Planning the educational process is divided into drawing up thematic and lesson plans of work. Similar plans are regularly published in various methodological journals. In lesson plans, the teacher sets tasks (cognitive, developmental and educational), as well as basic questions used when studying new material, repeating and consolidating what has already been learned, marks exercises for practical activities in the lessons, assignments for homework and teaching materials that are used in class. lesson.
General organizational work teachers can be divided into two stages.
1. Preparatory.
2. Executive.
Preparatory stage– preparation of visual teaching aids, handouts, search and selection of necessary reference literature, preliminary preparation of tasks and exercises to test students’ knowledge and the formation of the necessary skills, selection and involvement of students in educational work to check the quality of mastery of the material covered.
Executive stage– the direct activity of the teacher in the lesson and the associated organization of student activity (both active and passive).
Planning of educational work. The essence of planning lies in the rational distribution in time of the collective and individual work of school employees necessary to achieve the set goals. It is intended to reveal the content, functions and interaction of both individual school units and the entire system of school work as a whole and indicate practical measures aimed at achieving the assigned tasks.
Planning efficiency and the implementation of the planned activities depend on compliance with a number of conditions, first of all, on the ability to analyze the results of the school’s educational work for the previous academic year. Here, an objective assessment of the quality of students’ knowledge, their upbringing, skills and abilities in academic work and other activities, and the development of intellectual strength and abilities of schoolchildren is of decisive importance. Particular attention is required to the analysis of students' quarterly test papers, exam results, determination of the level of knowledge, abilities and skills, study of materials from methodological associations, pedagogical councils, production meetings, as well as the study of the relationship between quantitative indicators and qualitative characteristics of the educational process and its results.
Long-term planning of school activities- This is planning for a long period. An equally important condition for effective planning is a clear understanding of the school’s development prospects for the year and the next few years, the identification of the main goals and main tasks of the team’s activities, their real refraction on the scale of the district, city, region.
The development of a school-wide team is unthinkable without defining a long-term work perspective, justifying the long-term goals of educational activities, creative searches for more effective forms and methods, and establishing sustainable features of the work of a given school in the next five years.
The school's five-year work plan provides for the most significant indicators: movement of the student population; retraining and advanced training of teaching staff; system of pedagogical education for parents; transferring students to extended day care. An important place is occupied by the development of measures to strengthen the educational and material base of the school, improve the living, working and rest conditions of teachers and students.
Particular attention is paid to the creation of an educational and material base for labor training and the organization of socially useful, productive work for students. When developing long-term plans, it is necessary to take into account the consistent complication of the content of all educational work and the age characteristics of schoolchildren.
The complexity of such planning lies in the fact that the educational process goes beyond the classroom, lesson, receiving its logical development in various forms of extracurricular and extracurricular activities and in the independent work of students. Life dictates the need for a holistic approach to the upbringing and development of a child, the construction of a unified, comprehensive system of educational influences of the school, family and community.
The main task of planning is the focus of the school teaching staff on increasing the efficiency of the quality of work.
And this is a fundamentally new opportunity to ensure continuity of learning, the potential of which has not yet been truly explored.
The second and, perhaps, the most important factor that can seriously influence the problem of continuity of school and university education and create real conditions for the implementation of continuity and integration of these links of education is the introduction of specialized training in high school, which will introduce into the content of school education, new components are introduced into the educational process, many of which will directly “work” to increase the efficiency of continuity of education at school and university.
Let’s consider what specialized training will provide for greater interconnection between the school and the university. Firstly, this is the flexibility of the basic curriculum of the senior level of school in the context of the introduction of specialized education, which allows the formation on its basis of curriculum plans for individual educational profiles that vary in structure and content, this will ensure the possibility of adapting the structure and content of education at the senior level of school to the needs higher education.
Secondly, the introduction of specialized education means a transition at the senior level of school to a multicomponent structure of educational educational programs, differentiation of the content of education into three types of courses (basic, specialized, elective), which have different functions in the educational process, which, in particular, will bring closer the structure of the school curriculum to university. The variability of the content of education at the senior level of school opens up the possibility of using the principle of “educational credit” and a credit-module system for the formation of educational programs, which are beginning to be introduced into vocational education.
The third thing that can become a significant factor in strengthening the continuity of school and university education is the allocation of a component of educational content (specialized courses) in school, directly aimed at preparing schoolchildren for admission and study at a university. At the same time, the proposed training profiles in high school are largely focused on
training of specialists in the system of higher and secondary vocational education, and the composition of specialized (in-depth) courses in each educational profile correlates with the set of Unified State Examinations for admission to a university of a certain specialization. We also note that reducing the volume and unloading the content of basic (non-core) academic subjects allows schoolchildren to focus on studying subjects that form the basis of their chosen direction of subsequent professional education.
A significant role in ensuring continuity can be played by the introduction of new components into school education at the senior level (elective courses, project and research activities), the very essence of which determines the need to use organizational forms new to the school (lectures, seminars, educational projects, etc.) and methods of educational activity, which are in many ways characteristic of university education.
G.V.ZAKHAROVA
(Volgograd)
REFLECTION OF THE ASPECT OF “OPENNESS” IN PLANNING THE CONTENT OF TEACHING FOREIGN LANGUAGES
The characteristic features of the German version of the communicative approach to teaching foreign languages include increased attention of methodologists to the “openness” aspect, which is largely due to their focus on the basic principles of the critical theory of education and communicative didactics. Identifying the reasons for teachers and methodologists to turn to this aspect and determining its influence on the planning of the educational process is the goal of this work.
Representatives of communicative didactics and methods of teaching foreign languages are based on the emphasis on the aspect of openness when planning the content of training, as shown by the analysis of pedagogical and philosophical research.
ideas, lies the desire to achieve emancipation in the learning process and an orientation toward a different interpretation of the theory of knowledge. At the same time, didactics and methodologists turn to the constructivist theory of knowledge and to the research in this area by J. Habermas.
Representatives of constructivism, opposing the thesis that the criterion of scientificity is the correspondence of statements to reality, argue that cognition presupposes differences depending on the subject conducting the observation. The basic principles of constructivism were also applied to the learning process. “Just as cognition is not a simple reflection of external reality, learning is not a reflection of what has been learned. It is a complex, self-organizing activity related to successful actions. In the process of learning, we construct our reality so that for us it is “variable”.
J. Habermas, emphasizing the inadmissibility of reducing the concept of “reason” to conceptual-cognitive-instrumental knowledge, puts the idea of practical reason at the forefront. In his works, he also denies the existence of so-called “objective knowledge,” believing that knowledge is governed not by technical and practical cognitive interest, but by the researchers themselves, who, taking into account their life world, determine the aspect in which reality is objectified. Thus, J. Habermas points out that the criterion of truth is successful practice.
Representatives of critical pedagogy define the traditionally existing content of education as “instrumental rationality”, which makes it possible to construct a world in which a final answer to all questions can be given. They abandon the cult of reason, the orientation towards pragmatism and success. Criticism of these positions and ideas becomes part of critical education. In this regard, the critical theory of education and communicative didactics are focused not on universalization, but on supporting diversity. No theory is fully accepted by them.
not true; this means that any issues become available for discussion. The educational process is interpreted as an open educational process for all participants. The “openness” aspect had a great influence on the didactic problem of selecting educational content and formed the basis for the creation of a communicative-oriented theory of planning. This does not mean abandoning intentions and planning, but rather a willingness to consider teaching intentions and plans subject to debate and change.
In this case, the student is considered as a “planning instance” (citizenge instanz), and a foreign language lesson is considered as a language teaching situation. The school, the lesson and the structures of their interaction should, according to V. Popp, themselves become part of the content of the lesson. In this regard, the needs and intentions of students are proposed to be perceived not as undesirable and interfering factors, but as opportunities for cooperation, self-determination and the right to vote (Ibid.: 14). Students are allowed to protest through discourse against the proposed learning content. In contrast to the detailed re-planning of a lesson in an authoritarian style and the precise determination of results, an active analysis of the learning situation by the actors is proposed.
Students' participation in debate, as well as the determination of their needs and intentions, involves joint discussion of what is happening in the lesson and its critical revision, which constitutes metacommunication. The meta-lesson aspect is not limited to rational analysis and discussion, but is considered as a phase in changing processes in which, in situations of activity, a new one is created from communicative experience. “The magnitude of communication is the magnitude of the movement of emancipation. In metacommunicative interaction, members of the classroom group, together with the leader, think about the structure of communicative interaction (Ibid.).
