Work in an elementary school according to the Federal State Educational Standard. Fgos in elementary school

From the experience of an elementary school teacher. Experience of successful development of GEF: problems, solutions, results.

Kondratyeva Alla Alekseevna, primary school teacher, MBOU "Zolotukhinskaya secondary school" Kursk region
Target: analysis of work on the implementation of new educational standards of the second generation.
Tasks: disclose the results of work on the GEF IEO, show the "pluses" and "minuses" in the education and upbringing of schoolchildren.
Description: The introduction of a new generation of GEF is a complex and multifaceted process designed for the long term. We are at the beginning of the journey and we know that from the idea to its implementation, many doubts, delusions, traps and failures await us, as well as many discoveries, accomplishments, triumphs and victories. This gives us strength, and we move forward - persistently, confidently, weighing and comparing each next step. It turns out that business activity is subject to strict laws of cyclicity. Their knowledge allows you to organize your time and rationally distribute forces to achieve your goals. By applying these laws in practice, each of us has the opportunity to make our lives more harmonious, predictable and successful.
My article is intended for primary school teachers, leaders of methodological associations of teachers, for head teachers for educational work.

"The native land, its history is the basis on which only the growth of the spiritual culture of the whole society can be carried out." D. Likhachev
A society is only capable of setting and solving large-scale national tasks when it has a common system of moral guidelines. And there are these guidelines where they keep respect for their native language, for their original culture and for their original cultural values, for the memory of their ancestors, for every page of our national history. At present, modern Russian society is gripped by a crisis of spiritual traditional values, a decline in moral principles, a decline in the general culture of the population, patriotic feelings of the younger generation, and the loss of its traditional spiritual and moral origins. There is a process of moral degradation of the individual, contributing to the manifestations of various forms of antisocial behavior.
In the late 90s, Academician Dmitry Sergeevich Likhachev wrote: “We have plans for economic development, plans for overcoming the economic crisis, but there are not even proposals to create a plan for overcoming the cultural backwardness in which our country has found itself over the past 82 years. We are threatened with spiritual savagery and a sense of our loneliness in a country that had one of the greatest cultures in the world.
In one of the messages (2012) of the President of Russia to the Federal Assembly of the Russian Federation, it was noted:“We need to return the unconditional value to the school. This means updating the content of education, while preserving, of course, our traditions and advantages, ... not to forget about the great importance of the quality of teaching the Russian language, history, literature, the foundations of secular ethics and traditional religions. These objects have a special role: they form a personality. The formation of personality, the fate of a young person largely depends on whether a student meets a talented teacher who is passionate about his work.
At the present stage, first of all, the idea of ​​a person himself as a carrier of spirituality, his capabilities, interests, needs is changing. A new type of person is born: free, self-sufficient, creatively oriented, open, humane, capable of socio-cultural integration.
The Federal State Educational Standard of the second generation has been developed, tested and approved - a fundamentally new document for the domestic school, which focuses on achieving not only subject educational results, but above all on the formation of the personality of students, their mastery of universal methods of educational activity that ensure success in cognitive activity at all stages of further education. New requirements have been put forward for the results, structure and conditions of the educational process.
The new standard is an innovative innovation that requires serious reflection. After all, any innovation is aimed, first of all, at changes in order to obtain some new, better result. GEF is a revolution, as there has been a change in educational paradigms (goals):instead of transferring the amount of knowledge - the development of the student's personality based on the development of methods of action. The standard is not substantive, but the standard of results is target, activity, developing, setting the way of life of the school. GEF is an evolution, since the ideas of developing education have long been developed by Russian teachers. The standard - as an agreement in the form of certain norms between the school, family, society and the state - must respond to the following four questions:
Why teach?
What to teach?
How to teach?
With what resources to teach?
The essence and purpose of the new education is the actual development of the general, generic abilities of a person, the development of universal ways of activity and thinking.
A man of the 21st century must be able to:
- focus on knowledge and use new technologies;
- actively seek to expand their life horizon;
-use your time rationally and be able to design your future;
- be financially literate;
- lead a healthy and safe lifestyle.
At present, a new education system is being formed in Russia, focused on entering the world educational space. Education should ensure the formation of the political culture of democratic Russia - the preparation of a generation of free, wealthy, critically thinking, self-confident people.
The methodological basis for the development and implementation of the federal state educational standard for general education is the concept of spiritual and moral development and education. The concept is a value-normative basis for the interaction of educational institutions with other subjects of socialization - the family, public organizations, religious associations, institutions of additional education, culture and sports, and the media. The purpose of this interaction is to jointly provide conditions for the spiritual and moral development and education of students. The school is the only social institution through which all citizens of Russia pass. Personal values, of course, are primarily formed in the family, but the most systematic, consistent and deep spiritual and moral development and upbringing of the individual takes place in the field of education, therefore, it is at school that not only the intellectual, but also the spiritual, cultural life of the student should be concentrated. In connection with the introduction of the Federal State Educational Standard of the IEO, a new subject "Fundamentals of Religious Cultures and Secular Ethics" has been introduced into the curriculum. The world of spiritual values ​​cannot be imposed on a child. These values ​​are acquired by their mental efforts. In the process of training and education, moral knowledge becomes a felt experience, a full-fledged personality is formed. Spiritual culture is one of the basic components of the personality structure, along with moral, communicative, aesthetic, labor and physical culture. Our children are the heirs of the richest culture - the foundation of Russian civilization, dating back more than a thousand years. The study of the Orthodox tradition in the conditions of additional education will allow the student to feel the connection between generations, to see the beauty and originality of the national culture, to understand what is its uniqueness. Childhood, as we are taught by the holy fathers and, in particular, St. John Chrysostom, is characterized by a craving and love for holiness, which disappears over the years under the influence of various passions. If we, teachers, miss in our practice the age of childhood, the age of pure and sincere faith, then subsequently a person is basically doomed to a dull existence - in his life there will be everything except God, which means nothing good. That is why it is so important to turn with children to the treasury of the Orthodox faith, namely the Gospel, the lives of the saints, and to educate the wards on their examples.
The concept of spiritual and moral development and education determines the nature of the modern national educational ideal, the goals and objectives of the spiritual and moral development and education of children and youth, the system of basic national values ​​on the basis of which the spiritual and moral consolidation of the multinational people of the Russian Federation is possible, the main socio-pedagogical conditions and principles of spiritual and moral development and education of students.
Modern national educational ideal is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of the responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation.
The main content of spiritual and moral development, education and socialization are the basic national values. We keep these values ​​in cultural and family traditions and pass them on from generation to generation. Relying on these values ​​helps a person resist destructive influences.
What are our traditional sources of morality?
This is Russia, our multinational people and civil society, family, work, art, science, religion, nature, humanity.
Basic national values ​​underlie the integral space of spiritual and moral development and education of schoolchildren, that is, the way of school life that determines the lesson, extracurricular and extracurricular activities of students.
A distinctive feature of the second generation standard is the inclusion of the "Extracurricular Activities" section in the curriculum of a general educational institution: "Children should be involved in research projects, creative activities, sports events, during which they learn to invent, understand and master new things ...".
To date, it is gratifying that the Ministry of Education allows the school to decide on its own how to organize and content extracurricular activities. In my opinion, an effective solution is the creation and organization of the work of scientific societies of students, which make it possible to implement a personality-oriented approach, pedagogy of cooperation, support for gifted children, and build an individual trajectory of personality development.
In our school, a scientific society of students "A Step into Science" has been created and is operating.

Research and design works are presented both at school, involving other children, and in competitions at various levels.

