, to ensure the development of cognitive activity. The choice of these methods will allow the teacher to take into account the age capabilities of students, since children aged 8–9 years are observant, creatively active, and emotionally responsive.
It is also important for the teacher to observe a democratic style of communication with students. Do not forget the technology of building a lesson, subdivided into a number of stages that are logically interconnected:
· organizational;
· verification;
· preparatory;
· basic;
· control;
· reflective;
· final;
And each subsequent stage differs from another stage by a change in activities, content, and specific tasks.
2. Outline of an artistic orientation lesson on the topic "Landscape"
As a practical material, a plan is proposed - a summary of the lesson of the painting teacher of the MBU DO "Center" Luch "on the topic: "Changes in the color scheme of space during the day" and an analysis of the lesson conducted by the teacher.
Topic of the lesson: "Changes in the color scheme of space during the day."
Type of lesson: training lesson - drawing by impression (imagination).
Lesson objectives:
1. development goal - develop imagination, creative fantasy;
2. educational - to cultivate an aesthetic attitude to nature;
- educational - to learn how to choose colors for depicting different times of the day in a landscape, to consolidate knowledge about contrasting colors, about the stages of creating a landscape.
Lesson methods: verbal: reasoning, conversation; visual: demonstration of reproductions of paintings, presentations; practical: practical work with paints; partially - search: independent work on the selection of colors
Material and technical equipment:
· presentation "Nature of the native land", prepared by the teacher
· teacher's work on this topic
· benefits: "Darkening and whitening of colors", "Color wheel".
· gouache, watercolor (optional),
brushes, palette,
· whatman paper (format A-4).
visual range: I. Kuindzhi "Moonlit night on the Dnieper",
A. Romadin "The Last Ray", C. Monet "The Lady in the Garden",
K. Friedrich "Morning in the mountains", L.V. Piskunova "Volcanoes in the sun"
musical series: K. Debussy "Evening in Grenada", L. Beethoven "Moonlight Sonata", Gershwin "Summer Day".
Literary series: poems by A. Kondratiev, F. Tyutchev
The course of the lesson on the topic:
"Change in color space during the day".
1.Organizing time. Greetings. Checking the readiness of students for the lesson (Appendix 1).
Creation of a moral and psychological climate in a lesson in a children's creative association. The organizational part ends with the announcement of the topic of the lesson and the setting of goals.
2.Conversation. "Change in color space during the day".
2.1 Repetition material covered on the topic "Landscape":
what is "landscape", "horizon line", "aerial perspective"?
2.2 introductory word teacher. It is possible to arouse interest through analogies that contribute to the concentration of attention and the preservation of interest. Light and color are integral elements of the landscape. The teacher focuses the attention of children on the special atmosphere of nature pictures that captivate us: dawn, various shades of summer flowers, shady valleys, mountain peaks illuminated by the setting sun, fog in the forest, a still surface of water in the lake in the early morning. Today we will learn how to convey all this beauty with paints.
2.3 Dialogue - discussion colors, sounds, smells of morning, afternoon, evening, night.
A poem by A. Kondratiev sounds (Appendix 1). Children talk about their feelings from each time of the day. Choosing a certain time to paint a landscape, the artist seeks to depict the play of light and color in the picture. This game defines the connection between man and nature, evoking the emotions that the artist is trying to convey in the painting.
We look at paintings by artists.
Sample questions for pictures:
How do we recognize certain times of the day?
What colors for the sky did the artists use in each painting?
How does the color of foliage, grass change during the day?
What mood does each painting evoke? How did the artist express it?
What time of day do you like best? Why?
We listen to musical works and compare them with pictures. What piece of music evokes the mood that matches the mood of one of the paintings? Reading the poems of F. Tyutchev and
I. Nikitina, we influence the fantasy and imagination of children. Viewing the work of the teacher, his story about the idea and selection of colors for the image of a certain time of day.
We find common features in the description of different times of the day in poems and paintings.
2.4 Viewing a presentation about the nature of his native land.
After watching a discussion with children of the nature of their native land at different times of the day.
Sample questions:
Have you seen similar landscapes?
What is their beauty?
What time of day do you like best? Why?
How should one relate to one's native nature?
By depicting nature, can we contribute to its conservation? How?
2.5 game moment"Imagine this". We invite the children to close their eyes, present to each their own landscape (morning, evening, night, day), using the impressions received, and talk about it. Verbal images will set you up for a visual narrative, suggest a color scheme. 2.6. Summing up the conversation.
Generalization. Children are encouraged to self-assess the information. Summarize the general discussion. Highlight the main main idea embedded in the material, information.
Conclusion: Morning, evening, day, night have different colors.
So, night is not a black, colorless space, it is an interweaving of all colors with black or gray paint. The night landscape is enlivened by moonlight (if the night is moonlit) or electric lighting (in the urban landscape).
Morning is the time of the first sunbeam, the awakening of nature. All the colors are delicate, the fog, as it were, envelops all the colors in a haze
The day is characterized by rich colors. On a sunny day, in illuminated places, the colors “whiten” a little, and the shadows are sharp, contrasting (we repeat what contrasting colors are according to the Color Wheel manual). The sky on such a day is piercingly bright.
The evening is rich in warm, earthy colors, in the sky shades from light yellow to burgundy. The closer to the epicenter of the sunset, the better the objects are illuminated, and the farther away, the more they are immersed in darkness (Dimming Colors tutorial)
2.7 Generalizations e. Summary of the general discussion. Tips and recommendations for the practical application of the information received
3.Fizkultpauza(Appendix 1).
4. Practical work.
Independent work of students. Image of a landscape (morning, evening, day, night) according to imagination or impression.
Stages of work:
1. We start work by choosing a plot (what exactly will be depicted in the landscape). We focus on creativity and individuality.
2. We mark the composition with a pencil: we draw the horizon line and designate the main elements of the landscape (it is assumed that students have the initial skills of building a landscape).
3. We compose on the palette the shades of the sky, grass, foliage, water surface and other objects corresponding to the selected time of day. We remember that warm colors “approach”, cold ones “remove”.
4. Work with paints on the background of the sky and the water surface (if it is present in the landscape). We take into account that the water itself is transparent and acquires the color of objects reflected in it, the sky or landscape elements.
5. The image of other elements of the landscape, taking into account the aerial perspective. We recall that, according to the laws of aerial perspective, when moving towards the horizon, all objects decrease in size, and the colors turn pale and become colder, the shadows of distant objects turn blue.
5. Summing up lessons. Exhibition of works. Positive assessment of the work of each student; self-analysis and self-assessment by children of the results of their activities in the classroom; analysis of characteristic errors.
We choose the most successful works. As an incentive, they will be placed at the mug exhibition.
At the end of the lesson, we thank the children for their creativity, good mood and passion for painting.
6. Analysis of the effectiveness of the lesson. Methods used: self-control , oral control (questions), written control
(questionnaire). Self-control is carried out in order to identify those aspects of the methodology and organization of their work in the classroom that will lead students to success or, conversely, to failure, in order to repeat and develop successfully found techniques and methods in the next classes, and change unsuccessful ones.
Questions for children:
· What did you learn new in the lesson?
· What did you like, what didn't you like?