Planning, according to H. Moser, should not be reduced to implementation without changing each planned step. It can be revised again based on what is happening in the lesson. Anticipating the needs and desires of students
questions may be based on an incorrect interpretation of the situation, and new questions may arise during the teaching process itself. All this must be discussed again in discourse and agreed upon with the guiding idea of the lesson, otherwise it is in danger of drowning in spontaneity. The activity-oriented theory of planning thus adopts and further develops important positions of communicative didactics.
In this regard, the problem of the relationship between openness and predetermined content in educational programs arises. On the one hand, the content discussed in the lesson must meet the requirements formulated in the catalogs of learning objectives and teaching plans. On the other hand, communicative didactics strives to take into account the interests and problems of the class group when determining the content of school communication, so as not to deprive class communication of its possible dynamics through previously “implanted” content.
Traditionally, the relationship between the teaching process and planning was considered one-sidedly, with the center of gravity falling on new models of planning theory. To change teaching, it was considered sufficient to develop documents in the expert council. In the process of teaching research, new points of view have emerged regarding the solution to this problem. Communication- and language-oriented teaching research has shown that students are more capable of taking responsibility for curriculum decisions that affect them than has traditionally been the case. The debate about new curricula was characterized by a desire to see students and teachers as subjects of learning and an assertion that curricula should be open (Ibid.: 17). Here, two school models collide that can hardly get along with each other: the communicative-didactic model, which proceeds from the autonomous communicative process of the class and localizes the central events of the lesson in speech, and the traditional one, according to which the content of school subjects depends on planning decisions.
Some methodologists have tried to consider this problem in connection with teaching focused on project methodology. They sought to maintain student-centered and situation-centered teaching while at the same time meeting the requirements of the curriculum (Richtlinien, curriculum). Thus, in the model of H. J. Thumister it is proposed to distinguish two areas: the teacher’s framework decisions (he sets requirements that, in his opinion, relate to project-based teaching, analyzes the teaching model according to the scheme, possible goals, the course of teaching and possible alternatives, or sums up past lesson and looks for possible future projects) and students' internal decisions (they vote on whether they want to participate in the project, what the work steps should be, and when they can talk about their success and completion). This division indicates that such a formulation of the question, when focusing on the design methodology, leads to “communicative” problems that are hardly solvable. The dilemma is that the expected spontaneity and importance of issues and topics is not the norm, since materials must be prepared despite the fact that they and the concepts of the projects contradict each other. Unplanned work must also assume a certain effectiveness (Ibid.: 102). Despite the prejudice of project didactics in relation to prepared content, the authors of school textbooks and materials are forced to pay tribute to real difficulties and try to plan school learning in advance (Ibid.: 103).
In his research, H. Moser also emphasizes the need for curriculum development (Richtlinien) to evaluate the intended content of learning in schools and for the intended discussions. He explains this by the fact that there are different ideas about the nature of what is desired, and that we live in a pluralistic society. Turning to communicative, discursive, critical consideration does not yet determine the correct conclusions for the school. Communicative didactics does not want to stop at stating pluralism.
ma of possible opinions, but connects them with social factors (Ibid.: 106). “This does not mean, of course, that planning research aims to authoritatively dispose of students through the development of certain criteria of discourse and, accordingly, limit them to some doctrine. But at the same time, everything cannot be left open, since there must be pedagogical responsibility for the fact that the student successfully learns to interpret his experience within a social framework."
H. Moser notes that it is precisely in connection with the pluralism of possible points of view that the “pedagogical responsibility” of the teacher should manifest itself in persistence in relation to the actual selection and assessment of school content, and not in leaving the selection of content to chance in the process of student discourse. In this regard, the content of teaching acquires new essential significance. It becomes not just the material in connection with which communication is carried out, but often the actual purpose of the work. The problem of the relationship between openness and specificity in planning, in his opinion, is directly related to the relationship between personal experience and interests and public ones. Communicative didactics and planning theory are of the opinion that lesson activities are determined not only by the teacher. Learning takes place in public institutions, which implies the need to interpret didactics within the framework of social relations. Thus, communicative intentions should be more related to the public framing of the issue.
Activity-oriented planning theory holds that pedagogy should be responsible for what students learn; It is not enough to leave everything open, you need to interpret your experience within the general social framework. Students should be able to consider issues that are significant to them in relation to public interest. The communicative orientation of educational processes does not mean that they do not need indicative frameworks that reflect existing social conditions. Aimed at
activity planning theory should not be equated with either authoritarian practice or open plans (offene curriculum). There is a need for structuring of lesson activities, which will make it possible to problematize existing social conditions and create an indicative framework for lesson activities (Ibid.: 94 - 95). According to H. Moser, planning theory with all its problems and requirements should not be abandoned. The content of education should not be carried out naturally; it needs reflection, which is possible only within the framework of the analysis of social conditions and links the theory of planning to them.
Specific criteria have been developed to develop learner-centered learning programs that anticipate learners' strategies for carrying out relevant learning projects. The principles of student participation in the construction, implementation and revision of a German language lesson were highlighted. According to these principles, administrative curricula and curricula should be formulated in such a way that there is ample space left for specifying educational goals in lesson projects and for individual organization of the educational process. In addition to administrative curricula, alternative curriculum programs can be used, and it is on the basis of the alternative that real solutions are possible. It is proposed to regularly inform students and parents about educational goals and methods of work in the lesson and teach independent thinking. Teachers and students should strive for a symmetrical communication style inside and outside the classroom so that power struggles associated with discipline difficulties can be eliminated in school classrooms. The necessary transition from a traditional teacher-centered to a project-oriented way of working in the classroom occurs step by step so that the training effect contributes to the stabilization of student-teacher relationships. Checking students' work and assessing their progress becomes an integral part of the lesson so that students learn as quickly as possible
all methods of learning control and could apply them.
The lesson is proposed to be oriented in two ways. This means that the educational goals achieved with the participation of students are accompanied by work that can be achieved using selected methods, and their results can be checked and evaluated by students. The work situations or work incentives offered in German lessons arise together with the incentive for speaking, listening, writing or reading directly from the students’ life world or are so close to it that a high degree of work motivation is guaranteed. Students are involved in planning and choosing teaching methods and media. Curricula that specify and differentiate general goals (Grobzielebene) must be alternative. The results of the work and its sequence are so anticipated by the teacher and student that monitoring the results and changing the planning become possible. The practical implementation of project-oriented German language teaching according to these criteria largely depends on the readiness and ability of individual teachers. H. J. Thumister believes that following changes in curricula, there should be a revision of teacher training and improvement of their qualifications (Ibid.: 26).
So, the analysis of didactic and methodological literature showed that one of the characteristics of the German version of the communicative approach to teaching foreign languages is the emphasis on the aspect of openness in teaching, which is caused by a focus on emancipation as the central goal of training and education and reliance on the research of J. Habermas. The refraction of the aspect of openness in the content of teaching foreign languages is expressed in taking into account the interests of students and in providing them with the opportunity to actively participate in determining the content of training and changing it. The proposed solutions to the problem of the relationship between openness and given content of learning do not contradict the basic principles of the communicative approach to teaching foreign languages.
Literature
1. Furmin, I.D. Challenge of critical pedagogy / I.D. Furmin // Question. philosophy. 1998. No. 12.
2. Boettcher, Wolfgang. Zur Chanse “SymmetrischerKommunikation” / W. Boettcher // Kommunikative Didaktik: Soziale Dimensionen d. didakt. Feldes (hrsg.) Von Walter Popp. Weinheim, Basel:Beltz, 1976.
3. Horster, Detlef. Habermas, Jurgen / D. Horster //Metzler-Philosophen-Lexikon: 300 biogr.-werkgeschichtl.Portr. Von d. Vorsok-ratikern bis zu d. Neuen Philosophen/unter red. Mitarb. Von Christel Dehlinger hrsg. Von Bernd Lutz. - Stuttgart: Metzler, 1989.
4. Kunig, E. Theorie der Erziehungswissenschaft. Einführung in Grundlagen, Methoden und praktische Konsequenzen. 2 Auflage: Beltz Verlag / E. Kunig, P. Zedler. Weinheim; Basel, 2002.