Extracurricular activities cannot be carried out without a network educational space, without cooperation with institutions of additional education, culture, and public organizations. Much can be said about the role of the library in spiritual and moral education. It is impossible to educate a person without books, so the library should become the central place for educating, above all, a moral, creative personality.
Ecological holiday "Earth is our common home" (Year of environmental protection-2013)

Lesson-journey in the children's library
"According to the origins of Slavic writing" (Year of Culture-2014)

Reporting concert for parents "A wreath of fairy tales" (outside class "Amateur club" Harlequin ")

The new standard has already been in effect for 6 years (since September 1, 2011), it has been introduced as usual in all educational institutions that have state accreditation and are ready to provide conditions and fulfill the requirements of the Federal State Educational Standard for Primary General Education. Behind the first six years of work - four years in elementary school and two in the main.
How did it all start?
In accordance with the Federal State Educational Standard, the nature of pedagogical activity is changing. The fundamentals of education implemented in elementary school require teachers to be able to teach children how to acquire knowledge, to shape the learning activities and thinking of schoolchildren. And the profession of a teacher itself involves continuous improvement, both in the subject area and in the possession of methods, forms, technologies of teaching.
A modern teacher is a teacher who owns a whole range of intellectual and pedagogical competencies, who can fantasize and synthesize, compare and classify, generalize and concretize, abstract, fantasize, and think critically.
More A.I. Solzhenitsyn noted in one of his works, that “we must also start not with children, but with teachers, because school teachers should be a selective part of the nation, called to: they are given all of our future.” Remembering the wisdom of the ancient Greeks, who said that spirituality must be cultivated just as a plowman cultivates the land, the school can and should act as an initiator and conductor of moral principles, planting the seed of spirituality in the soul of a child. It is in the school that not only the intellectual, but also the civil, spiritual and cultural life of the student should be concentrated. An important role in spiritual and moral education is played by the personality of the teacher himself, "his position and image: emotionality, responsibility, pedagogical love, pedagogical optimism." A. S. Makarenko
The teacher, being the bearer of traditional spiritual and cultural values, ensures continuity in the study of subjects of spiritual and moral content. As before, the school for the child is that adaptive environment, the moral atmosphere of which will determine his value orientations. That is why, when solving the problems of education, the school must rely on the rational and moral in a person, help each pupil determine the value bases of his own life, acquire a sense of responsibility for preserving the moral foundations of society. A child of school age is most susceptible to emotional and value, spiritual and moral development, civic education. At the same time, the shortcomings of development and education during this period of life are difficult to make up for in subsequent years. Experienced and assimilated in childhood is characterized by great psychological stability. At the same time, successive age transitions from childhood to adolescence, and then to adolescence, are of particular importance.
"The restructuring of needs and motives, the reassessment of values, - claimed L.S. Vygotsky, - is the main point in the transition from age to age.
Speaking about the moral example of the teacher, we should remember A. Diesterweg, who believed that "everywhere the value of a school is equal to the value of its teacher." The morality of the teacher, the moral norms by which he is guided in his professional activities and life, his attitude to his pedagogical work, to students, colleagues - all this is of paramount importance for the spiritual and moral development and education of students. No educational programs will be effective if the teacher is not always the main example of moral and civic personal behavior for students.
The modern pedagogical situation is characterized by diversity and dynamism, and the teacher must skillfully adapt to the constantly occurring changes in the content of education. A special role in the process of professional self-development of the teacher is played by his readiness for the new, advanced. If earlier, when preparing for a lesson, the teacher used a rigidly structured lesson outline, used a textbook and methodological recommendations, now the lesson plan is a scenario that gives him freedom in choosing the forms, methods and methods of teaching. In addition to the textbook and methodological recommendations, the teacher uses Internet resources, materials of colleagues.
The role of the teacher in the classroom has changed radically: he is the organizer of the educational activities of children in the search for and processing of information, the generalization of methods of action, and the formulation of a learning task.
Now we do not give new knowledge to students in a ready-made form, we do not repeat the task several times, we do not comment on the answers of students and we do not correct them (the children themselves do this).

Independent activity of students takes more than half of the lesson time, forms of work are mainly group and / or individual.

The educational environment is now created by students: children make educational material, make presentations. In order to see a child in the process of education, he must be opened, turned towards himself, included in the activity. A person is included in any activity only when it is necessary for him, when he has certain motives for its implementation. Motivation creates favorable conditions for self-realization of the individual in the conditions of modern education. The use of non-traditional forms of education: competitions, excursions, travel, performances, various means of art, games, newspapers, collective work enlivens the lesson and promotes the development of interest in learning. The use of problem situations gives the effect of surprise and a desire to understand the problem. This is due to the innate desire of the individual for harmony.
“You can only learn what you love.” John Goethe
A culture of communication, a humane attitude, trust in students, a variety of activities and a full-blooded life in the classroom, a sense of humor raise the child's self-esteem and create a situation of success. The situation of success is an effective incentive for cognitive activity. For stimulation, a higher evaluation is needed, which leads children to the contradiction - "am I really like this." The correct way out of this contradiction depends on the skill of the teacher and knowledge of child psychology. Parents of students now have the opportunity to participate in the educational process. Communication between the teacher and the parents of schoolchildren can also be carried out using the Internet.
Thus, the conditions for the effectiveness of the teacher's work are professional competence, scientific, theoretical and methodological training, the ability to identify the causes of the student's difficulties and provide him with the necessary information assistance, direct the discussion to the analysis and search for new knowledge, predict the student's actions and his development as a whole, link control and diagnostic actions with an analysis of the student's development trajectory and the goals of working with him, to plan his activities and teach the student to plan, to find and evaluate the positive in the child, even in his wrong actions.

The introduction of the Federal State Education Standard provides for the use of a system-activity approach and student-centered learning technologies, contributing to the actualization of students' own activities in solving behavioral, ethical and aesthetic problems in spiritual and moral practice. The implementation of the activity approach is the most important feature of the new standard.
The main result of the GEF IEO –development of the child's personality on the basis of universal educational activities.
Requirements for results Mastering the main educational program includes:
-formation of a basic system of knowledge, subject and universal methods of action that provide the opportunity to continue education in a basic school;
- education of the ability to learn - the ability to self-organize in order to solve educational problems;
-individual progress in the main areas of personal development - emotional, cognitive, self-regulation.
In a broad sense, the term "universal learning activities" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower sense, this term can be defined as a set of student actions (as well as the skills of educational work associated with them) that ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process.
Forming and developing UUD means:
1. To teach how to perform educational tasks based on the way of action, thinking, communication, based on a sample (standard).
2. Transfer the very method of performing a metasubject action.
3. Teach how to integrate this method into educational activities and, if necessary, develop it.
Portrait of an elementary school graduate:
- Inquisitive, interested, actively learning about the world.
- Able to learn, able to organize their own activities.
- Loving his native land and his country.
- Respecting and accepting the values ​​of the family and society, the history and culture of each nation.
- Benevolent, able to listen and hear a partner, respecting his own and other people's opinions.
- Ready to act independently and be responsible for their actions.
- Having an idea and performing the basics of a healthy and safe lifestyle.
Second generation standards are one of the most important educational topics today.
Having worked in elementary school for more than 30 years, I can say with confidence that the school provides general education, which is very important and significant, but it is additional education in extracurricular activities that contributes to the development of the individual, the disclosure of his abilities, early career guidance and spiritual and moral education. The simplest arithmetic calculations show that at least 150 days a year a student is free from school. But the child is never free from himself. And we, adults, have no right to deprive the child of the opportunity to prefer an environment where he can express himself and master the ways of intelligent life. It is enough for the teacher to think over a system for choosing a case to his liking, to identify the preferences of the child, and you can develop his abilities in a variety of directions, and do it right at school, without condemning the child and his parents to looking for additional services on the side.
The first results of the introduction of the Federal State Educational Standards showed that, in general, the conceptual ideas underlying the education and development of the student are in demand in educational institutions.
Speech at a seminar for primary school teachers