· What would you like to do differently?
· Was there an educational effect on the lesson?
Trainers fill out the "Questionnaire", which evaluates the activities of the teacher (Appendix 1)
Criteria for evaluating children's work:
Children's drawing should contain an aesthetic attitude to the world, his personal choice;
Children's drawing should reflect the individual characteristics of the creative development of the author of a certain age in a particular historical time.
· In the children's drawing, a kindred involvement in nature should be felt.
2.1 Analysis of the lesson conducted by the teacher on the topic "Landscape"
This lesson included the following steps:
organizational stage.
task the organizational stage were: setting goals, communicating the topic and lesson plan, an initial check of the students' knowledge and skills on this topic, creating a major psychological attitude of students for cognitive activity, using techniques to increase students' attention to the readiness to perceive information material on a new topic.
Preparatory stage( preparation for new content).
The teacher's message of the topic, the purpose of the lesson and the motivation of the learning activity (cognitive conversation, problematic task, educational crossword puzzle, etc.) In the lesson, the motivation of the learning activity was facilitated by the cognitive conversation.
main stage
Assimilation of new knowledge and methods of action, primary verification of understanding, consolidation of knowledge and methods of action, generalization and systematization of knowledge. In this lesson, the new knowledge was the color scheme of different times of the day in landscapes, the whitening and darkening of colors; knowledge of warm and cold colors, contrast was consolidated. After the conversation and viewing visual and video material, conclusions and generalizations were made, and an algorithm for performing practical work was developed.
Final.
The teacher analyzed the educational activities of students, encouraging them for certain completed tasks. At the lesson, as an encouragement, the best works were placed at the current exhibition.
Reflective stage
The teacher assessed the performance, psychological state, performance, content and usefulness of the work. Self-analysis of children's work took place in the lesson in the form of a dialogue. As well as introspection pedagogical activity.
Distribution of time in class:
Stage 1 - 2 minutes
Stage 2 - 2 minutes
Stage 3 - 15 minutes
Stage 4 - 20 minutes
Stage 5 - 2 minutes
Stage 6 - 2 minutes
Stage 7 - 2 minutes
Total lesson -45 minutes
findings
After analyzing the lesson attended, we can conclude that the methodological recommendations at the preparatory stage were taken into account by the teacher. The objectives of the lesson and the planned volume of the lesson were generally achieved. The children were active, showed good performance in the classroom, interest in the topic, communication skills, the formation of painting skills and landscape image skills. We learned to observe in nature and select color shades to convey different times of the day in the landscape, to aesthetically respond to the beauty of the world around us.
As a pedagogical control of the creative development of children, observation of the manifestation of knowledge, skills and abilities in the process of work was used. The most important function of assessment in the classroom is ethical (support, stimulate creative activity, point out in a tactful manner the shortcomings of the work).
The nature of communication between students and the teacher was positive - emotional. A favorable climate for learning was maintained at the lesson. The distribution of time at the individual stages was optimal. The proof of all this was interesting children's work, creative landscapes. The creativity of children and the creativity of the teacher is a journey through time into the world of visual, real and imagined images, it is a harmonious, spiritual connection and activity of generations.
The lesson presented in this paper is one of the points of this fascinating journey.
Bibliography
1. Ivanchenko V.N., Occupation in the system of additional education
Children. - Rostov - n-D, publishing house "Uchitel".
2. Ermolinskaya E.K., Pedagogical technologies in additional art education for children. - M., Enlightenment, 2004.
3. Lobodina N.V., Visual arts. - Saratov, Saratov printing plant, 2006
Application No. 1
Appendix. PoemA. Kondratiev
The spring forest keeps a secret
What did he see at dawn
HOW LILY OF THE VALLEY HOLDS ON WEIGHT
IN GLASS CUPS DEW.
Day worked all day
Did a lot of work:
And regretted in the evening
That there is nothing to do.
A train rumbles in the distance
The fish splashed in the pink river,
The sun has set behind the hushed forest...
The day faded a little and disappeared.
There are a lot of stars in the sky - both in the sky and in the water
On earth, there is no light anywhere.
Animals and insects went to bed.
Silence from heaven to earth.
Appendix. Greetings
Check it out buddy
Are you ready to start the lesson?
Is everything in place?
Is everything all right?
Is everyone seated correctly?
Is everyone watching closely?
Appendix . Fizkultpauza.
I went out into the garden, autumn garden (walking to places),
Apples hang on branches (circle with hands),
The wind shakes the branch (waving hands).
I take an apple in my hands - (stretch up on toes)
Fun like summer...
Sunsets on one side (torso tilt to the left),
And on the other - sunrises (torso tilt to the right)
Appendix.
Questionnaire.
1. How interesting was the past lesson for you?
Points - 0 1 2 3 4 5
2. How much did you like the organization of the lesson?
Points - 0 1 2 3 4 5
, . .Natalya Mikhailovna Shlyapnikova
Methodological recommendations for conducting integrated classes
integrated classes.
Explanatory note.
Currently integrated classes in preschool institutions have become very popular. What is it connected with? Many classics of pedagogical thought have always paid integration great attention. For example, D. Locke argued that one object should be filled with elements and facts of another. I. G. Pestalozzi revealed the variety of relationships between educational items and drew attention to the special danger of separation of one object from another. Ya. A. Kamensky also believed that the establishment of links between academic subjects is necessary to ensure the integrity of the learning process, in which "Everything - both the largest and the smallest should be so interconnected to form a single whole."
Based on this, one can conclusion:
Integration is a system, which offers the unification, connection, convergence of the educational material of individual courses into a single whole.
Thus, an integrated lesson is a lesson, which is based on the basis of one main course, an additional course only helps to better understand the essence of the subject being studied, to study its connections and processes more widely. Therefore, integrated training will help to avoid the same type of goals and functions of training.
Such learning is both a goal and a means of learning.
As a learning goal integration helps children to perceive the world holistically, to know the beauty of the surrounding reality in all its diversity.
As a learning tool integration promotes the acquisition of new knowledge, ideas at the junction of traditional subject knowledge.
Main part.
Why is it needed integration? In modern life, adults want to move the child forward as soon as possible, develop him mentally, give him more knowledge, in a word, give him much more than his immature brain can accept. Such overloads can adversely affect the health of the child.
DO NOT overload
Don't get overwhelmed by new experiences
DON'T stop wanting to know
DO NOT repeat -
Here are the principles that the teacher should take into account when compiling integrated classes.