5. Moser, Heinz. Kommunikative Didaktik und handlungsorientierte Curriculumtheorie / H. Moser // Kommunikative Didaktik: Soziale Dimensionen d. didakt. Feldes (hrsg.) Von Walter Popp. Weinheim; Basel: Beltz, 1976.
6. Popp, Walter. Die Perspektive der Kommunikativen Didaktik / W. Popp // Kommunikative Didaktik: Soziale Dimensionen d. didakt. Feldes (hrsg.) Von Walter Popp. -Weinheim; Basel: Beltz, 1976.
7. Portmann, Paul. Communication als
Problem der Sprachdidaktik: Unters. zur
Integration communicationstheoret. Modelle in einige neuere Theorien des Sprachunterrichts/ P. Portmann. Tubingen: Niemezer, 1981.
8. Schiffer, Karl-Hermann. Partipation und Identi^t im Schulfeld / K.H. Schiffer // Kommunikative Didaktik: Soziale Dimensionen d. didakt. Feldes (hrsg.) Von Walter Popp. -Weinheim; Basel: Beltz, 1976.
9. Siebert, Peter. Zur didaktischen Transformation von Gegenständen / P. Siebert // (Hrag.) Probleme der Unterrichtsmethodik // H. Moser. Kronberg, 1977.
10.Tymister, H.J. Didaktik: Sprechen,
Handeln, Lernen/ H. Josef Tymister. Munich 1978.
11.Tymister, H.J. Curricula / H. Josef Tymister //Gorschenek Margareta, Rucktschel Anna-Maria/Hrsg. Kritische Stichr^rter zur Sprachdidaktik. Wilchelm Fink Verlag Muinchen, 1983.
Planning your training
As Fig. 1.1, learning planning is a central element of the learning process. A training plan is a systematic statement of what training should be delivered, in what way, what should be achieved as a result and how it should be assessed. The plan may concern the entire organization or specific parts of it. In any case, it will contain information in the following sections:
Figure - 1.1 The key role of learning planning
Training program objectives - a basic statement indicating what purpose a particular training program is pursuing (for example, “the purpose of this program is to improve the skills of delegation of authority and setting priorities by department heads”).
The target audience is those for whom the training is being conducted (for example, “all 4th grade managers and other management personnel responsible for production”).
The size of the target audience is the planned number of participants.
Program evaluation -- provisions for assessing learning outcomes in terms of performance achieved and the impact of learning on organizational performance.
Administrative Issues and Costs - Training program schedule, location, release of employees from regular duties during training, expenses and costs.
Training personnel - determination of those who will be involved in training. Depending on the circumstances, this may include certain teachers and specialists, as well as personnel occupying various positions in the organization. External consultants may also be hired if necessary (for example: off-duty training may be provided by external consultants; employees may be advised upon return to work by their immediate supervisor; and the training of managers themselves may be the responsibility of the chief training officer).
Personnel training methods
We will describe methods of vocational training in the workplace. This form of training is carried out with a specific task at the workplace (Table 1.3).
Table 1.3 - Methods of training personnel on the job
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Teaching methods |
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Directed acquisition of experience |
Systematic planning of on-the-job training, the basis of planning is an individual vocational training plan, which sets out the training objectives |
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Production instruction. |
General information, introduction to the specialty, adaptation, familiarization of the student with the new working environment |
|
|
Change of workplace (rotation) |
Gaining knowledge and gaining experience as a result of a systematic change of workplace. As a result of this, over a certain period of time, an idea of the versatility of activities and production tasks is created (special programs for the younger generation of specialists) |
|
|
Using workers as assistants and trainees |
Training and familiarization of the employee with problems of a higher and qualitatively different order of tasks while simultaneously taking on a certain share of responsibility |
|
|
Mentoring |
Collaboration between mentor and student, where the mentor provides continuous, impartial feedback and periodically checks the level of performance of the mentees. The method is effective in cases where something goes wrong or someone does something incorrectly and there is a need to correct this state of affairs. The method can be practiced systematically |
|
|
Preparation in project groups |
Collaboration carried out for educational purposes in project teams created within an enterprise to develop large, time-bound tasks |
|
|
Delegation |
Part of the responsibility is transferred to a lower-ranking official. |
|
|
Multiplication problem method |
Use of educational methods and instructions. |
Methods of vocational training outside the workplace are intended primarily to obtain theoretical knowledge and to teach the ability to behave in accordance with the requirements of the work environment (Table 1.4).
Let us dwell on a detailed description of the latest method of training outside the workplace. Recently, the importance of training methods for qualified personnel has increased significantly, according to which members of working groups in regular meetings (up to 10 people) outside the workplace discuss the work situation and together search for opportunities to solve the problem (we are talking about the Japanese “quality circle” method, which is used in the USA and Europe). In Germany this method is called "instead of studying". Both methods have a number of the same, similar features: work groups want to manage themselves. The production hierarchy in the work group does not matter; the results of the group's work are presented to higher authorities. Groups differ from each other primarily in their goal setting. The quality circle tendentiously tries to emphasize the result-oriented, cost-effectiveness of training qualified personnel, while the “instead of studying” group brings to the fore the personality-oriented elements of training a qualified worker, i.e. development of behavior and methods of communication.
In addition to on- and off-the-job training, a combination of both methods is possible. These forms of training include:
Experiential or experiential learning - learning through independent work, but in some logical order;
Table 1.4. - Methods of training personnel outside the workplace
|
Teaching methods |
Characteristic features of the method |
|
|
Lectures |
Passive teaching method, used to present theoretical and methodological knowledge, practical experience |
|
|
Programmed training courses |
A more active learning method, effective for gaining theoretical knowledge |
|
|
Conferences, seminars, round tables, excursions, discussions, meetings with management |
An active learning method, participation in discussions develops logical thinking and develops ways of behavior in various situations |
|
|
A method of training management personnel based on independent solving of specific problems from production practice |
Modeling of an organizational problem that the group participants (listeners) must solve. Allows you to combine theoretical knowledge and practical skills, provides for information processing, constructive-critical thinking, development of creativity in decision-making processes |
|
|
Business games |
Learning how to behave in various work situations, during negotiations, and role holders must develop alternative points of view |
|
|
Daily training in which one instructs or trains another on the fundamentals of his activity through intensive training, demonstration and practical work in order to improve the effectiveness of the activity |
||
|
Selfeducation |
The simplest type of training, for which neither an instructor, nor a special room, nor a specific time is required: the student learns where, when and how it is convenient for him, but this requires the consciousness and desire of the student himself to acquire new knowledge |
|
|
Methods for solving production and economic problems using models |
Modeling processes occurring at competing enterprises. Listeners distribute among themselves the roles of competing fictitious organizations. Using input data, students must make appropriate decisions for several stages of production of products or services (production, sales, financing, personnel issues, etc.) |
|
|
Quality circle (“instead of studying”), working group |
Young specialists develop specific solutions to the problems of managing an organization, united in working groups. Proposals developed in working groups are transferred to the management of the organization, which reviews the proposals, makes decisions on them and informs the working group about the acceptance or rejection of its proposals |
Demonstration and practice under guidance - the trainer shows the trainee how to do it, then the trainer gives the opportunity to do it to the worker himself, but under his guidance;
Programmed learning is a book or machine that “guides” the reader and periodically tests his knowledge by asking questions;
Computer-assisted learning is actually programmed learning through interaction with a computer, using the Internet;
Action learning is learning by doing something, such as participating with others in developing a project or group assignment, or working as a co-worker in another department.
Speaking about the economic and social efficiency of training qualified personnel, it is necessary to note the following. Training of qualified personnel is effective if the costs associated with it will be, in the long term, lower than the organization’s costs of increasing labor productivity due to other factors or costs associated with errors in hiring labor. Since determining the results achieved through the training of qualified personnel is associated with certain difficulties, there is an economic efficiency of training in the form of cost reductions that can be accurately calculated. Training of qualified personnel affects important factors of social efficiency. Increasing professional skills has a positive effect on job security, on opportunities for promotion, on the expansion of the external labor market, on the amount of income of the organization, on self-esteem and opportunities for self-realization.
Pros of on-the-job training methods:
1. The method of directed acquisition of experience plans on-the-job training; according to the drawn up plan, systematic training of personnel is carried out, that is, according to a specific program.