1. All teachers working according to the new educational standards have been trained and master modern educational technologies, have experience in developing and implementing innovative projects and programs. All this should be considered an important positive condition for the implementation of the Federal State Educational Standard.
2. It should be noted the positive dynamics of the use by primary school teachers in educational practice of educational and methodological developments and materials focused on the standards of the new generation: tests, didactic materials, control and measuring tools. Awareness of the need for teachers to transition to developing learning systems.
3. The use of modern educational technologies by teachers in working with younger students.
4. Orientation of primary school teachers to the organization of a health-saving environment.
5. The possibility of professional communication between teachers and the exchange of their experience with colleagues, including on the Internet (creation of personal sites!).
6. Positive attitude of parents to the implementation of extracurricular activities.
7. Awareness by the school and society of the significance of changes in the context of modernization.
Problems of teaching according to the New educational standards
Summing up the results of the first years of work, it is impossible not to say about the main problems in the transition to new educational standards in primary school.
General:
- the lack of priority among the majority of the population of the highest values ​​positioned in the second generation of the Federal State Educational Standards as key results of training and education, such as labor, health, etc.;
-high degree of intolerance between social groups - subcultures of the rich/poor, Russians/migrants, etc.;
-weak involvement of parents and the public in the management of the educational process;
- lack of knowledge of the forms of interaction and project activities in elementary school, the skills of collective planning;
- lack of skills in developing targeted programs, interdepartmental programs, subprograms as part of the educational program.
Managerial:
- lack of alignment of the network (interactions) of educational, cultural, and sports institutions;
- low degree of "socio-cultural infrastructure" (museums, tourist routes, recreation areas);
-absence of rates of tutors, teachers-organizers, counselors, psychologist.
Methodical:
- lack of priority of educational activities (in most primary school teaching materials);
-low percentage of reading children and parents; lack of priority of the Russian language in the educational program of the educational institution;
- non-ownership by the majority of teachers of the skills of forming regulatory UUD among students;
- lack of knowledge of the methods of project activity (social design), focused on younger students;
- the lack of skills of cooperation in teaching the majority of teachers (passion for frontal forms of work).
Analyzing the work on the implementation of the GEF IEO, it can be noted that the need for teachers in new knowledge is constantly growing. This is evidenced by their self-education, the development of new technologies, participation in creative seminars, round tables, and discussions. There is a high creative activity of teachers: the exchange of work experience, speeches at pedagogical councils, and assistance to each other.
Yet in practice, teachers experience difficulties.
Issues of control and evaluation activities cause problems .
The changes that have taken place in the system of primary education (especially in goal-setting) have not been reflected in the control and evaluation activities: quite often only knowledge, skills and abilities continue to be the object of control and evaluation, not because the teacher does not want to rebuild, but because it is DIFFICULT to rebuild . The results obtained in the course of control and evaluation activities are used by teachers in most cases only for marking and do not serve as the basis for conducting differentiated work aimed at strengthening the developmental potential of education, at eliminating the problems of certain groups of students. Insufficient attention is paid to assessing the individual progress of each student; there are no reliable methods that link the level of readiness for learning and the results of subsequent assessment procedures. Control and evaluation activities still remain the field of activity only for the teacher, students did not become subjects of control and evaluation activities, and without the active participation of younger students in control and evaluation activities, it would be unlawful to talk about the successful development of their educational activities, because. monitoring and evaluation are essential components of this activity. It is necessary to clearly agree on the goals of primary education and the objects of control and evaluation activities, therefore, the most important requirement for preparing and ensuring the introduction of the Federal State Educational Standard is constant scientific and methodological support, including consulting all participants in this process.
Objects of control:
- achieving the requirements of the standard, while the focus should be on meta-subject and subject results, and when assessing the achievement of the latter, the focus should be not only knowledge as such, but also their application in a standard and non-standard situation, mastery of certain methods of action;
- mastery of the components of educational activity, including self-control and self-esteem;
- mastery of the age-appropriate range of universal educational activities;
-individual creative achievements of students;
- advancement in the development of certain personal characteristics, such as willingness to cooperate with other people, critical thinking, taking responsibility for one's own decisions, actions and deeds to oneself and others.
To date, there are not enough control and measuring materials, proposed by the authors of the teaching materials, which also creates problems in developing a system for evaluating the results of both educational and extracurricular work with children.
The content of existing textbooks and exemplary curricula largely duplicates the content of the 2004 Standard, therefore, teachers had to correlate their content with the requirements for the results of the implementation of the main educational program specified in the new standards.
Not all schools, let alone classrooms, have computers. not to mention interactive whiteboards and media projectors.
The health indicators of our first-graders cause concern.
Children with the 1st health group - 61.2%, with the 2nd and 3rd health groups - 38.4% of children.
According to the results of speech therapy studies, 23% of children have problems with speech.
A negative indicator is overwork, excitability, deterioration of health with such a load, both for the teacher and for the child.
In the activities of the teacher, the main negative point is called the increase in documentation .
The inconsistency of GEF and Sanpin causes a misunderstanding of regime moments among the school administration: when to organize a dynamic pause, whether it is necessary to take a break between classroom and extracurricular activities, if the dynamic pause was after 2 lessons, the alternation of classroom and extracurricular activities ...
GEF recommended 5 areas for organizing extracurricular activities,
that must be implemented:
-general cultural
- sports - recreation
- spiritual and moral
-social
- general intellectual
Other directions can be additionally implemented.
In my opinion, the amount of extracurricular activities should be associated with the individual characteristics of the child. In large schools, where there are parallels, this issue can be resolved, but in rural areas, if all parents want, for example, a modeling circle, and the child does not want to do this, one has to agree with the opinion of the majority. In addition, parents are wary of extracurricular activities and the school administration has a very difficult time fulfilling the social order.
Extracurricular activities have expanded the possibility of applying the knowledge gained in the classroom in the practical and creative activities of children.
Benefits of extracurricular activities :
1. Free educational services.
2.Convenient schedule.
3. Development of individual abilities, outlook.
4. Communication with peers in different groups, in different situations.
Cons of extracurricular activities:
1. Big load on the child.
2. Lack of equipment for conducting classes.
3. There are coincidences in the schedule when attending extracurricular activities at school and in institutions of additional education.
4. Impossibility to satisfy all requests of children and their parents (legal representatives).
5. A system for monitoring the effectiveness and efficiency of extracurricular activities has not been developed.
Parents have different attitudes towards the introduction of the Federal State Educational Standard :
the results of the parent survey (the survey was conducted anonymously) showed that 82.3% are familiar with the standards of the 2nd generation; Partially familiar -17.7%, none unfamiliar.
The majority of parents note that during the transition to new educational standards, children did not experience any difficulties - 52.3%; difficulties in getting used to a new environment - 12.6%; difficulties associated with heavy workload - 18.1%, difficulties in studying subjects - 17%.
About half of the parents say that they are satisfied with everything in extracurricular activities - 48.2%; 21.3% said that extracurricular activities should be carried out at the choice of the child; 25.1% spoke about the need to reduce extracurricular activities and transfer these hours to the study of basic subjects.
For children to spend more time outdoors -7.8% on improving the nutrition of children in schools at the expense of the state -23,5%.
Excerpts from the parent survey questionnaires:
"Everything is fine, thank you!"
"More time to devote to mathematics - children do not know how to think logically."
“Our schools are 70% unprepared for extracurricular activities! There is no additional room, no playrooms and lounges.”
“Children will be forced to refuse to take classes in a dance club, because after school extracurricular activities they cannot physically master it. They have almost 8-hour working days at school!”
“My child also has such important moments as classes with a speech therapist, and this also needs additional time, which is not enough.”
“According to the new standards, parents should pay more attention to the education of their children, and perhaps not all dads and moms like it. We understand that the future of the younger generation to a greater extent depends on the parents, their participation in the fate and education of the child. And the school is a guide, an assistant, a mentor, a friend.”
“I see innovations both pros and cons. Among the minuses - too high a rate of knowledge acquisition. In my opinion, it is too early to actively engage in foreign languages ​​and computer science in the second grade. Often, children sit out preparing homework until late at night. What are these health-saving technologies? Or why were grades canceled in the first grade? The child needs encouragement. The educational and methodological complex "Primary School of the XXI Century" introduces children to the traditions and culture of their great country. The program is focused on educating children in such qualities as kindness, responsibility, empathy and assistance in difficult times. It develops in schoolchildren an interest in the study of the Motherland, its nature, history, bringing up such an important quality in our time as patriotism.
“It turns out that the main task of the school is to teach children to learn, to be able to independently find knowledge on the Internet, reference books, textbooks. I am 100% convinced that the school, especially the elementary one, should first of all provide knowledge, lay the foundation, as was done in the Soviet school, which gave the country a huge number of great scientists, talented engineers, doctors and teachers. Today, students in elementary school have "porridge" in their heads. A lot of things are given for independent development, but it turns out that, without a solid foundation, they cannot understand what is required of them. Parents have to sit for hours at lessons and perform the functions of a teacher.
I am convinced that the facade of the house can be made different, but there must always be a foundation.”