So we come to terms conducting integrated classes:
elimination of mental overload of preschoolers, constant change methods and methods of working with children; change in mental physical load;
conducting integrated classes in order to avoid duplication of the same program material and free up time for playing and free communication;
creating a psychologically comfortable environment for lesson(tone, anticipatory evaluation, light, placement of material, use of demonstration and handout material in the right amount, ventilated room, rational and expedient arrangement of furniture with the allocation of various centers activity: motor, creative, emotional, gaming);
rejection of the frontal form of work on lesson, the use of various individual and subgroup forms;
strict observance of the age, individual and psychological characteristics of the children of the group;
direction of the practical process to the development of basic qualities personalities: competencies: intellectual, communicative, social and physical; on the development of independence and responsibility, initiative, emotionality, self-esteem, and, of course, arbitrariness of behavior;
organization of the upbringing and educational process based on the pedagogy of cooperation, which contributes to the emotional, psychological rapprochement of children and adults;
implementation of a student-centered approach to learning, which includes the following principles:
principle of self-actuality (any child is accepted as he is);
the principle of individuality (development of individuality in accordance with the abilities of the child, his psychophysical development);
the principle of subjectivity (to use the subjective experience of the child, to create conditions for the child to be the subject of his activity);
the principle of choice (to provide freedom of choice items and activities for each child);
the principle of creativity and success (include tasks of a productive, creative nature in the educational process, increase self-esteem);
the principle of faith, trust and support (trust children, accept any answer, directing the child in the right direction, use anticipatory assessment for inactive and anxious children: "You can do it");
sound design that promotes relaxation and, conversely, the activation of thought processes, increased emotionality;
conducting lessons in the mode of dynamic poses, near and far vision, open space;
use in the work of problematic and partially search teaching methods;
the introduction of musical-rhythmic and dynamic changes between occupations;
the use of health-saving technologies and a complex of psychohygienic events: motor warm-ups, dynamic pauses, articulatory and finger gymnastics, emotional studies, relaxation, breathing and sound gymnastics, didactic games in motion.
To system integration acquired a holistic and complete look, in addition to the conditions, it is necessary to competently approach the structuring integrated classes. Consider the structure lessons:
The constant ritual of the beginning classes;
Didactic game that creates motivation for occupation;
Difficulty in a game situation;
"Opening" new knowledge or skill;
Dynamic pause
Games to consolidate the material,
Reproduction of the new in a typical situation;
Etude for imitation, relaxation;
Conclusion, reflection.
One of the main conditions conducting an integrated lesson are Health-saving technologies aimed at maintaining and strengthening health. They not only increase the emotional state and provide short-term active rest for preschoolers, but also help to increase mental performance.
I propose to introduce Health-saving technologies, taking into account the level of mental stress and time holding.
At the beginning lessons:
Massage of biological points
Elements of gymnastics
Symmetrical drawings
Usage
motor speech
component
head shake
In the middle lessons
Use of various
dynamic poses
Finger game training
Moments of joy
Exercise with visual
At the end lessons
Using elements
music therapy
Simulation exercises
Riddles - jokes
musical breaks
Plastic studies
Breathing exercises
Conclusion.
Only with a clear understanding of the structure and content integrated classes and following all the methodological recommendations for conducting such a lesson, you can grow a healthy, complete and intellectually developed preschooler.
The lecture is the main link of the didactic training cycle. Its goal is to form an indicative basis for the subsequent assimilation of educational material by students. During the lecture, the teacher, using the methods of oral presentation and demonstration, transfers knowledge to the students on the main, fundamental issues of the discipline being studied. The purpose of the lecture is to intelligibly, convincingly and convincingly reveal the main theoretical provisions of the science under study, to aim students at the most important issues, topics, sections of the academic discipline, to give them an orientation and to assist in mastering the scientific methodology (methods, methods, techniques) of obtaining necessary knowledge and their application in practice.
One of the indisputable advantages of the lecture is that the novelty of the material presented corresponds to the moment of its reading, while the provisions of textbooks and teaching aids refer to the year of their publication. In addition, during the lecture, personal communication between the teacher and students provides great opportunities for the implementation of educational goals.
The following basic requirements are imposed on a lecture as a type of training session:
scientific; logical sequence of presentation of educational issues;
Concreteness and purposefulness of the presentation of the material;
Correspondence of the allotted time to the significance of educational issues;
Compliance of the content of the lecture with the principles of teaching, the requirements of the governing documents;
visibility of learning; formation of the trainees' need for independent deepening of knowledge;
Presentation of the material taking into account the achieved level of knowledge.
When presenting the material, the lecturer must set a specific goal for each lecture without fail. A goal is a conscious intention, a mental anticipation of the result of an activity. The purpose of the lecture follows from the topic and the real possibilities of the lecturer. There are general and specific goals, but it is always advisable to start their formulations with a verb. The verb expresses an action that must be consciously and mentally anticipated. You can offer such an approximate set of verbs for the formulation of goals. If the general goal is to “inform”, then the statement of the goal can begin with the verbs: “tell about ...”, “introduce ...”, “show the reason .....”, etc.
When setting such a goal as “enlighten”, then the following verbs are suitable for it: “give an idea about ...”, “give recommendations ...”, “advise ...”, “explain the concept ...”.
If the lecturer aims to "convince", then the following verbs are appropriate: "to bring to understanding...", "to clarify the essence...", "to achieve a common understanding...", "to develop a common understanding...".
When setting such a goal as “to teach”, it is necessary to set a task expressed in the words: “give a methodology ...”, “instill skills ...”, “work out techniques ...”, etc.
Thus, to formulate the goal of a lecture means to clearly and definitely outline a specific result of influencing the audience, to understand for oneself what exactly students should do in thinking, what to correct and what to come to.
Before starting to study the discipline, the lecturer should ask what students already know on this topic, how professionally they are interested in deep and specific knowledge, how they relate to the topic. This is necessary to clarify the specific goals of the lectures and to know the mood of the students for the lesson.
The structure of the lectures may differ from each other. Everything depends on the content and nature of the material being presented, but there is a general structural framework applicable to any lecture. First of all, this is the message of the lecture plan and strict adherence to it. The plan includes the names of the main key questions of the lecture, which can be used for compiling examination papers.
It is useful to recall the content of the previous lecture, connect it with new material, determine its place and purpose in the discipline, in the system of other sciences. When disclosing a topic, you can use the inductive method: examples, facts leading to scientific conclusions; you can also use the deduction method: clarification of general provisions, followed by showing the possibility of their application on specific examples.
For each of the analyzed provisions, a conclusion should be drawn, highlighting it with repetition and intonation. At the end of the lecture, it is useful to summarize what you have heard. A traditional university lecture is usually called an information lecture, having several varieties.The introductory lecture introduces students to the purpose and purpose of the course, its role and place in the system of academic disciplines. The following is a brief overview of the course (milestones in the development of this science, names of famous scientists). In such a lecture, scientific problems are posed, hypotheses are put forward, and prospects for the development of science and its contribution to practice are outlined. In the introductory lecture, it is important to connect the theoretical material with the practice of the future work of specialists. Further, it is advisable to talk about the general methodology for working on the course, to characterize the textbook and teaching aids, to acquaint students with the mandatory list of literature, and to talk about exam requirements. Such an introduction helps students to get a general idea6 about the subject, orients them towards systematic work on notes and literature, and introduces them to the methodology of working on the course.
Review and repetition lectures are read at the end of a section or course, reflecting all the theoretical provisions that make up the scientific and conceptual basis of this section or course, excluding detail and secondary material.
A review lecture is a systematization of knowledge at a higher level. In the review lecture, especially difficult questions of examination papers should be considered.
When presenting lecture material, the teacher should be guided by the fact that students write notes.
The task of the lecturer is to give students the opportunity for meaningful note-taking. Listen, comprehend, process, write down briefly. To do this, the teacher must help students and monitor whether everyone understands and is in time. You can see it in the reaction of the audience. Helping students to take notes, the teacher focuses the attention of students with voice, intonation, repetition of the most important information.