2. Industrial instruction, it is intended for introduction to the specialty, that is, the new employee becomes familiar with the work procedure at this enterprise.
3. Changing workplaces allows you to broaden the employee’s horizons.
4. Using workers as assistants and trainees, this method allows you to transfer experience from a bottom worker to another.
5. Mentoring, a big advantage of this method is control over the employee’s development.
6. Training in project groups; in such groups, workers borrow knowledge and information from each other.
Disadvantages of on-the-job training methods:
1. Method of directed acquisition of experience, this method involves drawing up an individual plan, which in turn takes a lot of time.
2. Industrial instruction method is not an effective way to train personnel; it can be used as an annex to the main method.
3. Changing the workplace may cause a disruption in the production process.
4. Using workers as assistants distracts workers from work.
Positive aspects of personnel training methods outside the workplace.
1. Programmed training courses, this method is effective for studying the theoretical part of the work.
2. Conferences and seminars help consolidate theoretical knowledge.
3. The management training method is effective for training management personnel.
4. Business games, provides the skills necessary for negotiations, behavior in various work situations.
5. Training, effectiveness lies in the use of intensive training.
Negative sides:
1. Self-training is not an effective method of training staff because the employee is not interested in the learning process.
2. The method of solving production and economic problems does not fully cover the real situation.
Department of Education of the Perm Region
Perm Regional Institute of Advanced Studies
education workers
Department of Health Protection
children and teenagers
Final qualifying work
Topic: “Planning and organizing classes at school
in life safety for grades 5-11"
Perm, 2008
| 1. Introduction |
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| 2. Planning the educational process |
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| 3. Organization and conduct of educational work |
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| 4. Acceleration and facilitation of the process of acquiring knowledge |
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| 5. Communication during the learning process |
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| 6. Basic methods and forms of training and education |
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| 7. Forms of control and assessment of knowledge, skills and abilities of trainees |
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| 8. Assessment of acquired practical skills |
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| 9. Technical support for the educational process |
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| 10. Table 1. Contents of a comprehensive calendar plan |
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| 11. Table 2. Thematic plan for studying the course “Life Safety” |
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| 12. Table 3. Methods of perception |
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| 13. Table 4. Communication with “difficult” students |
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| 14. List of references used |
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INTRODUCTION
Planning is the most important element of the educational activities of a school, therefore the quality of educational work and the safety of the entire school staff depends on the thoughtfulness and expediency of the work of the life safety teacher-organizer (usually, who also combines the duties of the chief of the civil defense staff).
The process of developing life safety plans is complicated by the fact that the entire system of educational activities in schools today is in dynamic development. Not only the forms of educational work of educational institutions are changing, but also its content.
In the new reality, the subject of life safety is a relevant area of education and can only exist in an integral security system: technogenic, environmental, political, social, military, economic, information and others. This is its humanistic significance - to provide training, the formation of spiritual and moral foundations, moral and psychological qualities and civic orientation, as well as to help a person survive in the growing crisis of civilization.
This feature of the subject allows, on the one hand, to incorporate proven traditional forms of teaching and educational activities into it, and on the other hand, it opens up scope for innovation.
Planning the educational process
Achieving high results in preparing students for a life safety course largely depends on the quality of planning the educational process, which should ensure logical consistency and reasonable connections when studying topics, as well as increasing the knowledge, skills and abilities of students.
Proper planning ensures:
− necessary direction, structure and quality of training;
− rational distribution of time on topics of educational material;
− logical organization of practical skills and abilities;
− thoughtful use of teaching aids, technical training aids and equipment.
Before planning, preparatory work should be carried out, which consists of collecting and processing various information, which is systematized and summarized.
First of all, current educational programs and educational publications included in the “List of educational publications recommended by the Ministry of Education of the Russian Federation for the academic year” are analyzed. Next, methodological literature, visual and teaching aids, various reference and statistical data, as well as departmental recommendations on the subject of life safety are studied.
When carrying out this work, along with traditional sources of information, the global information network Internet should be more actively used. First of all, its Russian-language resources:
− laws of the Russian Federation and decrees of the President of the Russian Federation;
− websites of the Ministry of Defense of the Russian Federation, the Ministry of the Russian Federation for Civil Defense, Emergencies and Disaster Relief, the Ministry of Internal Affairs of the Russian Federation;
− rules of behavior in extreme situations;
− data on emergency situations of natural and man-made nature (search in Rambler systems);
− methodological developments of educational institutions.
It is necessary to carefully familiarize yourself with the curricula of related disciplines in order to most effectively use interdisciplinary connections in the educational process.
Having done the preparatory work and decided on the content, volume, timing and support of the course, you should begin to directly develop planning documents.
− When drawing up plans, you should consider:
− total duration of the course;
− organizing the presentation of material (from simple to complex, combining related issues, etc.);
− time allocated for studying each topic;
− time required to repeat, consolidate and systematize knowledge, skills and abilities;
− level of training of trainees and complexity of topics when determining the type of lesson;
− assessment methods.
Planning is usually carried out at several levels: comprehensive, thematic and lesson-based.
A comprehensive calendar plan is drawn up for the academic year, which defines the main areas of work. As a rule, this plan contains sections: academic work, methodological work, extracurricular and extracurricular work, work to improve the educational material base. The approximate contents of a comprehensive calendar plan are given in table 1 .
IN thematically the distribution of educational time for the study of each topic is made, the list of educational, methodological and other literature is specified, educational and material support and interdisciplinary connections are determined, and forms of control over the quality of training of students are established. One of the options for the structure of this plan is presented in table 2 .
Classes are the most important part of the learning process. It is here that students receive the necessary theoretical knowledge and practical skills. Of great importance for the quality of classes is the preparation of both the teacher and students, as well as lesson planning.
Teacher training must be early and comprehensive. To do this he needs:
− identify and study the necessary educational and methodological literature;
− select and prepare the location of the lesson and the necessary material support;
− if necessary, practice practically those actions and techniques that should be shown to students;
− draw up a plan or outline of the lesson.
− When determining the sequence of presentation of educational material, it is necessary that one of the basic requirements of training be fulfilled - from simple to complex, from particular to general.
Planning algorithms. A wide range of possibilities is allowed in constructing plans for the educational work of the school.
To do this, it is advisable to follow the following algorithm:
1. Using materials from the previous academic year, develop a new version of the Curriculum thematic plan (no deeper than the sections being studied) and the Life Safety Action Plan for the entire school, which can be an integral part of the school-wide plan of educational work.
2. Based on the long-term plans of the Education Committee and the Center for Military-Patriotic and Civil Education, develop a detailed draft School Action Plan on the basics of life safety for the year.
3. Help other life safety teachers formulate pedagogical and educational goals, determine the sequence of studying topics and the content of lessons, detailing the educational question (lesson).
4. Analyze and distribute didactic material of the subject to teachers of related disciplines.
6. Synchronize related topics of your plan with lesson plans of other subjects, coordinate this with the class schedule.
7. Plan a reserve of time to prepare for the implementation of expected operational instructions.
8. Discuss with interacting teachers the use of equipment, visual propaganda, and premises for conducting classes.
9. Prepare proposals for the deputy director of the school for educational work for his Plan of extracurricular activities related to cultural and sports events of a military-patriotic and civil nature.
10. Based on the proposals approved by the teachers’ council, the school director makes his own decision, formalized in the form of an order “On organizing the training of students in LBJ.”
Thus, planning educational work on life safety should be understood as a detailed development of the content, sequence of actions and distribution of efforts in organizational, methodological, regulatory, information and logistical support of classes based on the decision made by the school director.
For all age groups, it is advisable to adhere to the following formulations of educational goals:
- For elementary school– awakening interest in the subject itself and its usefulness;
- For primary school– the ability to obtain and systematize information about potentially dangerous objects, environments and situations in order to anticipate the development of events, avoid their impact and (if they occur) act correctly;
- For high school– developing the ability to analyze the consequences of one’s actions and external circumstances, in order to acquire practical skills for a safe lifestyle.
The order is a guide to action for both the teacher-organizer and subject teachers of related disciplines.
Primary school teachers, starting their own planning, study the life safety plan, and then, using basic and additional literature, break the materials into logically complete parts that correspond to their course, striving to ensure that they ensure the assimilation of the program, the intellectual development of students and the achievement of these goals. educational purposes.
