scholarly journals Extracurricular activities as a means of developing the cognitive interests of younger schoolchildren

2021 ◽  
pp. 33-51
Author(s):  
Татьяна Ивановна Киселёва
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Federal State ◽  
Special Role ◽  
Ministry Of Education ◽  
Educational Standard ◽  
The Difference ◽  
Definition Of ◽  
State Educational ◽  
Subject Of Cognition

В статье рассматривается внеурочная деятельность как средство развития познавательных интересов младших школьников. Автор сравнивает такие понятия как «внеурочная» деятельность, «внеучебная» деятельность и «внеклассная» работа. В соответствии с требованиями Федерального государственного образовательного стандарта начального общего образования (Приказ Министерства просвещения РФ от 31 мая 2021 г. № 286 “Об утверждении федерального государственного образовательного стандарта начального общего образования”) (далее ФГОС НОО - 21), образовательная организация должна создать условия для максимально полного обеспечения образовательных потребностей и интересов обучающихся. При этом наличие у обучающихся познавательного интереса считается важным критерием эффективности достижения результатов освоения учебных предметов, курсов и внеурочной деятельности. Внеурочная деятельность в составе основной образовательной программы начального общего образования является важным средством по развитию познавательного интереса школьников. Под познавательным интересом младших школьников в нашем исследовании понимаем направленность личности на процесс познания, которая характеризуется положительным эмоционально-ценностным отношением к процессу или предмету познания, проявляется в интеллектуально-творческой деятельности, благотворно влияет на развитие одарённости, на воспитание инициативности и самостоятельности, но в силу особенностей возраста отличается неустойчивостью и динамичностью. Особая роль в развитии познавательных интересов младших школьников отводится внеурочной деятельности. При этом значения «внеклассная», «внеурочная» и «внеучебная» деятельность в последнее время часто отождествляют. Постараемся разобраться в отличиях данных понятий и уточним определение «внеурочная деятельность». The article examines the possibilities, methods and conditions of organizing extracurricular activities as a means of developing the cognitive interests of younger schoolchildren. The author considers the difference between such concepts as "extracurricular", "extracurricular" activity, "extracurricular" work. In accordance with the requirements of the Federal State Educational Standard of Primary General Education (Order of the Ministry of Education of the Russian Federation dated May 31, 2021 No. 286 "On Approval of the Federal State Educational Standard of primary general Education") (hereinafter referred to as the Federal State Educational Standard NOO - 21), an educational organization must create conditions for the fullest possible provision of educational needs and interests of students. At the same time, the presence of cognitive interest in students is considered an important criterion for the effectiveness of achieving the results of mastering academic subjects, courses and extracurricular activities. Extracurricular activities as part of the basic educational program of primary general education are an important means of developing the cognitive interest of schoolchildren. Under the cognitive interest of younger schoolchildren in our study, we understand the orientation of the personality to the process of cognition, which is characterized by a positive emotional and value attitude to the process or subject of cognition, manifests itself in intellectual and creative activity, has a beneficial effect on the development of giftedness, on the education of initiative and independence, but due to the peculiarities of age, it is unstable and dynamic. Extracurricular activities play a special role in the development of cognitive interests of younger schoolchildren. At the same time, the meanings of "extracurricular", "extracurricular" and "extracurricular" activities have often been identified recently. We will try to understand the differences between these concepts and clarify the definition of "extracurricular activities".

Experience in Realizing the Local History Module of the “World Around Us” Course in the Belgorod Region

10.12737/7838 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Стручаева ◽  
Tamara Struchaeva
Keyword(s):  
General Education ◽  
Primary School ◽  
Extracurricular Activities ◽  
Local History ◽  
Federal State ◽  
Educational Standard ◽  
The World ◽  
State Educational

The paper highlights the experience in realizing the local history module “Belgorod Studies” within the “World Around Us” course in the 1st–4th grades in accordance with the requirements of the Federal State Educational Standard of Primary General Education (FGOS NOO). The program of extracurricular activities for primary school classes, based on the local history material, is characterized in detail.

scholarly journals ESSENCE AND CONTENT OF META-SUBJECT APPROACH IN PEDAGOGICAL SCIENCE AND FEDERAL STATE EDUCATIONAL STANDARDS