It is useful to teach students the method of taking notes, the correct graphic arrangement and design of the record: highlighting paragraphs, emphasizing main thoughts, key words, framing conclusions, sign N.B. - "note bene", the use of multi-colored pens.
The art of the lecturer helps the good organization of the work of students at the lecture. The content, the clarity of the structure of the lecture, the use of methods of maintaining attention - all this activates thinking and working capacity, helps to establish pedagogical contact, evokes an emotional response in students, develops diligence skills, and forms interest in the subject.
The success of a lecture depends on the quality of the developed material, the preparation of the teacher for the lesson and his methodological skills. When preparing for a lecture, it is useful for the teacher to understand the place of the lecture in the discipline being studied, the order of the topic; studying the text of the lecture and methods of using visual aids; drawing up a plan for the lesson; if necessary, training in lecturing; checking the readiness of the premises and technical teaching aids for the lesson.
Understanding the place of a lecture in the discipline under study and the order in which a topic is covered implies determining its significance for studying subsequent topics and conducting other types of classes, as well as understanding the composition and level of training of students.
The study of the text of the lecture is necessary so that the teacher knows the content of the lecture material, the sequence of questions, the basic concepts, definitions, formulations, and is able to substantiate the main provisions of the lecture.
In the process of studying, the necessary clarifications are made taking into account new data of science and technology, and the methodology for presenting the lecture and using visual aids is also being worked out. The main provisions and conclusions are highlighted in the text, notes are made about the order and place of demonstration of illustrative material, and the pace of speech is determined.When preparing for a lecture, the teacher should pay special attention to the target settings for students, the educational and educational goals of the lesson. If the lecture is based on the materials of another author, then along with general preparation, the teacher must necessarily familiarize himself with the literature recommended for students, carefully study the visual aids used.
The plan for lecturing should include: training issues in traditional methods of lecturing; issues of a problematic nature and problem situations, if the problematic method of presentation is used; guide for presentation of illustrative material; quotes, examples, definitions, formulations; other elements at the request of the teacher.
It is advisable to start reading each lecture with a brief introduction, in which the teacher, if necessary, recalls the content of the previous lesson, then announces the topic, gives target settings to the students, study time for studying the topic, recommended literature. The main purpose of the introductory speech (introduction) is to show the importance and relevance of the topic being studied and the significance of the knowledge gained for practical use, to arouse students' interest in studying this topic, to draw students' attention to the material being studied and set them up for a working rhythm.
After the introductory speech, the training questions provided for by the lesson plan are set out. For each question, it is necessary to give clear formulations, definitions, reveal the essence and content of the educational material, provide the necessary evidence and justification, and present illustrative materials. At the end of the disclosure of the content of the educational issue, generalizations, conclusions are made, recommendations are given on the application of the acquired knowledge. Important points of the lecture must be supported by examples. At the same time, it must be remembered that well-chosen quotes and examples, the competent use of visual aids make the lecture more interesting, and therefore convincing, and this contributes to the deep assimilation of the material by the trainees.
When giving a lecture, it is important to remember that half of the information in a lecture is conveyed through intonation. It is useful to remember that the first crisis of students' attention occurs at 15-20 minutes, and the second - at 30-35 minutes, so you need to control yourself in two states:
The first is to correlate the existing knowledge of students with those that are to be reported in the lecture. Such a comparison will save you from repeating known information and make you look for new material, or at least think about how to create the effect of novelty. Without such an effect, interest and attention cannot be retained for a long time.
The second is to correlate your own views, opinions, positions on the topic of the lecture with the opinions of students, which are often typical and correspond to the ordinary consciousness of a person. Such a comparison will clarify the educational aspect of a particular goal.
Particular attention during the lecture should be paid to control over time, because with a lack of it, especially at the end of the lecture, the pace of presentation accelerates, conclusions are not drawn, illustrative material is used inefficiently. In the event that there is a lack of time at the end of the lesson, the teacher should not rush, it is better to omit something minor or give individual questions of the lecture for independent study by students, while indicating the source (literature).
The rate of speech is chosen by the teacher depending on the meaning and complexity of the material. Approximately the rate of speech should not exceed 60 words per minute, taking into account pauses. Slowing down the pace reduces the attention of students, and fast speech leads to a misunderstanding of its content and makes it difficult to take notes. The teacher needs to remember that his cheerful mood, impeccable appearance, calm confident tone or manifestation of his sincere interest in the successful mastery of the educational material by the students, lively expressive speech, rich in examples, has an emotional impact on students, contributes to their interest in the topic being studied, activation of cognitive activity.
At the end of the lecture, conclusions are formulated and recommendations are given arising from the content of the studied material, theoretical provisions are summarized on certain issues, and methods for applying the acquired knowledge in practice are recommended. At the end of the lesson, it is also recommended to pose problematic questions and it is recommended to leave 3-5 minutes to give students a task for independent work and answer the questions that have arisen.
State budget educational institution
secondary vocational education in Moscow
Service College #3
Compiled by:
Methodist Larionova I.E.
Moscow
2016
An open training session is a form of dissemination and promotion of best practices, a form of methodological work of a teacher, an effective element of the educational and educational process.
aim open training session is to show advanced forms and methods of educational work, analysis of the didactic effectiveness of the use of technical teaching aids and the use of computers, generalization of methods of scientific organization and control of the educational process.
task a teacher preparing an open lesson is a demonstration of teaching methods, improvement of individual techniques, pedagogical findings, the formation of a system of educational work with students. To conduct an open lesson, any type of training session for any form of education can be used.
At the beginning of the academic year, schedules for conducting open classes for each subject-cycle commission are drawn up, on the basis of which the educational part draws up a single schedule for conducting open classes in the college for semesters. When planning open classes, it is advisable to entrust their conduct, first of all, to experienced, creatively working teachers. Novice (young) teachers can also be involved in conducting open classes if they have interesting pedagogical findings.
When planning open classes, it is necessary to determine the specific methodological goal of each of the classes. The choice of the topic of an open lesson is given to the teacher who conducts the lesson. Ceteris paribus, preference should be given to more complex topics of the program, which are necessary for the implementation of interdisciplinary connections, are not sufficiently covered in the methodological literature, require pedagogical findings in the method of their presentation, etc.
When planning open training sessions, they should be evenly distributed among study groups. It is not advisable to plan open lessons for September (the time of organizational events), January, June (the time of sessions).
The level of an open lesson should reflect the scientific nature and accuracy of the factual material, the use of the latest achievements of science in the issue under consideration, the implementation of educational, educational and developmental tasks. The methodological optimality of classes should determine: the correctness of the chosen type of use of visibility, TCO, new methods in teaching; the correct distribution of time for the structural elements of the lesson and other components. The use of new pedagogical technologies, techniques and methods of teaching, with the help of which the objectives of the lesson are realized, the formation of knowledge, skills and abilities based on the independent cognitive activity of students, are the main requirements for an open lesson. An open lesson should serve as an illustration of the conclusions that the teacher has come to as a result of a pedagogical experiment or on the basis of many years of experience. Before holding an open lesson, it is recommended to discuss issues related to its holding at a meeting of the PCC.