At the end of the school year, in order for students to consolidate the theoretical knowledge acquired during the course “Fundamentals of Life Safety,” the school holds final events dedicated to Children’s Day.
Planning documents are subject to adjustments from year to year depending on specific circumstances, thereby ensuring an approach to the optimal option.
Lesson planning carried out in any form, taking into account the training and experience of the teacher and the complexity of the topic. It should be borne in mind that a skillfully planned and well-prepared lesson is the basis for its successful implementation. This is especially true for a novice teacher. Drawing up a lesson plan allows you to provide the most effective ways to achieve learning goals in a limited period of time. This is achieved by careful selection of educational material and correct determination of teaching methods and means. With the help of a plan, the teacher translates his ideas and ideas into real teaching activities.
In recent years, much attention has been paid to the issues of lesson planning in the methodological literature. Thus, in the methodological manuals on life safety from grades 5 to 11, published by the Drofa publishing house, options for lesson plans are given on all topics provided for in the curriculum.
The lesson structure usually includes:
− introduction to the lesson;
− transfer and assimilation of new knowledge, skills and abilities, for which the largest part of useful time is allocated;
− consolidation of educational material - diagnostics and strength of acquired knowledge, skills and abilities by observing the behavior, attention and activity of students, as well as conducting quizzes and short conversations;
− instructions on further work on the topic, specific tasks for independent work.
− Most often, the lesson plan reflects the following questions:
− name of the topic;
− didactic goals of the lesson;
− educational issues;
− teaching methods;
− logistics;
− progress of the lesson (actions of the teacher and students)
− questions to check the quality of learning material.
The plan reflects the procedure for the activities of the assistant lesson leader, if he has been appointed.
Outline of classes on the basis of military service
Subject: ___________________________________________________________
Purpose of the lesson: ___________________________________________________
Time: ___________________________________________________________
Place of class: _____________________________________________________
Logistics: ___________________________________
________________________________________________________________
Benefits: __________________________________________________________
Students are informed in advance of the topic and educational goals of the lesson, and assignments may be given for independent study of the material. Before studying some topics, it is advisable to arrange for students to watch films and videos.
Having a well-developed lesson plan, the teacher can be sure that he will not have problems during the lesson, and the students will not have difficulties in mastering the material.
The listed plans are the main organizing documents of the educational process and ensure that children and adolescents receive the necessary knowledge, skills and abilities.
The plan was developed on the basis of the course program “Fundamentals of Life Safety” for students of general education institutions (grades 1-11), taking into account the environmental education strategy adopted at the school.
Educational goal: the ability to obtain and systematize information about potentially dangerous objects, environments, situations, and methods of protection from their effects.
Section 1
Security system “Nature – Man – Society” (PChelO).
Violation of the harmony of the system is the main cause of extreme and emergency situations.
Technogenic sources of safety.
Protecting life and preserving human health. Children's health
Valeology. Healthy lifestyle
Primary medical knowledge.
Section 4
Applied physical training and sports
Organization and conduct of educational work
For successful teaching activities, a teacher must know his subject well, be confident in teaching and educational methods, and have practical teaching skills. He must create such a relaxed, friendly and calm atmosphere in the classroom and establish such a creative relationship with students in which they themselves want to gain knowledge and master skills and abilities.
Acceleration and relief process of knowledge acquisition
Knowledge acquisition can occur at any time. The result of learning new knowledge and skills is a permanent change in behavior.
The process of acquiring knowledge can be represented by the diagram: knowledge + skills. If knowledge is confirmed by skills, we can say that the acquisition of knowledge was successful.
Knowledge is the process of obtaining and assimilating new information, which is achieved through lectures, using audiovisual means, and the active participation of listeners in discussing the topic.
Skills are learned first visually and then through practice, for example when using respiratory and skin protection. The student must be able to correctly perform certain actions, and not just describe them.
Students acquire knowledge in different ways - at different speeds and in different ways. In everyday life, they receive information from conversations with family and friends, from radio and television programs, from audio and video equipment, as well as from their own life experiences. Therefore, it seems rational to use a wide variety of teaching methods, covering all ways of perceiving the material. Look table 3 .
There are certain techniques to facilitate the assimilation of knowledge. This is achieved by the following steps:
precise statement of tasks;
− using the method of active participation of students in classes;
− use of audiovisual teaching aids;
− encouragement to discuss and put forward ideas;
− respect for the opinions of listeners.
The appropriate learning environment helps to absorb knowledge. The classroom must ensure the safety of students, be comfortable, lighted and ventilated. It must be maintained at normal temperature. The size of the room must be sufficient for practical training. Chairs and tables should be movable so that it is possible to free up space for practical classes by moving the furniture along one of the walls. When arranging furniture, care should be taken to ensure that everyone can sit comfortably and can clearly hear and see the teacher.
Communication during the learning process
For a teacher, the ability to clearly and simply express one’s thoughts, talk with listeners, exchange ideas, convey one’s feelings, and also be able to listen is very important.
The ability to speak can be developed. To do this you need:
− speak in a normal rhythm, clearly and loud enough for those sitting far away from you to hear;
− speak in accessible language;
− try to explain all complex concepts so that you are well and correctly understood;
− repeat information using examples, illustrations and diagrams (repetition of what has been said helps to better understand and remember the message);
− try to express your thoughts correctly;
− maintain eye contact with the audience;
− seek feedback from listeners to your message - this will serve as a test for the quality of perception of the material and the effectiveness of communication.
Listening is not an easy task. On average, a speaker speaks 125 words per minute, while a learner thinks almost four times faster. Therefore, the listener has the ability to mentally distract himself from what he hears, and this explains the fact why students who are not attentive enough make hasty conclusions and conclusions.
− do not fidget in your chair, do not yawn, do not allow your gaze to wander absent-mindedly;
− repeat in your own words the meaning of what you heard, without expressing approval or condemnation;
− ask clarifying questions in order to better understand the meaning of what you heard.
In the learning process, feedback is very important, i.e. educational and communication impact, allowing students to get an idea of their success. Corrective feedback can be effective and helpful if it is immediate and specific rather than vague. This connection can be used to correct the mistakes and misconceptions of listeners, as well as the incorrectness of their actions. At the same time, one should not directly or indirectly evaluate their physical or mental abilities.
To create a positive atmosphere during class, you should always explain the material; apply various methods and teaching aids in the learning process; allow the sharing of personal examples or life stories; Bringing new material to your attention, return to what has already been covered, assessing its assimilation.
Establishing effective communication with listeners is hampered by the use of complex terminology; duration of classes; the group is too large; ignoring the activity factor.
Sometimes there are so-called “difficult” students in the classroom. What should the teacher do about these students? Recommendations and advice on what to do in such situations are provided in table 4 .
Basic methods and forms of training and education
When conducting classes, a wide variety of teaching methods should be used.
They are understood as a set of techniques and ways of organizing the interrelated activities of the teacher and students, with the help of which the acquisition of knowledge, skills and abilities and the development of mental and physical abilities of students are achieved.
Each teaching method has its own essence, functions, scope and teaching methods.
To choose the right and effective teaching method, many factors must be taken into account: the composition of the audience, the specific situation, the teacher’s own strengths, the volume and nature of the information that he needs to convey, time, as well as the premises and equipment at his disposal.
Today, the following teaching methods are most actively used in various combinations:
− oral presentation of educational material;
− discussion of the material being studied;
− display (demonstration);
− exercise;
− practical classes;
− independent work.
Oral presentation of educational material carried out in the form of a story, explanation, instruction and lecture.
Story is a consistent, imaginative and emotional presentation of educational material by a teacher or student. It presents primarily specific facts in descriptive or narrative form. The story allows students not only to assimilate information and facts, but also teaches them the ability to present material consistently. This form of presentation of the material can be used in working with children and adolescents of all ages, but it has the greatest educational and developmental effect when teaching younger schoolchildren.
Explanation- this is a form of presentation of educational material that provides disclosure of the meaning of events, phenomena, actions and processes. Most often used when studying theoretical material and solving various problems. Explanation is most effective when teaching children of middle and high school age.
Under instructing understands clear and concise recommendations and instructions on the procedure for performing a particular technique, action, task.