“A good past is positively dangerous if it makes us satisfied with the present, therefore unprepared for the future.” Charles W. Eliot
Indeed, the modern school is no longer what it used to be. Many want to keep traditional teaching methods. This is especially important for elementary schools. The school needs to learn how to organically combine all teaching methods. Pupils are gradually beginning to wean from copybooks, and printed publications are being replaced with electronic textbooks. I believe that computers will not be able to replace notebooks and textbooks for a first grader. Undoubtedly, it is very important to innovate in the school curriculum, but traditional methods should not be forgotten either. The school must develop and keep up with the times in order to produce worthy students - specialists in demand in the future.
“Computers can be given to children only when they receive a powerful base of mental operations,”- school teacher Dmitry Verin-Galitsky wrote in his article (http://www.direktor.ru/article.htm?id=52). mental activity.
I completely agree with him. Traditional teaching methods should not be abolished. Moreover, it is necessary to introduce calligraphy again, otherwise, already in the 4th-5th grades, children write in such scribbles that they themselves cannot figure it out, not to mention the teachers. In addition, fine motor skills, which are developed by copybooks and calligraphy lessons, are taught to think in a completely different way. At the middle level of the school, we are faced with the fact that children are not able not only to draw some elementary conclusions, no, they cannot even retell a simple text, it becomes a problem for them to answer a specific question. And by the 10-11th grade, literature lessons become completely unbearable, because there you have to think, draw conclusions, analyze and speak. And our children, for the most part, do not know how to speak clearly and coherently. But all this is laid in elementary school. Fine motor skills are directly related to the development of the child's inner speech. And inner speech is the basis of outer speech, i.e. spoken. The better the child's fingers are developed, the smaller movements they can perform, the more rich, figurative and syntactically correct speech will be formed.
The upbringing of a person, the formation of the properties of a spiritually developed personality, love for one's country, the need to create and improve is the most important condition for the successful development of Russia.
K. D. Ushinsky wrote:“We don't tell educators to do it one way or another; we say to them: study the laws of those phenomena that you want to control, and act in accordance with these laws and the circumstances in which you want to apply them.
I look to the future with optimism. Lev Nikolaevich Tolstoy said these words: "Teaching is an art, so perfection is unattainable, and perfection is endless."

In order to move forward, it is important to regularly evaluate the results achieved.
Dear colleagues, control your work yourself! Reviewing what was planned and actually done will allow you to analyze the efforts made, adjust your plans, taking into account resources and circumstances. Perhaps you will see new horizons and perspectives.
Happy planning and good luck in achieving your goals!
Thank you for your attention!
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6. How to design universal learning activities in elementary school. From Action to Thought: A Teacher's Guide / Ed. A.G. Asmolov. - 2nd ed. - M. : Education, 2010. - 152 p. : ill. - (Standards of the second generation). - Bibliography: p. 148-150. - ISBN 978-5-09-022831-2.
7. Kuznetsova M.I. GEF and improving the system for monitoring and evaluating the achievements of younger students / M. I. Kuznetsova // Primary school plus before and after. - 2011. - No. 3. - S. 19-23. - Bibliography: p. 23.
8. Melnikova E.L., Problem-based learning technology // School 2100. Educational program and ways of its implementation. - Issue 3.-M .: Balass, 1999. - p. 85-93
9. Osipova N.V. Indicators of the formation of universal educational actions of students / N. V. Osipova, I. A. Golovinskaya, S. V. Bryukhanov // Primary school management. - 2010. - No. 10. - S. 26-33.
10. Pesnyaeva N.A. Formation of universal educational actions in the educational dialogue / N. A. Pesnyaeva// Primary school management. - 2010. - No. 7. - S. 15-22.
11. Planned results of primary general education / Ed. G.S. Kovaleva, O.B. Loginova. - 2nd ed. - M. : Education, 2010. - 120 p. : ill. - (Standards of the second generation). - ISBN 978-5-09-023809-0.
12. What are universal learning activities and why are they needed / O. A. Karabanova // Municipal education: innovations and experiment. - 2010. - No. 2. - S. 11-12.

Nabieva S.Kh.

teacher of the 1st category

MBOU "ASOSH No. 2 with coal. study otd. items" Aktanyshsky district

Implementation of GEF in elementary school (from work experience).

The introduction of federal state educational standards for general education of a new generation (hereinafter referred to as GEF) is one of the most important changes in the system of general education, dictated by the need to prepare graduates for life.

After analyzing the teaching materials recommended by the Federal State Educational Standard of the IEO for use in the educational process, out of all the proposed educational and methodological complexes and educational systems, the teachers of our school chose the teaching materials "Perspective" for the implementation of the Federal State Educational Standards. The teaching materials "Perspective" and the system-activity approach underlying it , fully complies with all the requirements laid down in the second generation of the Federal State Educational Standard.

The basis of my activity is a system-activity approach to teaching with the use of innovative technologies. schoolchildren's own learning activity is an important component of the system-activity approach.

An integral part of the core of the standard is UUD. Mastering universal learning activities by students creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. Collaboration becomes the main thing in the lesson, mutual understanding arises between all participants, efficiency and motivation for learning increase. It is necessary to work in this direction from the first school day. The student himself must become the “architect and builder” of the educational process.

And the educational achievements of students depend on how this work is built by the teacher. Already in the 1st grade, in my lessons I teach children to set a goal, draw up a plan to achieve it, search for solutions, reflect on the results of their activities, exercise self-control and give an independent assessment of their work in the lesson. Reflection was an integral part of all lessons in the class. To evaluate their work in conditions without grades in the classroom, the children used the so-called “traffic lights”, “starfall of success” cards, emoticons with phrases written on the stand in the classroom. I also suggest that children evaluate their work using the “magic ribbon”, where they mark the quality of their work according to the following criteria: K - beauty, P - correctness, B - speed. Then we discuss it in pairs, analyze in a group, adjust the assessment (in red). Each time the children evaluate their work more objectively.

When completing control tasks, each child receives an educational card for self-assessment, where red is “I did it!”; yellow - "You have to be careful!"; green - "We must try!"; blue - “We need to train!” After completing the control tasks, the children gradually colored their drawings and drew the appropriate conclusions. Thus, a modern student, on the basis of a system-activity approach, must learn to teach and evaluate himself.

An important element in the formation of UUD is the orientation of younger students in information and communication technologies.

In grade 1, these are drawings, crafts, in grade 2 - mini-essays, baby books, in grades 3-4 - crossword puzzles, essays, didactic games, presentations, crafts.

I pay great attention to an integrated approach in teaching, which involves the active use of knowledge gained in the study of one subject in lessons in other subjects. For example: in a literacy lesson, we study the sound (o), letters O, o. ”.Further, this work continues in the lesson of the surrounding world on the topic “Seasons”. At the music lesson - listening to works. At the art lesson - we draw autumn. At the technology lesson - we perform plot application. diversity. The project and research method, widely represented in the new standards, is widely used in my practice. Projects are different in form, topic, content. In the 1st grade of the academic year, my first graders presented their projects in the form of oral presentations, drawings, layouts, posters, newspapers , on the topic: “Forest and its inhabitants”, “My family”, “My friends”. We worked on the collective project “Animals of the World”, “Ant Kingdom”.

In my work I pay great attention to generalization, comparison, conclusions. I never give knowledge in finished form. I think over the task system very carefully. I don’t ask small questions. Therefore, when developing a system of tasks for a lesson, I focus, for example, in mathematics, not on recognizing and naming spatial figures, but on the ability to find them in the world around us. In the lessons of the world around me, I aim children not so much at mastering specific knowledge, how much to work with information, diagrams, tables. Already in the 1st grade, I learn to navigate in the textbook (on the spread, in the table of contents, in the dictionary). We learn to play various roles in the group (leader, performer) of criticism.

Thus, in accordance with the Federal State Educational Standards, lessons should be built according to a completely different scheme. It is necessary, first of all, to strengthen the child’s motivation to learn about the world around them, to demonstrate that schoolwork is not about obtaining knowledge abstracted from life, but on the contrary, it is a necessary preparation for life. The student must become a living participant in the educational process.

In conclusion, I want to say that much depends on the desire and character of the teacher. If a teacher is open to everything new and is not afraid of change, then he will undoubtedly take the first confident steps in the new conditions for the implementation of the Federal State Educational Standards.

With the introduction of new standards in Russian schools, the place of extracurricular activities has radically changed, since it has received the status of an almost equal member of the educational process along with the classical curriculum. In addition, it became mandatory, which emphasized its importance in the new educational concept. One of the main tasks that extracurricular work at school was supposed to solve was the opportunity to open access to additional forms of education for primary school children who, for various reasons, could not attend sports, music, and art schools. In addition, it is the extracurricular process that makes it possible to implement the notorious individual approach to the child, giving him the right to choose classes in terms of content and form of conduct, taking into account his desires and interests.