Preparation for an open lesson is carried out in accordance with the requirements of the optimal methodology for conducting a lesson: analysis of the content of the educational material; analysis of the features of teaching a particular group in a given lesson; choice of forms, methods and means of training; a brief description of the course of the lesson in accordance with the requirements of the lesson plan.
It is necessary to begin preparation with the formulation of the methodological goal of the open session, which should be discussed with colleagues without fail. The choice of the topic of an open lesson is made by the teacher independently, taking into account the analysis of the material on which he can better show the improvements, techniques and methods developed by him, the organization of students' learning activities at different stages of the lesson. In accordance with the methodological purpose of the lesson, the teacher chooses such educational material that will most fully reveal the methodology that forms the basis of his pedagogical skills. When preparing for an open lesson, the teacher should use up-to-date information, select materials from pedagogical, scientific, technical and methodological literature, use the results of visiting technical or methodological exhibitions, advanced enterprises, organizations. All this will help to make the lesson interesting and informative, will allow students to keep abreast of modern achievements. For an open lesson, it is necessary to draw up a plan with a clear and reasonable distribution of the time of the lesson. The material and technical equipment of the lesson must be thought out and prepared in advance. It is necessary to test instruments and equipment, computers, TCO, computers in action and think over the sequence of their use in the classroom.
Visual aids and audiovisual aids must be selected so that their use gives the best effect to achieve the goals. It should be remembered that too many visual aids scatter the attention of students.
The subject-cycle commission should provide the necessary assistance to the teacher in preparing an open lesson, in discussing the plan for its conduct, methodological and technical equipment for the lesson.
A complete set of materials that determine the methodological support of an open lesson includes the following documents:
- calendar-thematic plan;
- lesson plan, lecture notes;
- a set of materials on various types of control;
- didactic and handout material;
- tasks for independent work;
- presentations and other materials on electronic media;
- options for tasks or questions for issuing homework;
- methodological development or recommendations for conducting a specific open lesson.
Depending on the form of training, the type of lesson, the appropriate components of the methodological support are selected.
The teacher preparing an open lesson considers this lesson in the light of those pedagogical tasks that form the basis of his activity, so that the methods and means of influencing students used, ways of organizing work in the lesson help other teachers to critically evaluate what they see, and arouse a desire to use individual elements in teaching their discipline. The methodological development can be supplemented and partially revised after an open lesson, so that everything valuable that is received in the course of the lesson is reflected in it and can be used by other teachers. The content and design of the methodological development must comply with the methodological requirements.
The prepared and executed methodological development, after approval at the meeting of the PCC, is submitted for consideration by the methodological Council and submitted to the methodological office.
An open session is held in a normal business setting.
The invitees enter the audience before the bell rings, occupy pre-prepared places, chosen so as to less distract the attention of students. All invitees must observe pedagogical tact, not interfere in the course of the lesson; do not express in the presence of the group their attitude towards the work of the teacher leading the lesson. Those invited in the process of observation should follow how the teacher who leads the lesson achieves the goal, with the help of what methodological methods and means of teaching he implements the requirements of the curriculum, what are the results of his activities.
Discussion of an open lesson is held, as a rule, on the day of its holding. The purpose of the discussion is to assess the correctness of setting the goal of the lesson, the appropriateness of the chosen methods and means, assisting the teacher in focusing on the individual methodological techniques used, considering their effectiveness in terms of the tasks set. When discussing a lesson, questions to the teacher who conducted the lesson should be of a specific nature (about individual techniques and methods of work, about specific phenomena of this lesson), not to divert the discussion from the goal.
The speeches of those present at the discussion of the lesson are recommended to be carried out in the following sequence:
- the teacher who conducted the open lesson;
- visiting lecturers;
- chairman of the PCC;
- Deputy Director for Academic Affairs, methodologist.
The first word is given to the teacher who conducted the open lesson. He must clearly give his assessment of the lesson, justify the choice of methods and means, the quality of their application, provide critical comments on the conduct of the training session and the content of the selected material. The speech of the teacher should help those present to understand his pedagogical intent, the features of the methods and techniques he uses, the leading goals that underlie his work.
Speakers should analyze in detail the advantages and disadvantages of an open lesson, pay special attention to the achievement of the goals of education, upbringing and development, the effectiveness of the methods used, the feasibility of using multimedia computer technology. During the discussions, shortcomings, mistakes made in the organization and content of the lesson should be noted, and advice should be given on how to improve the further work of the teacher. In conclusion, the deputy director for academic work and the methodologist speak. They sum up the discussion, note what was missed by the speakers, evaluate the techniques and methods used in the lesson, note the depth of disclosure of the set methodological goal of the open training session and draw conclusions about the advisability of further using the experience presented. When analyzing, the speakers should evaluate not only the educational, but also the educational role of the lesson, its significance for the development of a specialty. The tone of the discussion should be businesslike and friendly. There is a need for a creative exchange of views, a discussion that will cause a desire not only to critically evaluate the work of colleagues, but also to creatively use his experience in work.
After the presentation of those present, the floor is again given to the teacher who conducted the lesson. He notes what comments he accepts, what he disagrees with and why, defends his point of view.
A well-organized discussion helps to come to a consensus on fundamental methodological issues, to introduce the results of an open lesson into pedagogical practice.
The results of the open lesson are brought to the attention of the entire teaching staff.
APPROVE
Head of the Federal Service
land cadastre of Russia
S.I. Say
February 17, 2003
Document as amended by:
.
____________________________________________________________________
General provisions
1. These Guidelines for conducting surveying of land management objects (hereinafter referred to as the Guidelines) are developed in accordance with the Regulations on the conduct of territorial land management, approved by Decree of the Government of the Russian Federation dated 07.06.2002 N 396 *.
_______________
* "Collection of Legislation of the Russian Federation", 10.06.2002, N 23, art. 2193
2. These Methodological Recommendations describe the composition and content of work, the composition, content and execution of land management documentation when surveying land management objects, as well as monitoring the conduct of land surveying.
Composition and content of works during surveying of land management objects
3. Land surveying of land management objects is work to establish on the ground the boundaries of municipalities and other administrative-territorial formations, the boundaries of land plots, fixing such boundaries with boundary marks and determining their coordinates.
4. Surveying of land management objects is carried out:
1) as a technical stage of the implementation of approved design decisions on the location of the boundaries of land management objects in the formation of new or streamlining existing land management objects (hereinafter - the establishment of the design boundaries of the land management object on the ground);
2) as an event to clarify the location on the ground of the boundaries of land management objects in the absence of reliable information about their location by coordinating the boundaries on the ground (hereinafter - streamlining the boundaries of the land management object on the ground);
3) as an event to restore the boundaries of land management objects on the ground if there is information in the state land cadastre that allows determining the position of the boundaries on the ground with the accuracy of surveying land management objects (hereinafter referred to as restoration of the boundaries of the land management object on the ground).
5. Surveying of land management objects is carried out in accordance with the assignment for the performance of work (an example of the assignment form is Appendix 1). The task is prepared by the customer or, on his behalf, by the contractor on the basis of a territorial land management project or information from the state land cadastre on the land plot (plots) provided in the form of extracts in the form of a cadastral map (plan) of the land plot (territory). The task is approved by the customer.