Lecture involves a continuous process of supplying material, which allows you to provide a large amount of information in a short time. It represents a detailed presentation of fairly large theoretical and practical issues. It uses elements of narrative and description, explanation and evidence in various combinations, analyzes facts and provides examples, draws generalizations and conclusions. The most effective lectures are those during which the teacher creates problematic situations, poses questions to the students, discusses and encourages students to engage in the search for solutions to the problems that have arisen. It is very important to use visual aids and technical teaching aids during lectures, and to use various techniques to enhance students’ cognitive activity. The lecture system is most appropriate to use when teaching older schoolchildren who are ready for quite a long period of technical, physiological and mental stress.
Discussion of the material being studied- another teaching method. It is effective if: each student gives his comments; participants in the discussion are not allowed to digress from the topic; the remaining time is controlled; The teacher prepares a list of questions in advance to support the discussion, and ensures that the discussion goes on the intended course, giving a brief summary of the issues being discussed.
Most often it is held in the form of conversations and seminars.
Conversation The teacher-student interaction is a dialogical form of presentation and assimilation of the material. The purpose of the conversation is to use the knowledge and personal experience of students to intensify their activities and involve them in an independent search for ways to resolve problems and contradictions. Often conversational elements are included in the story and explanation. Conversation helps students develop the ability to think quickly and clearly, analyze and generalize, pose questions accurately, and speak clearly and concisely. This form of discussion is used with all age categories of students.
On seminar classes The educational material is discussed in sufficient depth and detail, and a serious analysis and evaluation of various information is carried out. At the seminar, the teacher organizes a thematic or problem-based discussion of issues, reports and abstracts. Students ask each other questions, express their opinions, take part in discussions, and answer the teacher’s questions. In addition to reports and abstracts, essays, drawings, and technical products can be discussed at seminars. Seminar classes contribute to a solid assimilation of knowledge, as they require students to do a lot of independent work and be active during the discussion. Organizing and conducting seminars is possible mainly in high schools.
One type of discussion of the material being studied is “brainstorming,” which consists of a quick action that allows you to collect the largest number of diverse ideas. This method reveals many solutions to a given problem and, as a rule, successfully involves all students in the learning process.
To achieve the greatest effect, the teacher must: be brief and encourage lightning-fast sentences; ask listeners to suggest any solutions to the problem; clearly state the rules of the game; combine, hone ideas in the brainstorming process. You should not allow listeners to criticize or support each other's thoughts, otherwise you will narrow the scope of the discussion.
Along with oral presentation and discussion of the material, methods operating on a visual and sound-reproducing basis are widely and actively used, the essence of which is to form in students visual images of the phenomena being studied, methods of action, objects and create in them specific ideas about the structure of equipment, technology, the flow of various processes.
One such method is illustration, the main function of which is to figuratively recreate the essence, form and structure of a phenomenon or event. Layouts, dummies, models, works of fine art, films and videos, literary, scientific and musical works are used as illustrations. As well as visual aids such as graphs, diagrams, diagrams, tables, maps, posters.
Using this method provides the teacher with extensive feedback as it raises numerous questions among students.
Method demonstrations ensures students’ perception of the actions of people, devices, equipment and mechanisms in dynamics.
The main types of demonstration are a personal demonstration by the teacher of the techniques and actions being studied, demonstration of equipment, instruments, and weapons in action. The demonstration can be used with students of any age. It must necessarily include in its structure an interview with students regarding the perceived quality of learning the educational material to clarify.
The following didactic requirements apply to methods operating on a visual and sound-reproducing basis:
− careful selection of the necessary material that corresponds to the goals and objectives of the lesson;
− correct selection of the most suitable means of illustration for a specific topic and the number of techniques and objects demonstrated;
− strict dosage when using visual aids;
− skillful combination of illustration and demonstration with other teaching methods.
The only method of developing skills, abilities and practical operations in trainees is exercise. They switch to this method of teaching only after students have thoroughly mastered theoretical knowledge and detailed instructions from the teacher. The exercise method can be used both individually and in a group (class). Training is carried out in the following sequence:
− familiarization with a technique or action;
− learning the exercise;
− training to consolidate and improve skills and abilities.
To familiarize students with the exercise, it is necessary to name it, demonstrate its execution as a whole, and, if necessary, demonstrate it in parts with an explanation of the technique.
Learning the exercise is aimed at developing new skills and abilities in the trainees. Several methods are used for this. The exercise is learned as a whole if it is simple and accessible to the trainees. If the exercise is complex, and the structure allows you to divide it into separate parts, then the techniques and actions are learned first in parts, and then as a whole. Sometimes a technique and action are learned with the help of preparatory exercises. This is done in cases where the exercise cannot be divided and cannot be performed as a whole due to its complexity.
Training ensures the improvement of motor skills and abilities, as well as physical and special qualities. This method consists of conscious and repeated repetition of already learned techniques and actions. The training is carried out in the following sequence:
− performing a technique (action) in a simple environment;
− execution after physical activity;
− execution in combination with other actions;
− performing individual exercises in poor visibility, in a limited space, wearing protective equipment.
The main conditions for the successful use of the exercise method in the educational process are:
− high personal training of the teacher;
− formation and maintenance of a conscious attitude in students towards performing the technique (action);
− systematicity, consistency, change and gradual complication of fulfillment conditions;
− increasing students’ independence when practicing techniques and actions, developing their self-control and self-esteem skills;
− introducing elements of competition to increase the activity and interest of students.
During the educational process, a large amount of knowledge, skills and abilities are acquired practical classes. Successful conduct of such classes is possible only if the following didactic conditions are met:
− high-quality development of a delivery plan, clear formulation of educational goals and careful preparation of educational materials;
− detailed briefing of trainees before the start of the lesson on the operating procedure and safety measures;
− assessment of the actions of each student when summing up the lesson.
During practical training it is necessary to ensure:
− correct demonstration of methods of action in dangerous and emergency situations, as well as when providing first aid and monitoring their practice;
− uninterrupted activity;
− identification and timely correction of errors while students are working on practical questions;
− encouraging students to achieve the best results;
− compliance with safety rules.
One of the most important teaching methods is independent work of students. The use of this method allows students to consolidate the knowledge, skills and abilities acquired in lessons, study and assimilate available material and additional information, practice methods and techniques of action, and perform creative work. The main types of independent work are studying printed publications, listening and watching radio and television programs, training in performing techniques and actions. In schoolchildren’s daily routine, independent work occupies a permanent and well-defined place and is organized in compliance with hygienic requirements and taking into account the age of the students.
When determining teaching methods, the teacher should take into account that during the teaching process, various methods are used in an active and complementary combination, and their effectiveness increases if visual and technical teaching aids are widely used in the methodological interaction between the teacher and students.
The forms in which learning is carried out are dialectically related to teaching methods. Forms of training represent a purposeful, well-organized and methodologically equipped system of relationships between the teacher and students. The result of such interaction is an increase in the teacher’s professional skills and the students’ strong acquisition of knowledge, skills and abilities.
Forms of training can be divided into groups:
− curriculum: including theoretical, practical and training sessions;
− extracurricular and extracurricular: clubs, conferences, exhibitions, public holidays, various kinds of competitions, competitions, olympiads, quizzes.
Educational lessons are the leading form of training and perform the main teaching and educational function of transferring and assimilating new knowledge, skills and abilities. As a rule, this form of training is implemented in the form of a lesson. The lesson should be planned and conducted in such a way that it ensures complete assimilation of the educational material by all students. Therefore, lessons should be varied, corresponding to the characteristics of the content and the level of preparation of students.
By using extracurricular forms of education Students acquire additional information, the necessary skills, strengthened by exercises, and cultivate the desire for creativity and the necessary character traits.
In clubs, sections, creative associations, and studios, students become acquainted with literature, reference and factual material, and learn the basics of critical and analytical analysis.
The most important element of this form of training is creative and practical classes, in which the main place is given to discussions, practical work, problem solving, and improvisation. Clubs, sections and studios are of particular importance for students who are improving in a particular area.
Conferences and exhibitions put individual problems and issues in the center of students' attention. They activate their independence in opinions, judgments and assessments. When summarizing such events, the teacher should focus on the main generalizations and conclusions.
Mass holidays are organized and held in the form of days, weeks and months. At them, students learn new information, meet with experts in a particular field and get acquainted with their activities and creativity.
Competitions, competitions, olympiads and quizzes consolidate acquired knowledge, useful skills and abilities, and stimulate activity among students.