Organization of extracurricular activities in accordance with the Federal State Educational Standard

A student who learns without desire is a bird without wings.

Saadi

Legal and Regulatory Issues

• The federal state standard of education in paragraph 16 considers extracurricular activities as a full part of the educational process along with the mandatory curriculum.

Extracurricular activities - all types of educational work that are not implemented in the form of a lesson.

• The methodological guidance indicating the goals, content and algorithm for organizing and conducting extracurricular activities is the letter of the Ministry of Education and Science of the Russian Federation dated December 14, 2015 No. 09–3564 “On extracurricular activities and the implementation of additional general educational programs”.
• Order of the Ministry of Education and Science of Russia dated October 6, 2009 N 373 "On approval and implementation of the federal state educational standard for primary general education" establishes the total number of hours of extracurricular activities at the level of primary education in the amount of up to 1350 hours.
• Decree of the Chief State Sanitary Doctor of the Russian Federation dated November 24, 2015 No. 81 “On Amendments No. 3 to SanPiN 2.4.2.2821–10 “Sanitary and Epidemiological Requirements for the Conditions and Organization of Training, Maintenance in General Educational Organizations” regulates the maximum allowable weekly load.

Please note that 10 hours is the maximum allowable weekly load, unfortunately, the lower limit is not indicated, therefore, locally, parents may encounter a situation where an educational institution plans extracurricular activities, focusing on the maximum load level, referring to the requirements of the new standard. At the same time, the letter clearly states that the school itself determines and regulates the amount of hours allotted for extracurricular activities in accordance with the features and requirements of the general education program, taking into account the interests of students and the capabilities of the educational organization, as well as the amount of funding, using both educational and vacation time.

To create optimal conditions for the harmonious development of pupils, all areas of extracurricular work should be reflected in the basic general educational program of the school, while it is important to note that the participants in educational activities, which are students, the teaching staff, as well as parents as legal representatives of children, have the right to choose directions and forms of work.

Extracurricular activities are mandatory for an educational organization and are implemented in the interests of the harmonious and comprehensive development of the student's personality.

Please note that for some categories of students an exception can be made and they can take advantage of selective or full exemption from compulsory attendance of extracurricular activities.

• In accordance with clause 7 of part 1 of article 34 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation"

• Children attending institutions of additional education, for example, sports, music, art schools, in this case, in these areas, the child may not attend extracurricular activities. The class teacher develops an individual route for the student's extracurricular activities, after which a local act is drawn up or, more simply, an agreement between the parents (legal representatives) of the child and the school administration represented by the director.
• A student's health condition that requires a special diet or control of the general educational load. In such a situation, the release is issued at the request of the parents in the name of the school principal and medical certificates confirming the child's need for a special approach to organizing the educational process.

Sample letter to school principal.

• Director ________ No.
  from

  Statement.

  I, ____________________________________________________________, parent of ______________________________________________, student(s)

  The class, taking into account the opinion of the child, chose the following classes as extracurricular activities for the 2016–2017 academic year:

  ___________________________________________________________________________________________________,

  Also, my child has already made his free choice of the type of extracurricular activities in accordance with the Federal State Educational Standard, and attends

  ___________________________________________________________________________________________________.

• In accordance with Parts 1 and 3 of Article 44 of Federal Law No. 273-FZ, the parents of a minor have the primary right to education and upbringing and are obliged to ensure the intellectual, moral and physical development of the child.

Thus, the student or his parents (legal representatives) retain the right to review the programs offered by the school and choose the directions and forms of extracurricular activities based on their requests.

If the school administration ignores the student's legal right to make a choice and insists on the mandatory attendance of all extracurricular activities, i.e. violates the child's legal rights and interests, parents can apply to the executive authorities of the constituent entity of the Russian Federation for clarification.

Directions and forms of extracurricular activities

Extracurricular activities are implemented by an educational organization according to key vectors of student personality development:

• general intellectual;
• general cultural;
• spiritual and moral;
• social;
• sports and recreation.

The forms of extracurricular work should differ from the class-lesson form of organization of the educational process. The most popular forms of extracurricular activities:

• tours;
• class hours;
• electives and circle work;
• round tables and scientific sections;
• role-playing and business games;
• olympiads, quizzes and competitions;
• exhibitions and concerts;
• sports competitions and Health Days;
• holidays and theatrical performances;
• visiting the theater and art exhibitions;
• socially useful activity;
• social projects, for example, within the framework of environmental education.

According to the scale of the form of extracurricular work, they are divided into:

• Individual - the main goal is to develop the child's skills of self-organization and self-control, this can be the development of an individual project, the preparation of a story, a report, an amateur performance number, construction, etc. items.
• Kruzhkovaya - visiting circles and sections on interests, disclosure and improvement of the intellectual and creative potential of students.
• Mass traditional school events aimed at the moral and civic-patriotic education of students (Knowledge Day, Teacher's Day, calendar national holidays).

Tasks and ways of implementing the extracurricular process in elementary school

The main tasks that are designed to solve extracurricular activities:

• improve the conditions for the development of the child's personality by expanding and enriching the standard range of programs and forms of work;
• effectively distribute the teaching load, taking into account the individual intellectual and creative needs of students;
• contribute to the favorable passage by the child of the stage of adaptation to school life;
• provide assistance to children with learning difficulties.

Ways to implement extracurricular activities:

• a variable part of the basic curriculum (20%) in the format of modules, special courses, classes conducted in extracurricular form;
• the system of extracurricular education of the school, based on additional programs that are developed by school teachers on the basis of author's or exemplary programs recommended by the Ministry of Education and Science of the Russian Federation, and approved by order of the director;
• the work of institutions of additional education, such as sports, music, art schools;
• activity of extended day groups;
• activities of a teacher-organizer, a teacher-psychologist, a social pedagogue;
• class management (socially useful activities, excursions, competitions, projects).

The extracurricular educational process is subject to a separate work plan approved by the school administration and agreed with the parents (in the form of a survey), according to which a schedule of classes is developed, evenly distributed during the working week or on Saturdays. Classes have a pronounced individual focus, since when choosing the forms of conducting, it is recommended to rely on modern innovative technologies, such as project activities of students, research, experiment, etc.

An example of the selection of extracurricular activities for grades 1–2.

Directions of personality development	Name of the work program	Number of hours per week		Class	Total
Sports and recreation	ABC of health Outdoor games Rhythmic mosaic	3 o'clock		1st and 2nd grades	6 hours
Spiritual and moral	good road We are patriots school etiquette Why me and the world	2 o'clock		1st and 2nd grades	4 o'clock
social	Psychology and us	1 hour.	1st and 2nd grades		2 o'clock
general intellectual	Development of cognitive abilities	1 hour	1 class
	Entertaining computer science grade 2 Informatics in games	1 hour	Grade 2
	Entertaining English	1 hour	1 class
general cultural	Museum in your classroom From game to performance Nature and artist The magic of creativity	2 hours 1 hour 1 hour	1.2 class Grade 2 1 class
Total					20h.

Algorithm for the implementation of an individual approach in the choice of priority areas and forms of extracurricular activities of the child.

• Stage 1. Parent meeting, the purpose of which is the presentation of programs in all areas of extracurricular activities.
• Stage 2. The school psychologist diagnoses (tests) the level of intellectual and psychological readiness of students for systematic learning, as well as the individual abilities and inclinations of the child.
• Stage 3. Consultations of parents on the results of a test study, provision of psychologist's recommendations, individual discussion of the optimal program for the development of the child.
• Stage 4. Based on the recommendations of the psychologist and the study of programs, parents make a voluntary conscious choice of the volume and content of extracurricular activities for their child.

To exclude possible overloads, an individual plan for extracurricular activities is drawn up taking into account the sections and circles that the child attends outside the general education school. The teacher has an electronic version of the extracurricular work schedule for each student and can make the necessary adjustments. Parents of students also have an individual itinerary for their child, so they have complete information about the whereabouts of the child during the day.

An example of an individual route for an elementary school student.