6. Surveying of the land management object includes the following works:
1) preparatory work;
2) drawing up a technical project;
3) notification of persons whose rights may be affected during the land survey;
4) determination of the boundaries of the land management object on the ground, their coordination and fixing with boundary marks;
5) determination of the coordinates of landmarks;
6) determination of the area of the land management object;
7) drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object;
8) formation of land management business;
9) approval of the land management case in the prescribed manner.
7. When restoring the boundaries of the land management object on the ground, the scope of work excludes:
1) coordination of the boundaries of the land management object on the ground;
2) determination of the coordinates of landmarks;
3) determination of the area of the land management object;
4) drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object;
8. Land surveying materials and a map (plan) of the land management object (map (plan) of the boundaries of the land management object) is formed in the land management file in the amount of at least two copies.
Preparatory work
9. When carrying out preparatory work, it is recommended to take into account that:
9.1. Preparatory work includes the collection and (or) study of:
1) information from the state land cadastre on the land plot (plots);
2) documents certifying rights to land (in their absence - title documents);
3) catalogs (lists) of coordinates of points of the reference boundary network (BMS) and other initial geodetic points;
4) addresses of persons whose rights may be affected during the land survey.
9.2. When the design boundaries of a land management object are established on the ground, in addition to the above documents, a territorial land management project is added, and when the boundaries of the land management object are streamlined on the ground, land management and town planning documentation is added related to the redistribution of land in the cadastral quarter.
9.3. Field inspection of the territory of the land management object during preparatory work includes identifying the state of boundary marks, points of the reference boundary network and other geodetic bases. The results of the survey of the reference boundary network and other geodetic bases are reflected in the technical design.
Drawing up a technical project
10. When drawing up a technical project, it is recommended to take into account that:
10.1 When surveying a land management facility, a technical project is drawn up in accordance with the assignment for surveying and includes:
1) text part;
2) layout drawing.
10.2. The text part of the technical project reflects:
1) the basis and purpose of the work;
2) information about the points of the reference boundary network and other geodetic bases;
3) information about previously completed work on land surveying;
4) organization, procedure for production and mathematical processing of geodetic or photogrammetric measurements;
5) organization and terms of surveying of the land management object.
10.3. The layout drawing is drawn up in a scale convenient for work, displaying the existing and design boundaries of the land management object, the position of boundary marks, points of the reference boundary network and other geodetic bases, reliably identifiable contour points, angular and linear data for geodetic measurements, cadastral numbers.
In the layout drawing, all design elements are shown in red.
10.4. The technical project of surveying the land management object is approved by the customer.
The signature of the approver is placed on the title page of the technical project. Signatures of legal entities are certified by a seal.
Notification of persons whose rights may be affected during the land survey
11. Persons whose rights may be affected during surveying (owners of land plots, land owners, land users and tenants of land plots, relevant state authorities and (or) local governments), no later than 7 calendar days before the start of work, are notified of time and place of the survey.
When drawing up a map (plan) of a land management facility, the performer of the work additionally sends written requests about the presence on the territory of the land management facility of engineering communications owned by other persons and (or) their security, sanitary protection and other zones with special conditions for land use.
12. The notice (Appendix 2) is transferred to interested parties against receipt (Appendix 3) or in another way confirming the fact and date of its receipt (for example, a registered postal item marked "Hand in person", with registered delivery notices directly to the addressees).
Notices and receipts are made in two copies, one of which is attached to the land management case.
13. Notifications addressed to legal entities, state authorities and local self-government bodies are handed over to authorized officials.
Determination of the boundaries of the land management object on the ground, their coordination and fixing with boundary marks
14. When determining the boundaries of the land management object on the ground, their coordination and fixing with boundary marks, it is recommended to take into account that:
14.1. The determination of the boundaries of the land management object on the ground and their coordination is carried out in the presence of persons whose rights may be affected during the land survey, or persons authorized by them (representatives) in the presence of duly executed powers of attorney.
14.2. Before the procedure for agreeing on the boundaries of a land management object, they are previously marked on the ground in accordance with the available information from the state land cadastre, land management, urban planning documentation and (or) other information.
14.3. If any of the above persons fail to appear at the border coordination procedure or refuse to participate in the border coordination procedure (failure to submit a reasoned refusal to agree on the border), their absence or refusal to participate in the border coordination procedure is recorded in the act of border coordination, and land management is carried out along the border of the object of land management. preliminary survey.
Within thirty calendar days, repeated notifications are sent to these persons indicating the deadline for appearance for approval or a reasoned refusal to agree on the boundaries based on the results of a preliminary survey. In case of failure to appear within the specified period or failure to submit a reasoned refusal to agree on the boundary, the boundaries of the land management object are considered established.
Disputes arising from the coordination of borders are considered in the manner prescribed by the legislation of the Russian Federation.
14.4. The results of border coordination are formalized by an act (acts) of agreeing on the boundaries of a land management object, which is signed by all participants in the border agreement procedure, including the contractor. The form of the act of border coordination - Appendix 4.
14.5. The procedure for coordinating borders (borders) is not carried out if there is information in the state land cadastre (coordinates of turning points of borders) that makes it possible to determine their position on the ground with an accuracy that meets the technical conditions and requirements established by Roszemkadastr.
14.6. The agreed boundaries of the land management object are fixed by boundary marks, fixing on the ground the location of the turning points of the boundaries of the land management object.
14.7. It is allowed to fix the boundary with boundary marks in the form of natural or artificial objects that ensure the fixing of the turning point of the border for the period of work (temporary boundary mark), or in the form of an artificial object fixed in the ground or hard surface and ensuring the location of the turning point of the boundary of the land management object on the ground after land management (long-term landmark).
The need to establish long-term boundary marks is determined by the customer of the survey. He also approves the type of boundary mark from among the samples recommended by the contractor.
14.8. On the boundary sign (signs), which belongs to three or more land plots and if there are at least three clearly identifiable objects within 40 meters (elements of buildings, structures, structures, power transmission line supports, etc.), is an outline (paragraph additionally included in the letter of Roszemkadastr dated April 21, 2003 N AO / 108).
Determining the coordinates of landmarks
15. When determining the coordinates of landmarks, it is recommended to take into account that:
15.1. The planned position on the ground of the boundaries of the land management object is characterized by flat rectangular coordinates of the centers of boundary marks, calculated in the local coordinate system.
15.2. The geodetic basis for surveying land management objects are the points of the reference boundary network of two classes OMS 1 and OMS 2, created in accordance with the requirements of the Federal Land Cadastre.
Surveying of land plots for various purposes of land is carried out with an accuracy not lower than the accuracy given in table 1.
Table 1. Regulatory accuracy of land surveying objects
Table 1
Land gradation | Root mean square error M of the position of the landmark relative to the nearest point of the initial geodetic base, not more than, m | Permissible discrepancies in the control of land surveying, m |
||
Settlement lands (cities) | ||||
Settlement lands (villages, rural settlements); land provided for personal subsidiary farming, gardening, horticulture, country and individual housing construction | ||||
Industrial and other special purpose lands | ||||
Agricultural lands (except for the lands specified in paragraph 2), lands of specially protected territories and objects | ||||
Forest fund lands, water fund lands, reserve lands | ||||
Note. The marginal error of the position of the landmark is equal to twice the value of M
15.3. To determine the flat rectangular coordinates of boundary marks, satellite, geodetic, photogrammetric and cartometric methods are used, provided for in the technical project.