2020 ◽  
pp. 41-50
Author(s):  
Гульнара Даминжановна Гуторова
Keyword(s):  
General Education ◽  
Cognitive Activity ◽  
Subject Area ◽  
Federal State ◽  
Subject Knowledge ◽  
Educational Standard ◽  
Scientific Schools ◽  
Subject Areas ◽  
Definition Of ◽  
State Educational

Раскрывается сущность и содержание метапредметного подхода, направленного на обеспечение восхождения предметной познавательной деятельности обучающихся на надпредметный уровень. Метапредметное содержание общего образования является совокупностью надпредметных дидактических единиц («метапредметов», «первосмыслов»), а также методов осуществления метапредметной познавательной деятельности. Метапредметные результаты состоят из метапредметных знаний, метапредметных компетенций и универсальных учебных действий. Метапредметные знания являются знаниями более высокой степени абстракции в сравнении с предметными знаниями, относящимися к одной предметной области, такие знания могут быть получены только на основе сочетания знаний из нескольких предметных областей. Дано собственное определение понятия «метапредметные компетенции» – представляющие собой интегративные способности обучающегося приобретать метапредметные знания с помощью соотнесения знаний из нескольких предметных областей, а также на основе сочетания способов ведения метапредметной познавательной деятельности из нескольких сфер (познавательная, регулятивная, коммуникативная) формировать универсальные учебные действия. The meta-subject approach was introduced into the system of primary general education in 2010. However, until now there is no officially accepted definition of the term “metasubject content”. The purpose of this study was to reveal the essence and content of the metasubject approach, aimed at ensuring the raise of the subjective cognitive activity of students to the over-subject level. For this aim the author of the article studied the positions of leading scientific schools on the meta-subject content of general education, meta-subject competences and the meta-subject approach as a whole, made a content analysis of the key concepts, correlated the positions of representatives of leading scientific schools on a meta-subject approach with the requirements of the Federal State Educational Standard, and formulated own position on system-forming concepts. The meta-subject content of general education is a totality of over-subject didactic units (“meta-subjects”, “primary meanings”), as well as methods of conducting meta-subject cognitive activity. Meta-subject results consist of metasubject knowledge, universal learning activities and meta-subject competencies. Meta-subject knowledge refers to knowledge of a higher level of abstraction compared to subject knowledge related to one subject area. Meta-subject knowledge can be obtained only through a combination of knowledge from several subject areas. The author formulated his own definition of meta-subject competencies: meta-subject competencies are the learner’s integrative abilities to learn meta-subject knowledge based on correlation of knowledge from several subject areas, as well as to form universal educational actions based on a combination of different methods of conducting meta-subject cognitive activity from several areas (cognitive, regulatory, communicative).

Information and Educational System of Supporting Learners� Self-Development in the Course of Extracurricular Activities in Terms of Implementing the Federal State Educational Standard of Primary General Education

2015 ◽  
Vol 3 (3) ◽  
pp. 28-37
Author(s):  
������ ◽  
N. Ivanov ◽  
������� ◽  
Irina Ivanova
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Educational System ◽  
Statistical Processing ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Standard ◽  
Self Development ◽  
The Government ◽  
State Educational

The authors present their insights on the structure and substantive content of the unified information and educational system, which is a software product named �Information and Educational System to Support Self-Development�, which has been approbated in terms of implementing the scientific project supported by the Russian Foundation for Humanities and the Government of the Kaluga region at the premises of rural schools of the Kaluga region (The project �14-16-40007 a (r)). The unified information system maintenance is aimed to facilitate the work of teachers at different stages of methodological and psycho-pedagogical support of learners self-development in the course of extracurricular activities, to help with performance analysis, to provide maximum automation of the testing process in order to eliminate the human factor, which can distort the results analyzing process, and also to provide convenience of making recommendations on how to work with learners. Among the structural components of the software are: the analytical system, which includes students� self-development monitoring unit editor; accounting and analysis system, represented by the student�s individual profile; statistical processing block with results presentation and development of psychological and pedagogical recommendations; the block for analyzing the learners� self-development dynamics, etc. The system allows to maintain an individual profile for each learner; to run diagnostics of learners� self-development; to process and store diagnostics outcomes; to develop psychological and pedagogical recommendations and routes of individual self-development for each student; to plan individual educational path for each learner dependent on testing outcomes, interviews with the parents and the learner himself and recommendations of psychologists and educators. The system is capable to maintain both the results records of a single learner within different time domains and statistical analyses of group results, to sort and analyze results against the required criteria. The said system can be used widely in educational practices of extracurricular activities in the context of mastering the standards of primary general education. The paper can be of interest for supplementary education teachers, for primary school teachers, psychologists, as well as teaching staff of educational institutions responsible for monitoring learners� self-development in the course of implementation of the Federal State Educational Standard of Primary General Education.