Days of the week/destinations extracurricular activities	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
general intellectual		My first discoveries 13.45 - 14.25
social
general cultural	Studio Theater "Shorty" 13.45 - 14.20			Studio Theater "Shorty" 13.00 - 13.35
Spiritual and moral	Young journalist 13.00 - 13.35			Our native land 13.45 - 14.20
Sports and recreation		FOK "Karate" 12.30		FOK "Karate" 12.30		FOK "Karate" 12.30

Parents are also given a kind of "homework assignments", i.e. recommendations on family education of a child in different directions, taking into account the individual interests or needs of their son or daughter, for example, visiting art museums, exhibitions, cycling, family reading, viewing children's developing broadcasts, documentaries. Control is carried out with the help of conversations and observation of the child.

At planned parent-teacher meetings, the teacher conducts a survey in order to monitor the level of satisfaction of parents with the quality of teaching and the results of extracurricular work. A similar survey is also carried out among children, the forms and areas of work that arouse the greatest interest among the pupils are clarified. Based on the final conclusions, the teacher makes changes to the planning of extracurricular activities.

Extracurricular activities are recorded in a special journal that contains information about the teacher, the composition of students, time, form and content of classes. If an educational organization cannot implement extracurricular activities due to understaffing, then it is possible to attract the help of parents, use the opportunities of sports, music or art schools. Extracurricular work can also be carried out within the framework of school summer playgrounds or thematic shifts for children during the holidays, as well as combined with the work of an extended day group, but in this case their schedule should not coincide.

He controls extracurricular activities carried out by class teachers and teachers of the school, the head teacher for educational work or the head teacher for additional education, and he, in turn, is accountable to the director of the school.

Report forms:

• A report that includes a teacher's work plan indicating the hours, topics, forms, content and results of the classes or activities; individual route list of extracurricular activities of the child; journal of extracurricular activities.
• Report of the teacher-organizer, teacher-psychologist, social teacher indicating the activities and results of the work carried out.
• Open classes, reporting concerts, exhibitions of works, presentations of all teachers involved in the extracurricular process.

Extracurricular benefits

Within the framework of the modern concept of education, sets of textbooks and additional manuals for extracurricular activities on developing learning systems by L.V. Zankova, D.B. Elkonina, V.V. Davydov, a set of textbooks "School of the XXI century" edited by Academician N.F. Vinogradova, a set of textbooks "Harmony". The manuals are independent textbooks for optional subjects (“Theater”, “Economics in fairy tales”, etc.), as well as additional materials for extracurricular reading and workbooks for individual work in the disciplines of the basic curriculum (book for reading on the subject “Environmental world"). A set of benefits is not mandatory, the teacher himself decides on the appropriateness of their use.

The team of authors proceeded from the humanistic conviction that every child can succeed in school if the necessary conditions are created. The main thing is the implementation of an individual approach to the personality of the child based on his life experience. The concept of a child's life experience includes not only the features of developmental psychology, but also the worldview, which is formed under the influence of the natural and social environment. Such an environment can be a modern city with a fast rhythm of life and a developed information infrastructure, or maybe a village in the outback, respectively, with a calm, often patriarchal way of life in natural conditions. As conceived by the authors, each child should feel that the textbook was written personally for him, so that he can find answers to his questions in a language that is understandable to him.

Description of several benefits for extracurricular activities for the 2nd grade (textbooks, workbooks).

Polyakova A.M. Word transformations, Russian language in crosswords and puzzles. 1–4 grade	The book contains task cards on the main topics of the Russian language course in elementary school. The game form, diverse language material, non-standard formulation of questions allows children to test themselves: their knowledge, ingenuity, attention, determination, and the teacher - to diversify the teaching of the subject.
Benenson E.P., Volnova E.V. World of lines. Workbook	Prepares junior schoolchildren for the study of geometry in the main element of the school. This workbook introduces younger students to lines considered on a plane and in space. Interesting creative tasks are aimed at the development of logical thinking, the formation of initial knowledge and skills in geometry. The notebook can be used for independent work at home, as well as in the classroom at school.
Benenson E.P., Volnova E.V. plane and space. Workbook.	Children get an idea of ​​such concepts as planar and volumetric figures, learn to work with sweeps, develop spatial thinking. Interesting creative tasks are aimed at the development of logic, the formation of initial knowledge and skills in geometry.
Smirnova T.V. Amazing adventures of Anya in the land of Oznobysh. Book for reading. The world	In a fascinating fairy-tale form, the book tells about the amazing journey of a little girl, teaches to overcome unforeseen life situations, not to lose heart, not to stop in front of difficulties, to be able to make friends... . The book can be used for extracurricular reading lessons in elementary grades.
Tsirulik N.A., Prosnyakova T.N. Technology	Students work with different materials, textbook assignments vary in difficulty level. The book consists of four thematic blocks - "The World of Nature", "A Gift with Your Own Hands", "The World of Fairy-tale Heroes", "A Cozy House", within which there are the following sections: "Modeling", "Application", "Mosaic", "Origami" , "Weaving", "Modeling and design from geometric shapes", "Sewing and embroidery", "3D modeling and design".
Smirnova T.V. Belka and company. Economics for children in fairy tales, games	In the form of fairy tales accessible for children's education, the basic concepts of the economy are revealed. To consolidate and assimilate the material, game tasks, riddles and tasks are used.
Generalova I.A. Theatre	A textbook for additional education in the optional course "Theater", developed within the framework of the Educational System "School 2100", is focused on the development of the child's creative abilities through introducing him to the world of theater.
Prosnyakova T.N. Butterflies. Encyclopedia of applied art technologies	The book in a fascinating form offers interesting natural science information, fairy tales, riddles about butterflies. But the main thing is that it tells and shows how children can embody their images in various techniques (appliqué, mosaic, modeling, weaving, origami, etc.) from a variety of materials.
Savenkov A.I. I am a researcher. Workbook	The manual is designed specifically for dialogue with the child and allows not only teaching observation and experimentation, but also contains a full range of research activities - from identifying the problem to presenting and defending the results.
Prosnyakova T.N. Magic secrets. Workbook	During the classes, children learn new techniques for working with paper: tearing, corrugating various geometric shapes, rolling paper into a ball and twisting it into a bundle, learn new weaving techniques, perform origami compositions from squares and circles.

Photo gallery of benefits for extracurricular activities for the 2nd grade

Tsirulik N.A., Prosnyakova T.N. Technology Prosnyakova T.N. Magic secrets. Workbook Savenkov A.I. I am a researcher. Workbook of Generalov I.A. Theater Benenson E.P., Volnova E.V. Density and space Benenson E.P., Volnova E.V. The world of lines Polyakova A.M. Transformations of words Smirnova T.V. Amazing adventures of Anya in the land of Oznobysh Smirnova T.V. Belka and company. Economics for children in fairy tales, games Prosnyakova T.N. Butterflies. Encyclopedia of applied art technologies

Determination of the results of extracurricular activities

Evaluation of the results of extracurricular activities is not recorded in the journal, since the result of extracurricular activities is not subject to mandatory and systematic control. The implementation of student development programs is aimed at achieving the three levels that the NOU GEF focuses on.

• The first step provides for the acquisition by children of knowledge about the permissible norms of social behavior, the structure of society, the formation of students' understanding of everyday reality and the world around them of social relations between people. Of great importance is the relationship with teachers, who in the eyes of children are an authoritative source of social knowledge, it is important that the personality of the teacher be respected by the pupils. Only under such conditions is it possible for the student to adopt the life experience of the teacher.
• The second stage determines the level of understanding of the significance of basic moral and spiritual values ​​that are the semantic core of the life of society, such as the family, the value of human life, peace and stability, love for the Fatherland, respect for work, respect for nature, etc. To achieve the pupil level of the second stage, it is important to create a friendly social environment built on the principles of solidarity and mutual understanding, the priority of democratic relations, and respect for the interests of the child. It is at school that a child receives the first serious experience of social adaptation, at this age his self-esteem and a picture of the world are formed, therefore it is extremely important that he gain a full experience that allows him to form the qualities of a worthy personality.
• The third stage raises to the level of independent and responsible social action. The child goes beyond school life into the big social world, faces new challenges, learns to overcome new problems, solve the problems of self-realization and self-determination, and search for his place in society.

An effective method for evaluating a student's achievements can be the Portfolio technique, which involves creating an individual folder with a description of personal character traits, indicating interests and inclinations, and creative success of each child. Such a portfolio may include sections "My hobbies", "My projects", "Family", "Friends", "What am I", "Travel", "My achievements". A collection of works will be interesting and indicative, which will clearly demonstrate the progress of the child's skills and mastery in one or another form of cognitive or artistic activity, search work and can become a source of pride and a source of inspiration. Note that the student himself takes part in the choice of materials that will make up his report, teachers and parents only help him, thus, the skills of introspection, an objective perception of the results of his efforts and adequate self-esteem, which are so necessary in adult life, are laid down.