15.4. The heights of boundary marks are determined in accordance with the requirements of the job assignment.
15.5. The position of boundary markers when restoring the boundaries of a land management object on the ground on the basis of information from the state land cadastre is determined with an accuracy corresponding to the data presented in Table 1.
15.6. Boundary markers coordinates calculated in the course of earlier surveying of a given land management object or adjacent to it are not redefined if the accuracy of their position corresponds to the data presented in Table 1.
15.7. When surveying land plots located in hard-to-reach areas and (or) the purpose of which does not require high accuracy in determining the location of boundaries, provided that such boundaries are combined with natural and (or) artificial boundaries (rivers, streams, canals, forest belts, roads, road structures, fences, hedges, building facades and other natural and man-made objects), it is allowed to use personal GPS navigators and (or) a method for describing the location of boundaries by referring to the above objects to determine the position of boundary marks. Such boundaries include the boundaries of land plots provided for reindeer pastures, hunting grounds, hayfields, pastures, as well as for other purposes established by the Federal Land Cadastre.
Determination of the area of the land management object
16. When determining the area of a land management object, it is recommended to take into account that:
16.1. The area of the land management object is calculated according to the coordinates of the turning points of the boundaries of the land plot.
16.2. If the object of land management is a land plot, then the absolute discrepancy between the calculated area of the land plot and the area indicated in the document certifying the rights to the land or title document
should not exceed the value of the allowable discrepancy DP DOP, equal to
where is the root mean square error of the position of the landmark m (table 1); - land plot area, ha;
or
where and are expressed in meters and square meters, respectively.
16.3. When the performer of the work analyzes the reasons and prepares a written conclusion. The conclusion, together with the land surveying materials, is transferred to the customer for him to make a decision on further work.
16.4. When , the calculated area is taken as the final value of the area, indicating . The area is recorded in square meters rounded up to 1 sq.m and can additionally be recorded in hectares rounded up to 0.01 ha.
16.5. The area of a municipal formation or other administrative-territorial formation is calculated according to the coordinates of the turning points of its borders, if this is provided for by the assignment for the performance of work. In accordance with the task, an assessment of the accuracy of determining this area is also performed.
16.6. The area of a land management object, the boundaries of which are described by reference to geographical objects, is calculated with an accuracy not lower than the graphic accuracy of the cartographic material, the numerical scale of which is equal to the numerical scale of the corresponding cadastral map (plan) of the land plot (territory).
Drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object
17. When drawing up a map (plan) of a land management object or a map (plan) of the boundaries of a land management object, it is recommended to take into account that:
17.1. A map (plan) of the land management object is drawn up if it is provided for by the assignment for the performance of work, otherwise a map (plan) of the boundaries of the land management object is drawn up in the form of a map (plan) of the boundaries of a land plot or a map (plan) of the boundaries of a municipality or other administrative-territorial entity .
17.2. A map (plan) of the boundaries of the land plot (Appendix 5) is drawn up on a scale convenient for its placement on one sheet of A4 or A3 format.
17.3. A map (plan) of the boundaries of a municipal formation or other administrative-territorial formation may be drawn up on a sheet of a larger format. If the map (plan) of the boundaries of a municipal formation or other administrative-territorial formation does not fit on one sheet, then it is allowed to place it on several sheets. In this case, on each sheet its number and layout of sheets are indicated.
17.4. On the map (plan) of the boundaries of the land management object are shown:
1) the cadastral number of the land plot or the name of the municipality or other administrative-territorial entity;
2) the boundaries of the land management object and the numbers of boundary marks;
3) the dimensions of the land management object in the form of area, directional angles and horizontal distances;
4) description of the boundaries of adjacent land management objects (description of contiguities);
5) coordinate grid outputs;
6) direction "South - North";
7) numerical scale. Directional angles and horizontal line spacings are presented in tabular form (Appendix 5). Directional angles are written in degrees and minutes, rounded to the nearest 0.1 minute. Horizontal distances are recorded rounded to the nearest 0.01 m.
It is allowed to place a description of adjacencies and a table of geodetic data on one or more sheets.
17.5. When carrying out land surveying of a municipal formation or other administrative-territorial formation not along the entire perimeter, but only part of it, a map (plan) is drawn up only for this section of the borders. In this case, the area of the land management object is not calculated and is not shown on the map (plan).
17.6. The map (plan) of the land management object, in addition to the information that is shown on the map (plan) of the boundaries of the land management object, contains information:
1) on the boundaries of parts of the land management object, limited in use and burdened with servitudes;
2) on the boundaries of the parts of the land management object occupied by real estate objects.
17.7. Information about the boundaries of parts of the land management object, limited in use and burdened with easements, is reflected on the map (plan) of the land management object on the basis of available documents and is indicated on the ground only at the request of the interested person (persons) and with the consent of the land owner;
17.8. Information about the boundaries of the parts of the land management object occupied by real estate objects is displayed on the map (plan) of the land management object, if this is provided for by the task for the performance of work. Otherwise, information about parts of land plots occupied by real estate objects is reflected in the explanatory note to the extent that meets the requirements of regulatory legal acts on maintaining the state land cadastre.
17.9 The areas of parts of the land management object occupied by real estate objects, limited in use and burdened with easements, are calculated with an accuracy not lower than the graphic accuracy of the map (plan) of the land management object.
17.10. Erasures, postscripts, crossed out words, other corrections on the map (plan) of the land management object (map (plan) of the boundaries of the land management object) are not allowed.
A map (plan) of the boundaries of a land management object (a map (plan) of the boundaries of a land management object) cannot be drawn in pencil.
Formation of land management business
18. When forming a land management case, it is recommended to take into account that:
18.1. Surveying materials are included in land management in the following sequence:
1) title page;
2) table of contents;
3) explanatory note;
4) information from the state land cadastre on the land plot (plots) in the form of a cadastral map (plan) of the land plot (territory);
5) assignment for the performance of work;
6) a copy of a document certifying the rights to land, or a title document;
7) technical project;
8) documents confirming the fact of notification (call) of persons whose rights may be affected during the land survey;
9) powers of attorney of authorized persons to participate in surveying;
10) act (acts) of coordination of the boundaries of the land management object;
11) catalogs (lists) of coordinates of boundary marks of the land management object in the local coordinate system;
12) outlines for boundary marks (the sub-item is additionally included by the letter of the Federal Land Cadastre dated April 21, 2003 N AO / 108);
____________________________________________________________________
Subparagraph 12 of paragraph 18.1 of the previous edition is considered subparagraph 13 of paragraph 18.1 of this edition - .
____________________________________________________________________
13) map (plan) of the boundaries of the land management object.