Methods and forms of training give good results when their application takes into account the psychological state of the trainees, the level of their training and activity, the ability for creative activity, and new advanced experience in the methodology.
In the educational process, in dialectical unity with teaching methods, education methods. With their help, educational problems are solved. The main methods of education are respect for the personality of the person being educated, persuasion, exercise, encouragement, suggestion, punishment, example.
Method of respecting the personality of the person being educated is based on a tactful and careful attitude towards the feelings of dignity and self-esteem of the child and adolescent. It is manifested in politeness, kindness, attention, patience and sincerity towards students. Respect contributes to the formation of calm, friendly and cultural relationships between the teacher and the students.
Belief- this is the main method of proving certain ideas and provisions using facts and arguments. It is implemented by actively influencing the intellect, feelings and will of schoolchildren in order to help them correctly comprehend and understand the essence of the requirements in the spirit of which they are brought up. When persuasion, such techniques as clarification of certain provisions, proof of the need to comply with certain principles and requirements, refutation of erroneous views and criticism of wrong actions are used. When using this method, you should not get excited, you should calmly listen to the students’ opinion and, if it is wrong, refute it with reason. One should speak in such a way that the students feel the conviction, erudition, strong will and high culture of the teacher.
The tasks of developing strong-willed character traits and habits of correct behavior are carried out mainly with the help of exercise method. Exercises are organized and conducted as active, regularly repeated techniques, actions and ways of behavior of students in typical situations. As a result of this, they develop positive habits, the ability to overcome difficulties, and strengthen their strong-willed qualities.
An effective method of education is encouragement rhenium, which consists in a positive assessment of both individual actions and the behavior of the student as a whole. The method stimulates the development of positive personality traits, arouses positive emotions in the student, develops creative powers and develops an active life position. Sometimes you should encourage the student, even if he has not yet achieved great success, but strives for this and has shown diligence in any particular matter.
Suggestion there is a method of influencing the consciousness of the person being educated. For educational purposes, this method is usually used in relation to pedagogically neglected schoolchildren.
Punishment has as its goal to stop the unworthy, immoral criminal activity deliberately committed by those raised, and also to encourage them to feel and experience their guilt. Punishment is applied in the form of condemning the violator of norms of behavior, expressing distrust, denial of respect, or in the form of a categorical demand. When using this method, the teacher should not be hasty, humiliate the personal dignity of the student and be rude. It should be borne in mind that the abuse of punishment has a detrimental effect on the behavior of the person being educated. This deprives him of confidence, morally suppresses him, gives rise to a feeling of inferiority and causes embittered and active resistance to upbringing.
A special place among educational methods is occupied by example. The educational impact of example is based on a person’s tendency to imitate, which is meaningful. Students usually take their cues from those people who enjoy authority. For education, it is necessary to use images of real people, as well as the best literary heroes and heroes of feature films. Schoolchildren are especially attracted to the examples of our contemporaries. When using this method, one should focus the attention of students not only on bright heroic deeds, but on the difficult daily work of heroes. The effectiveness of all methods of education and training is greatly influenced by the teacher’s personal example, which can strengthen or weaken the educational impact.
Each of the methods of education and training must be used in a specific setting, in accordance with environmental conditions and in combination with other methods.
Forms of control and assessment of knowledge,
skills and abilities of trainees
Monitoring and assessing the quality of student training are important elements of the methodological education system. These methodological components perform not only the task of control, but also the functions of training, education, and psychological preparation.
The main requirements for monitoring, checking and assessing the level of training of trainees are the following:
− thoroughness and depth;
− systematic and objective;
− a combination of high demands and provision of necessary assistance to students.
In pedagogical practice, preliminary, current, control and final testing and assessment are usually used.
During pre-check The presence and quality of knowledge, skills and abilities of students is determined if the teacher does not know the level of their training.
Current check carried out to determine the quality of the students’ assimilation of the material, usually during the lesson.
Control check aims to determine how well students have mastered the content of the educational topic or section.
Final checks identify the volume and completeness of knowledge, skills and abilities of students upon completion of any specific period of study (quarter, year, graduation). Audits are typically carried out using various monitoring and evaluation techniques. The most commonly used types are:
− questions for current knowledge control;
− testing work;
− control work;
− tests and exams.
Questions for current knowledge control carry different meanings. Some questions are asked to test knowledge of various facts, definitions, techniques, rules and methods of behavior in situations that require making the right decision. To answer other questions, you need to compare various pieces of information or make a choice from several possible options.
Testing in a modern school it becomes a familiar method of teaching, an active and exciting form of testing and self-testing of knowledge.
Testing can be either final or ongoing. The number of tests given to students to complete at one time during the current knowledge test is determined by the teacher.
The test task structurally consists of the following parts:
− instructions;
− suggested answer options (at least three plausible ones);
− correct answer.
During testing, the person being tested must choose the correct answer from the proposed answers.
Test work consist of questions and tasks that meet the requirements of the basic level in both volume and depth. Testing can be not only controlling, but also educational in nature.
Test papers serve to monitor the quality of students’ assimilation of educational material and their ability to apply knowledge in practice. Based on the completion of these works, the teacher can have an accurate and clear idea of the knowledge acquired by students and the skills they have acquired.
Tests and exams are carried out as a final form of monitoring and evaluation of students’ training.
The grade given to the student must be impeccably fair and objective. Overvaluation often creates a feeling of self-confidence and reduces the desire to work with full dedication. An underestimated grade causes the student to feel frustrated and unwilling to learn.
When assigning a grade, the teacher must take into account:
− amount of knowledge on the topic, section, subject;
− correctness and strength of mastering skills and abilities;
− number, nature and significance of errors;
− consistency in the presentation of the material, independence and confidence when carrying out analytical work with subsequent conclusions.
Assessment of acquired practical skills
An important responsibility of the teacher is to test practical skills. Based on these checks, an accurate and correct idea is created about the ability of each student to clearly solve the task.
Assessment of students' practical skills allows us to identify students who correctly perform practical tasks, as well as those who have difficulties, in order to organize additional classes with them; determine each trainee's ability to navigate an emergency or urgent situation and take appropriate action.
During practical classes, there should be constant feedback from students to the teacher, who monitors the students’ work and helps them focus on practicing the basic elements of a particular skill.
Practical skills can be tested individually or in groups. In this case, it is recommended to follow the following rules:
− the student must demonstrate the execution of the action from beginning to end (sometimes they try to replace the execution of the action with a story about it);
− when demonstrating the technique to the trainee, make sure that each step is performed correctly;
− if you say something to the student during the demonstration, it can only be a hint on how to proceed;
− if a student makes a serious mistake during a demonstration, stop him and point out the mistake;
− if the mistake made is not too significant, allow the show to continue; the learner can correct it in the course of further actions;
− if the mistake made indicates a complete misunderstanding of the entire procedure, correct the mistake and give the student the opportunity to read the textbook again and practice; If the error is one that can be easily corrected, ask the student to correct the flaw and immediately recheck.
The results of monitoring and assessing knowledge, skills and abilities are an important component for analyzing the organization and state of the educational process. Based on this analysis, the necessary adjustments are made to the methodological system of teaching students.
Technical support for the educational process
Technical teaching aids used in the educational process play a supporting role in expanding the capabilities of both the teacher and students.
They are understood as devices, machines and complexes used in training students in order to increase the efficiency and quality of education.
According to their functional purpose, technical teaching aids are divided into information, control and training.
Information media serve to transmit information to the learner, influencing his vision and hearing.
They are used most actively in teaching activities. These include phonics equipment (tape recorders, voice recorders, electric players), projection equipment (video recorders, televisions, film projectors).
Controls are used to check the mastery of the material. The most common are the simplest controller machines, which provide the learner with the opportunity to choose an answer from several proposed ones, and then evaluate the correctness of the choice according to established criteria.
Educational Tools are designed to instill the necessary skills and abilities to manage an object in various conditions. Most often, training devices called simulators are used for these purposes. As a rule, these training tools not only simulate control systems and changes in the environment, but also monitor the actions of the trainees, point out their mistakes and provide recommendations for correcting them.
The use of technical teaching aids directly depends on the level of preparedness of students and the capabilities of the educational institution. However, their use can significantly increase the efficiency of learning and reduce the time it takes for students to acquire sustainable skills and abilities.