Diagnostics is carried out at the beginning and end of the academic year in each area and includes the following list of criteria:

• The degree of personal participation and activity in the affairs of the school.
• The general level of behavioral culture, good breeding.
• Assessment of the degree of adequacy of self-assessment.
• The level of openness and sociability.
• Assessment of the level of physical and psychomotor development.
• Development of thinking, skills of mental operations of observation, synthesis and analysis, comparison, the ability to highlight the main thing.
• Development of creative imagination, aesthetic perception of the world.

In the process of research, they resort to the help of author's testing methods:

• V.V.'s technique Sinyavsky to identify organizational skills;
• A. Kriulina's test for the formation of interaction skills;
• game methods (game "Leader");
• sociometric methods for assessing the psychological climate of the class.

Extracurricular activities programs developed in accordance with the requirements of the Federal State Educational Standard

School teachers develop programs for extracurricular activities based on copyright programs or other exemplary programs that meet the requirements of the Federal State Educational Standard, then the programs are approved by order of the school principal.

A set of programs developed by the educational and methodological center "School 2100":

1. “I will be a real reader” (authors E.V. Buneeva, O.V. Chindilova).
2. “I open knowledge” (authors E.L. Melnikova, I.V. Kuznetsova).
3. “I am learning to evaluate myself” (authors D.D. Danilov, I.V. Kuznetsova, E.V. Sizova).
4. “I know everything, I can do everything” (authors A.V. Goryachev, N.I. Iglina).
5. "Theater" (author I.A. Generalova).
6. "Rhetoric" (authors T.A. Ladyzhenskaya, N.V. Ladyzhenskaya and others)

Programs of the educational and methodological complex (curricula, methodological recommendations, textbooks, workbooks for independent and additional work) "Promising primary school":

• "A museum in your class" - a course in museum pedagogy, will prepare the child for the skills of independent perception and analysis of a painting (images in the form of a reproduction).
• Clubs of scientific experimentation "We and the surrounding world" - the awakening of interest in research activities.
• "Calculation and Design Bureau" - implements the tasks of acquaintance with the laws of the world around with the help of mathematical tools (diagrams, drawings, construction from different materials). “What's inside volcanoes?”, “Is there a lot of salt in sea water?”, “Is it far from Mars?”.
• "Journey to the computer valley" - the development of modern projects based on information technology. "Who am I?", "Family Tree", "Funny Letters".
• "Nature of the native land" - acquaintance with the natural world of the small motherland.
• "The world of ecology" - the formation of ecological consciousness, the use of interdisciplinary connections.
• "City of Masters" - a complex of creative laboratories, mastering the skills of modeling, origami, designing, studying the basics of design.

Basic provisions:

• the relationship of the lesson and non-class parts of the program as a variable;
• expansion of the base level;
• it is possible to develop other programs by school teachers, but with a focus on the content of the teaching materials of the “Promising Primary School”.

Program "City of Masters".

	1 class	Grade 2	3rd grade	4th grade
Toy library workshop	2	3	3	2
Sculpting workshop	5	4	2	3
Floristics workshop	4	5
Workshop of Santa Claus	6	4	4	4
Idea collection workshop	8	10	3	7
Origami workshop	4	4
Design workshop and modeling	4	4	3
Puppet theater workshop			5
Design Workshop			11	5
Isothread workshop			3
Soft Toy Workshop				4
Magic Web Workshop				5
Paper plastic workshop				4
Total:	33	34	34	34

An example of a set of manuals developed by a team of authors of the teaching materials "Promising School" (R.G. Churakova, N.A. Churakova, N.M. Lavrova, O.A. Zakharova, A.G. Pautova, T.M. Ragozina, etc. d.)

This set of manuals can be used in the classroom of a literary or mathematical circle, for independent work of students of the whole class, as well as in individual work in order to consolidate and deepen the educational material of the general educational program, to prepare for olympiads, competitions.

Literary reading grade 3 Reader, ed. ON THE. Churakova	The goal is to arouse interest in the knowledge of the world around us through reading, to introduce exotic plants and animals. Illustrations, tasks and questions to texts contribute to the formation of a culture of meaningful reading.
Literary reading. Grade 3 Notebook number 1	Acquaintance with the history and genre differences of the fable, the aesthetic nature of the comic, the peculiarities of the poetic worldview. The study of the genre of the story, practical skills in describing the character of the main character of a fairy tale. Through the selection and demonstration of paintings, listening to music, reading stories and fairy tales, an understanding of the integrity of the world of artistic culture is laid.
Literary reading. Grade 3 Notebook number 2	It is included in the “Literary Reading” TMC, includes questions that develop attention, analytical thinking, the ability to draw independent conclusions, instill the skills of perceiving a text as a useful and interesting source of information, and teach how to work with text.
Mathematics. Grade 2 Notebook number 1	Trains the ability to perform addition and subtraction operations within a hundred, teaches a short method for writing a problem, introduces the arithmetic operation of multiplication. "Multiplication Table".
Mathematics. Grade 2 Notebook number 2	Designed for individual work in order to consolidate skills, develops the ability to bitwise addition and subtraction, multiplication.
Mathematics. Grade 2 Notebook number 3	It is aimed at the formation of practical skills in arithmetic operations of subtraction and addition, multiplication and division of single-digit numbers, gives initial geometric representations.
Mathematics. Grade 2 School Olympiad.	Notebook for extracurricular activities. Tasks for mathematical olympiads, circles, individual forms of work with gifted students are included.
Mathematics. Grade 2 Practical tasks	Notebook Teaches how to work with diagrams, tables, measurements, constructions. It is recommended for work in extracurricular activities and in preparation for olympiads of various levels.

Photo gallery of teaching aids for extracurricular activities of the teaching materials "Perspective School"

T.A. Baikova Russian language O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Malakhovskaya Literary reading O.V. Zakharova Mathematics in questions and assignments O.V. Zakharova Mathematics in practical tasks R.G. Churakova Mathematics. School Olympiad O.A. Zakharova Practical problems in mathematics

Examples of classes in areas of extracurricular activities

The game "The Way of Kindness" (based on the story of the fairy tale "The Snow Queen" by G.Kh. Andersen) is a spiritual and moral direction

Purpose: the formation of ethical ideas, awareness of the importance of the moral qualities of a person, understanding the importance of confirming kind words and wishes with good deeds.

• the formation of the ability to communicate, the development of the correct perception of a real life situation, adequate assessment and reaction;
• to promote the manifestation of a sense of friendly participation, support and mutual assistance, to teach to value friendship and cherish warm relations;
• to cultivate tolerant relations with each other, built on respect and mercy and the desire to help others, to do good deeds;
• involvement in the world of universal values.

Event plan:

• Guess the hero. The teacher describes the character of the fairy tale and asks the children to name his name.
• Each team is given a set of cards with the names of the heroes that need to be characterized.
• The children are offered to look at illustrations depicting scenes from life, and are asked to sort them according to the good-bad principle and explain their decision.
• The next stage of the game will require the children to connect fragments of proverbs or aphorisms about good and evil in meaning.
• Children will have to write a wish on a postcard to their relatives, friends, teacher or fairy-tale hero.

Video: Class hour for the 4th grade "We are different - this is our wealth" - social direction

"Opening a children's cafe" - research direction, 2nd grade

Purpose: development of children's initiative, creative imagination and modeling skills.

• formation of the ability to set a task, plan activities, dividing it into stages;
• training in the skills of organizing teamwork in a group;
• development of attention, thinking, ability to reason, compare, see the reason for what is happening;
• improvement of intellectual, communication skills, awakening of creative potential, research activity.

• The guys got an important and interesting task to design a cafe where children from all over the city could have fun celebrating holidays. The teacher precedes the assignment with a story in which the context is a problem that the children must independently identify and formulate.
• The planning stage is designed as a game of cards, which must be placed in the correct sequence (the issue of land lease, the conclusion of contracts for the right to build, building materials, equipment, a team of builders, design, advertising, etc.).
• Children are given large sheets of drawing paper and pictures with furniture, flowers, dishes, interiors, etc. Cheerfully and provocatively, to energetic music, the guys model their cafe, and then present their stage of work.