Cognitive Universal Educational Actions of Primary Schoolchildren: Characteristics, Methods and Techniques of Formation

2021 ◽  
pp. 28-33
Author(s):  
N. Romaeva ◽  
N. Astrecova
Keyword(s):  
General Education ◽  
School Education ◽  
Federal State ◽  
Actual Problem ◽  
Educational Standard ◽  
Primary Schoolchildren ◽  
Methods And Techniques ◽  
Definition Of ◽  
State Educational

The article discusses the actual problem of the formation of cognitive universal educational actions in younger schoolchildren in the context of the implementation of the changing requirements of the Federal State Educational Standard of Primary General Education. The approaches to the definition of concepts, groups and main characteristics of cognitive universal educational actions that students must master at the first stage of school education are analyzed. The effective methods and techniques for the formation of this type of educational actions in younger schoolchildren are presented.

The Use of the Project Method in the Development of Students of the Second – Fourth Grades of the Russian Language Program

2020 ◽  
Vol 8 (2) ◽  
pp. 31-37
Author(s):  
O. Oleynik
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Russian Language ◽  
Federal State ◽  
Language Program ◽  
Course Content ◽  
Project Method ◽  
Educational Standard ◽  
State Educational ◽  
The Russian Language

The article reveals the experience of using the project activities of younger schoolchildren in the process of forming their informed literacy when learning the Russian language. Examples of projects are described in which various language problems are solved. A course “Extracurricular activities”, created by the author taking into account the requirements of the Federal State Educational Standard of Primary General Education and the Russian language program for extracurricular activities, is offered. The course content includes a variety of didactic word games, game exercises that stimulate students’ interest in the Russian language, develop their imagination and creative abilities.

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

2020 ◽  
pp. 49-54
Author(s):  
I.I. Dokuchaev
Keyword(s):  
Social Studies ◽  
General Education ◽  
Social Life ◽  
Social Institutions ◽  
Social Progress ◽  
Federal State ◽  
10Th Grade ◽  
Definition Of ◽  
State Educational ◽  
Independent Work

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

2021 ◽  
pp. 610-615
Author(s):  
I.I. Dokuchaev
Keyword(s):  
Social Studies ◽  
General Education ◽  
Social Life ◽  
Social Institutions ◽  
Social Progress ◽  
Federal State ◽  
10Th Grade ◽  
Definition Of ◽  
State Educational ◽  
Independent Work

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

BASIC APPROACHES TO THE HIGHER EDUCATION FEDERAL STATE EDUCATIONAL STANDARD OF GENERATION 3 ++ IN SPECIALTY “FIRE SAFETY”

2021 ◽  
Vol 4 ◽  
pp. 82-86
Author(s):  
Seferyan E. ◽  
Keyword(s):  
Higher Education ◽  
Fire Safety ◽  
Professional Activity ◽  
Federal State ◽  
Ministry Of Education ◽  
Normative Documents ◽  
Educational Standard ◽  
Empirical Level ◽  
Basic Approaches ◽  
State Educational

Purpose. The article analyzes the normative documents of the Ministry of Education and Science and the Ministry of Labor, which underlie the development of the basic educational curriculum for the new Federal State Educational Standard 3 ++ majoring in 20.05.01 “Fire safety”. The types of professional activity in the specified specialty are considered, the range of tasks is outlined when introducing an independent assessment of qualifications into the institute system of specialists training. The principle has been determined, which, if not observed, will result in the unbalancing of specialist program. Methods. Theoretical level methods were used within the framework of the research, in particular, analysis, as well as methods of the empirical level – description, comparison and testing. Findings. The research resulted in the development of a scheme for a two-stage education system in the implementation of the Federal State Educational Standard of Higher Education 3 ++, and the direction of specialization for a specialist program has been determined as well. Research application field. The results obtained will help to further develop the main professional educational curricula of a specialist program in two areas, in which graduates will be equally in demand. Conclusions. Taking into account the above said, the study will progress in developing a separate specialist program, aimed at the needs of the labor market in the field of fire safety (engineering, preventive and managerial personnel of the services providing fire safety in an organization).

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