Table 1
| Sections |
Events |
| Study work |
Training sessions |
| Individual consultations |
|
| Group pre-exam consultations |
|
| Training sessions on the life safety course for students (boys) of 10th grade |
|
| Final certification of 9th grade students |
|
| Final certification of 11th grade students |
|
| Methodical work |
Seminars with primary school teachers on teaching students the basics of life safety |
| Seminars with teachers of grades 5-9 and subject teachers involved in conducting classes on the life safety course |
|
| Individual consultations for teachers teaching life safety courses |
|
| Open lessons on selected topics of the life safety course |
|
| Individual work of a teacher to improve methodological skills |
|
| Extracurricular and extracurricular activities |
Participation in the “Safety School” competition |
| Celebrating Children's Day |
|
| Various relay races |
|
| Meetings with veterans, employees of military registration and enlistment offices, civil defense authorities, traffic police, and medicine. |
|
| Thematic exhibitions |
|
| Exhibitions of students' creative works |
|
| Work to improve the educational and material base |
Purchase of educational and methodological literature, visual aids, video and photographic materials, instruments, equipment and property |
| Design of classes and methodological corners on life safety |
|
| Repair of equipment and inventory |
table 2
Thematic plan for studying the course “Fundamentals of Life Safety” by students of __________ classes of secondary school No._____ for the _____ academic year.
Table 3 Ways of perception
Table 4 Communication with “difficult” students
| Behavior of “difficult” students |
Teacher actions |
| They do not show activity, remain silent |
Find out the reason for their silence (they are shy, lost in thought, bored, etc.), listen to their explanations and try to involve them in work |
| They think they know everything and can do it all |
Keep cool. Do not allow yourself and the audience to be drawn into unnecessary discussion. Thank you for the information. If they distract you with questions, it is better to answer like this: “Right now I can’t answer your question, come to me during the break”; “We have different points of view. You don't have to change your mind, but try to listen to others. Let's discuss this at the end of class"; “You seem to have a different point of view. Go out and present it in front of an audience." |
| Stubborn and argumentative |
Convey the point of view of these students to the class discussion so that the students themselves try to convince them. Say that there is no time for arguments and you can argue with them during the break. Ask them to take the whole class's point of view for a moment. |
| Carrying on extraneous conversations in class, getting distracted |
There is no need to make distracted people blush. You should turn to one of the speakers and ask him some easy question or repeat your last statement and ask him to comment. Moving around the class, approach those talking and stand nearby, without attracting the attention of the entire audience. |
| They try to lead the teacher and the class away from the topic of the lesson. |
Take the blame: “I probably led you astray. We must talk about this topic.” Repeat the topic of the lesson or write it on the board. |
| They speak for everyone and on behalf of everyone |
You should say: “You just stated a general opinion, but what do you personally think about this?” or “Now let’s ask others for their opinion” |
| Dozing in class |
Tactfully find out the reason for this behavior. Show understanding and sympathy when necessary. |
| Speech impaired, tongue-tied |
There is no need to say: “You wanted to say this...” You should say: “Let me repeat after you that...” and clearly state the thought. |
| Show excessive activity and talkativeness |
Such trainees should not be put in an awkward position. It’s better to tactfully interrupt them: “This is very interesting. Now let's listen to what others think." Offer to discuss this after class. Ask if the whole class would like to discuss this issue or if the lesson should continue. Distract the attention of a talkative student by repeating your last statement. |
Bibliography.
1. Bayer K., Sheinberg L. Healthy lifestyle. M.: Mir, 1997.
2. Life safety: Textbook / Edited by O.N. Rusakova. St. Petersburg, 1997.
3. Bubnov V.G., Bubnova N.V. Fundamentals of medical knowledge. Save and save: A textbook for students in grades 9-11. M.: AST-LTD, 1997
4. Military duty and military service: Collection of documents. M.: Editorial office of the magazine "Military Knowledge" 1999.
5. State program “Patriotic education of citizens of the Russian Federation for 2001-2005.” M.: Russian State Military Historical and Cultural Center under the Government of the Russian Federation, 2001.
6. Civil defense: Textbook. M.: Education, 1991.
7. Kuznetsov A.N. Features of military service. M.: Armpress, 2001.
8. Mishin B.I. Fundamentals of life safety: Software and methodological materials. M.: Bustard, 2001.
9. Collection of basic normative and legal acts on civil defense and RSChS issues. M.: ITs-Editorial “Military Knowledge”, 20003
10. Sitnikov V.P. Fundamentals of life safety: A student's handbook. M.: Slovo, AST, Klyuch-S, 1997.
11. Uzhegov G.N. Secrets of survival in emergency situations. M.: Book House "ANS", 1999 .
Effective education is possible only through the use of various forms and methods of organizing the pedagogical process. The teaching method plays a role way of organizing the process of students mastering new knowledge, developing skills and abilities, developing their mental (psychological) functions and personal qualities. The concept of “method” characterizes the content, or internal, side of the educational process.
Teaching methods are ways of joint activities of teachers and students, aimed at achieving their educational goals.
The concept of the form of training organization reflects nature of the relationship participants in the pedagogical process. The form of teaching is related to the internal, content side of the learning process: the same form can be used in different teaching methods and vice versa. In didactics, the following organizational forms of training are distinguished:
teaching methods;
forms of organization of the entire education system;
forms (types) of educational activities of students;
forms of organizing the current work of training groups.
The form as the external side of the organization of the educational process depends on the goals, content, methods and means of teaching, material conditions, the composition of participants in the educational process and its other elements. Forms of training are divided according to the number of students, time and place of training.
In didactics, it is customary to distinguish forms of education: individual, group, frontal, collective, paired, classroom and extracurricular, classroom and extracurricular, school and extracurricular. An individual form of learning involves interaction between a teacher and one student. In group forms, work is carried out in groups formed on a different basis. The frontal form of training involves the teacher working simultaneously with all students at the same pace and with common tasks. The collective form is considered as the work of an integral team, which has its own characteristics of interaction. The paired form of learning involves the main interaction between two students. Other forms of training are related to the location of the classes.
According to didactic purposes, forms of educational organization are divided into theoretical, practical, labor, and combined. There are also three groups of training organization: individual, collective-group and individual-collective classes. Individual classes include tutoring, tutoring, family education, and self-study. Collective and group activities include lessons, lectures, seminars, conferences, Olympiads, excursions, and business games. Individual and collective classes include projects, scientific, creative weeks, and immersions.
The foundation of intra-company planning is modern economic theory and scientific research methods, primarily analysis and synthesis, deduction and induction, systemic and situational approaches, multivariance, forecasting methods, etc. The use of deterministic and stochastic (probabilistic) modeling methods underlies the development of forecasts of economic strategies and enterprise plans.
Planning, being on the one hand the most important management function and sphere of practical activity, and on the other hand an independent science (part of economic science), is developing unevenly. The pace of development of the theory of planning science sometimes advances and sometimes lags behind practice. Therefore, to consolidate knowledge and skills in the discipline, the student is recommended to familiarize himself with the practice and problems of planning at one of the Russian enterprises.
When organizing the educational process in the discipline "Enterprise Planning", the teacher determines the important stages for students in mastering the discipline:
listen to a course of lectures,
perform planned calculations in practical classes,
attend consultations on individual work with students,
complete the test and pass the test,
prepare and defend coursework and pass the exam.
If the educational process schedule is not followed, full-time students eliminate their debts by writing essays on relevant topics.
As a result of studying the discipline, the future specialist will gain knowledge of the basic principles and methods of planning, methods for calculating the main technical, economic and financial indicators, learn to draw up a set of planning documents on budgeting, and become familiar with the organization of planned work and planning at the stage of creation, operation and development of an enterprise.
The graduate must have the following competencies:
the ability to assess the impact of investment and financing decisions on the growth of the value of the company
ability to evaluate investment projects under various investment and financing conditions
master financial planning and forecasting techniques
Know: basic theoretical approaches to business planning;
Be able to: conduct research in a specific subject area; collect and systematize scientific and practical information;
Own: the methodological basis of the discipline being studied, determine the relationship between the theory of business planning and related sciences; skills in organizing and operational planning of your activities and the activities of the company and organization; ability to participate in the planning, preparation and implementation of communication campaigns and events in accordance with the goals and objectives of the organization based on research results; possess the competencies of organizing and conducting marketing research in order to make a forecast of market development.