Video: Class hour on the topic "Conflict" - social direction

"Healthy Eating" project-presentation of the course "ABC of Health", 2nd grade - health direction

Purpose: to give an idea of ​​the principles and rules of healthy eating.

• develop the skills of attentive perception of the speech of the interlocutor, the ability to listen to the teacher or classmates;
• to promote the acquisition of experience of self-assessment and introspection, free initiative and responsible behavior;
• to form the ability to conduct a conversation correctly, the ability to listen, to enter into a dialogue in time, to keep the thread of the conversation, to track the logic;
• to teach how to plan their actions, adjust preliminary plans depending on the situation, exercise control over their behavior and emotional reactions, look for effective ways to overcome the difficulties that have arisen.

Conduct scenario:

• The teacher reads a letter from Carlson, in which he reports that he is extremely ill and asks the children to help him become cheerful and cheerful again.
• Determining the causes of the illness of a literary hero, discussing the problem of malnutrition and lifestyle.
• Recommendations to Carlson for a speedy recovery: daily routine, healthy eating, physical activity, hygiene, etc.
• Guessing riddles, holding a discussion about harmful and healthy cuisine.
• Summing up, systematization and generalization of the acquired experience.

Video: Circle "Technical modeling" - general intellectual direction

“Open space and architecture” - general cultural direction

Purpose: to give an idea of ​​such an art form as architecture, to master the skills of artistic drawing technique using cardboard.

• to study the concept of open space and architecture;
• learn to depict the nature of native places;
• master the search skills of working with information;
• learn to express your opinion about works of art, to show an emotional reaction;
• analyze the reasons for success or failure in achieving the goal;
• soberly assess their actions and make timely adjustments to plans, taking into account previously made mistakes.

Task: draw a picture on the theme "My favorite corner of nature."

Game scenario:

• An exposition of children's works in various genres of art is being prepared.
• "Who is bigger?". The children must carefully analyze the exhibited works and correctly determine their genre affiliation (natural, rural, urban, architectural landscape, open space). The title of each term is accompanied by a demonstration of the corresponding slide.
• Working with explanatory dictionaries, the teacher asks to find the word architecture.
• Discussion of future work, a conversation around the topic of landscape, thinking over a suitable name for your drawing.
• The kids are starting to get creative. With the thickest brushes, paint over the surface of the sheet, passing the horizon line separating the sky and the earth. The teacher suggests experimenting with cardboard as a drawing tool, for example, a wide strip of cardboard will help to draw a house with a slight movement of the hand, and narrower ones will be useful for drawing a window, door or fence. Finally, with thin brushes, we complete the drawing of the details of the landscape.

Homework: draw a sea or mountain landscape.

Video: Occupation of the "Little Genius" circle, solving inventive problems - a general intellectual direction

Unfortunately, many parents perceive electives, class hours, game methods and children's creative projects as a secondary and burdensome burden on the child. However, it is worth noting that it is the student’s activity outside the traditional form of the lesson that liberates and opens up new horizons of knowledge and experimentation for the child, interests and captivates, inspires confidence and helps him to successfully realize himself, find his self, allows the school to get away from the routine of daily monotony of monotonously replacing each other. friend lessons. Let's hope that this promising innovation will nevertheless successfully overcome the period of misunderstanding and, thanks to the enthusiasm and skill of teachers, will take root in the Russian school, to the delight of children and their parents.

06/21/2012 Thursday

How to coordinate the work of the extended day group and extracurricular activities? Does the child have to attend all ten hours of extracurricular activities? How can monitoring of the physical development of schoolchildren be organized in the Health program? How to organize extracurricular activities in a rural school if there are no specialists? Alevtina Valentinovna REPINA, Head of the Department for the Development of General and Additional Education of the Department of Education of the Yaroslavl Region, answers these and other questions of teachers from schools in the Yaroslavl Region.

1. How to coordinate the work of the extended day group and extracurricular activities?

— Classes for extracurricular activities can be held on Saturdays (one option), or during the week according to a separate schedule. Escorting children to classes may be included in the job description of the head of the extended group. The work schedule of the extended day group is compiled separately, taking into account breaks for extracurricular activities.

2. Extracurricular activities should be carried out at a strictly defined time (for example, from 13.00 to 15.00) or not?

- Extracurricular activities are carried out according to the schedule approved by the head of the institution. The time is determined by the institution in agreement with the parents, since the parents meet and see off the children in the first grade.

3. Is it compulsory for the child to attend all 10 hours of extracurricular activities? And is it possible that he will not participate in it at all for family reasons?

- If a child attends classes in specialized institutions of additional education for children (music school, sports school), then in these areas he may not attend extracurricular activities at school. An individual route of the child is drawn up, taking into account visits to other institutions and taking into account all areas identified in extracurricular activities. In accordance with the requirements of the Federal State Educational Standard, parents should be familiar with the results that should be achieved when the child leaves primary school. These results can only be obtained through the organization of classroom and extracurricular activities. Refusal may be due to the health of the child (for example, high loads, a special diet, etc.). Refusal is made in writing and is motivated.

4. Is it possible to involve specialists from institutions of additional education in the organization of extracurricular activities of students, and under what conditions?

- Specialists of additional education are not only possible, but also necessary to be involved in the organization of extracurricular activities on a contractual basis or on a combined basis. The school pays.

5. Should all 5 areas of extracurricular activities be presented in the curriculum, or is it enough to choose 1-2, but in more hours?

- All areas of extracurricular activities should be presented in the basis of the educational program of the institution. The institution creates conditions for the development of the child, the choice is up to the participants in the educational process.

6. Can traditional school activities be combined into programs and offered (credited to students) as extracurricular activities?

— Traditional school events belong to the system of educational work of the institution. They may or may not be. Classes within the framework of extracurricular activities are in the institution's schedule and their conduction is mandatory for teachers. Classes do not imply a mass character, but when organizing, developing, they take into account the individual characteristics of children, are organized using new technologies (project activities, research, etc.).

7. How to solve the problem of employment for all students in the afternoon (school resources are not enough)?

- On a contractual basis with institutions of additional education for children, either at their own rates or at the expense of rates of institutions of additional education. It is possible to involve specialists from youth and children's public organizations.

8. Will there be additional funding for extracurricular activities?

— Financing of 10 hours of extracurricular activities is defined in the standard for one student. The calculation of the standard was made taking into account 10 hours.

9. The program "Health" involves the monitoring of physical development. There are no medical workers in the state. Who will do it?

- Depending on what is meant by monitoring of physical development? If this is the correspondence of height and weight to age, then these data are from pediatricians (if there are no medical workers at school), the health group is also determined by pediatricians. If this is the fulfillment of norms in physical education lessons, then physical education teachers. There should be a student's health diary, where summary data is entered, but with the consent of the parents. The project is being developed. The introduction of a student's health passport is currently problematic, since issues with staff units have not been resolved, there are problems of interdepartmental interaction, personal data protection.

10. Will the educational institution be financed for organizing extracurricular activities if there are 4 students in the class?

- Will. This is defined in the regulation.

11. Is it planned to allocate additional funds specifically for equipping primary school classrooms in accordance with the requirements (for training sessions and organizing extracurricular activities)?

— Will be. The standard per student provides for funds for the material and technical equipment of the educational process. The institution determines funding priorities.

12. Detailing of extracurricular activities: 10 hours voluntarily or mandatory for each student; 10 hours are mandatory for each student or for the class as a whole; payment for these hours will be carried out according to new documents or as payment for hours BEFORE?

- Funding is provided by the class-kit. Payment for an hour is made based on the cost of an hour of circle work in an institution.

13. Is the class teacher obliged to lead any circles?

- Is not obliged to. He has other responsibilities.

14. What will the class teacher do after class?

- In the job description, it is possible to prescribe the accompaniment of students to classes.

15. How can you record 10 hours of extracurricular activities? Who will be doing this?

- Each teacher is recorded in special journals. Control can be exercised by the director, deputy director for educational work, for educational work.

16. How to plan and organize extracurricular activities in a rural school in the absence of specialists?

- By the forces of teachers, librarians, visiting cultural specialists, institutions of additional education. Creation of different age groups.

17. How to deal with extracurricular activities with children who come and go on school buses (i.e. live far enough away from school)?

- First of all, solve the issue of feeding children together with parents and change the school bus schedule.