18.2. When restoring the boundaries of the land management object on the ground, the following may be excluded from the survey materials:
1) documents confirming the fact of notification (call) of persons whose rights may be affected during the land survey;
2) powers of attorney of authorized persons to participate in surveying;
3) the act (acts) of agreeing the boundaries of the land management object;
4) catalogs (lists) of coordinates of boundary marks of the land management object in the local coordinate system;
5) outlines for boundary marks (the sub-item is additionally included by the letter of the Federal Land Cadastre dated April 21, 2003 N AO / 108);
____________________________________________________________________
Subparagraph 5 of paragraph 18.2 of the previous edition is considered subparagraph 6 of paragraph 18.2 of this edition - letter of the Federal Land Cadastre dated April 21, 2003 N AO / 108.
____________________________________________________________________
6) map (plan) of the boundaries of the land management object.
18.3. If the assignment for the performance of work provides for the compilation of a map (plan) of a land management object, then instead of a map (plan) of the boundaries of the land management object, a map (plan) of the land management object is included in the land management file, and the land management file is supplemented with:
1) a sheet for calculating the areas of parts of a land management object occupied by real estate objects, limited in use and burdened with servitudes;
2) inquiries about the presence and location of objects belonging to other persons, and (or) zones with special conditions for the use of land.
18.4. It is allowed to include a map (plan) of a land management object or a map (plan) of the boundaries of a land management object in the land management business, without binding it with other land surveying materials.
When dividing a land plot, a map (plan) of the land plot (map (plan) of the boundaries of the land plot) is drawn up for each newly formed land plot.
18.5 The land surveying materials included in the land management case and the map (plan) of the land management object (map (plan) of the boundaries of the land management object) are approved by Roszemkadastr or its territorial bodies.
The signature and seal approving the land surveying materials are placed on the title page of the land management file. The signature and seal, approving the map (plan) of the land management object or the map (plan) of the boundaries of the land management object, are put on the document itself.
18.6. All copies of land management files submitted for approval are subject to approval.
The original copy of the land management file (containing the original original and created in the process of land management documents) after approval is transferred in the prescribed manner to the state fund of data obtained as a result of land management. The remaining copies of the land management file, formed from copies certified by the contractor, are returned to the contractor for transfer to the customer.
Survey control
19. When monitoring the conduct of land surveying, it is recommended to take into account that:
19.1. Control over land surveying of land management facilities is carried out in order to establish its compliance with technical conditions and requirements. The objects of control over the surveying of land management objects are:
1) the results of field and office work;
2) materials for surveying land management objects.
The results of the control are formalized by an act. Acts of control over the surveying of land management objects are included in the land management business as applications.
19.2. In the process of control, boundary marks are examined in kind and control measurements are performed.
19.3. The control of geodetic works can be carried out by comparing the horizontal distance of the line between non-adjacent boundary marks installed on the ground, measured with a steel comparated tape (tape measure) or an electronic tacheometer (light-range meter), with its horizontal distance calculated from the values of the flat rectangular coordinates of the same boundary marks, written out from the corresponding directory. The absolute discrepancy in the length of the monitored line should not exceed the values given in Table 1 of this document.
19.4. Control can be carried out by selectively independent re-determination of the position of boundary markers installed on the ground by geodetic methods from the nearest MLA points and (or) by laying control polygonometric (theodolite) passages with an accuracy that ensures the determination of the position of controlled boundary markers with an RMS error not lower than the standard one (Table 1 ). According to the results of the control, flat rectangular coordinates , boundary marks and differences are calculated
and
where and are flat rectangular coordinates of the same landmarks, drawn from the corresponding catalog. Absolute discrepancy
in the position of the controlled boundary mark should not exceed the allowable values given in table 1
Annex 1. Assignment for land surveying
Appendix 1
APPROVE: | |||||||||
Customer | |||||||||
EXERCISE
for land surveying
1. Land | ||||||||||||||||
(cadastral number) | ||||||||||||||||
2. Location of the land | ||||||||||||||||
3. Square | ||||||||||||||||
4. Name and address of the owner of the land |
||||||||||||||||
5. Name and address of the performer | ||||||||||||||||
6. Boundaries requiring the establishment (ordering, restoration) of their location on the ground (cadastral numbers of adjacent land plots and point numbers) |
||||||||||||||||
7. Special and additional requirements for the performance of work and reporting materials | ||||||||||||||||
8. Deadlines and procedure for submitting reporting materials |
||||||||||||||||
9. Applications | ||||||||||||||||
Work executor: | ||||||||||||||||
(position) | (signature) | (surname and initials) |
||||||||||||||
Annex 2. Notice
Annex 2
(surname and initials of the owner of the land plot or the head |
||||||||||
legal entity) | ||||||||||
Please come in person or send your representative to | ||||||||||
Your presence or the presence of your representative with a power of attorney confirming his authority to participate in establishing the boundaries of the land plot and sign the relevant documents is required.
Your absence or the absence of your representative is not an obstacle to the survey work.
Work executor: |
|||||||||||||
(head of the legal (signature) (surname, initials) person, |
|||||||||||||
Annex 3. Receipt
Appendix 3
Notice | |||||||||||||||||||||||||||
(specify to whom) |
|||||||||||||||||||||||||||
to summon a representative to | |||||||||||||||||||||||||||
to participate in the establishment and coordination in kind of the boundaries of the land |
|||||||||||||||||||||||||||
(owner of the land plot, cadastral number of the land plot) |
|||||||||||||||||||||||||||
(district, name of the republic within the Russian Federation, territory, region, autonomous entity) |
|||||||||||||||||||||||||||
(position) | (signature) | (surname and initials) |
|||||||||||||||||||||||||
Notice given to: | |||||||||||||||||||||||||||
(position) | (signature) | (surname and initials) | |||||||||||||||||||||||||
Appendix 4. The act of agreeing the boundaries of the land
Appendix 4
(cadastral number) |
(last name and initials or name of the owner of the land plot) |
The boundaries of the land plot (the scheme of the land plot is attached) are agreed upon by the right holders of the land plots or their representatives: |
Cadastral number of the land plot or name | Surname and initials of the copyright holder | Surname and initials of the representative of the right holder | Power of attorney number(*)) |
_______________
*) - the number of the power of attorney is its registration number or, in its absence, the serial number assigned by the contractor in the order in which they are presented
Land owners or their representatives stated: (denial of approval, disagreement) |
||||||||
Work executor | ||||||||
Copyright holders or their representatives:
(signature) (full name) (date)
(signature) (full name) (date)
(signature) (full name) (date)
Appendix to the Act of coordination of the boundaries of the land. Scheme of land boundaries
Appendix
to the Agreement
land boundaries
(cadastral number) | |||
SCHEME
land boundaries
Description of adjacencies:
Work executor:
(signature) (full name) (date)
Appendix 5. Map (plan) of borders
Appendix 5
APPROVE: | |||||||||
(signature) | |||||||||
MAP (PLAN) OF BORDERS
land plot | ||
(cadastral number) |
||
Land area | ||
Geodetic data |
||
Name (number) of the landmark | Directional angles (degrees, minutes) | Line length (m) |
Scale 1: |
Description of the boundaries of adjacent land plots
with land | ||||
with land | ||||
with land |
Revision of the document, taking into account
changes and additions
prepared by legal
Bureau "KODEKS"
