What extracurricular activities. Extracurricular activities of students. Extracurricular activities of younger students

1. Extra-curricular activities of schoolchildren - a concept that combines all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their education and socialization.

According to the draft Basic Curriculum of General Educational Institutions of the Russian Federation, the organization of classes in the areas of extracurricular activities is an integral part of the educational process at school. Hours allocated for extracurricular activities are used at the request of students and in forms other than the lesson system of education.

2. The following types of extracurricular activities are available for implementation at school:

1) gaming activity;

2) cognitive activity;

3) problem-value communication;

4) leisure and entertainment activities (leisure communication);

5) artistic creativity;

6) social creativity (socially significant volunteer activity);

7) labor (production) activity;

8) sports and recreation activities;

9) tourism and local history activities.

The draft Basic Curriculum of General Educational Institutions of the Russian Federation identifies the main areas of extracurricular activities: sports and recreation, artistic and aesthetic, scientific and educational, military patriotic, socially useful activities, project activities.

How do the types and directions of extracurricular activities correlate?

First, it is obvious that a number of areas coincide with the types of extracurricular activities (sports and recreation, cognitive activities, artistic creativity).

Secondly, such areas as military-patriotic, project activities can be implemented in any of these types of extracurricular activities. In fact, they represent meaningful priorities in the organization of extracurricular activities.

Thirdly, the direction associated with socially useful activities can be objectified in such types of extracurricular activities as social creativity and labor (industrial) activity.

Fourthly, such types of extracurricular activities that are important for the development of the child, such as play and tourism and local history, are not directly reflected in the directions, which exacerbates the risk of their disappearance from school reality.

Thus, we propose to consider the above directions extracurricular activities as meaningful landmark in the construction of relevant educational programs. And the development and implementation of specific forms extracurricular activities of schoolchildren based on the identified nine types extracurricular activities.

3. For success in the organization of extracurricular activities of schoolchildren, the distinction is of fundamental importance. results and effects this activity.

The result is what was the direct result of the student's participation in the activity (for example, the student acquired some knowledge, experienced and felt something as a value, gained experience in action). An effect is a consequence of a result; what led to the achievement of the result. For example, acquired knowledge, experienced feelings and relationships, committed actions developed a person as a person, contributed to the formation of his competence, identity.

In the field of school education and socialization, there is a serious confusion of results and effects. It is common to assert that the result of the teacher's educational activity is the development of the student's personality, the formation of his social competence, etc. At the same time, it is overlooked (willingly or unwittingly) that the development of the child's personality depends on his own efforts to build himself, on the "contributions" to him by his family, friends, immediate environment, and other factors. That is, the development of the child's personality is an effect that became possible due to the fact that a number of subjects of education and agents of socialization (including the child himself) achieved their results. Then what is the result of the educational activity of the teacher?.. The indistinct understanding of the results of their activities by professional teachers themselves does not allow them to confidently present these results to society, gives rise to public doubt and distrust in pedagogical activity. But, perhaps, a much more serious consequence of the indistinguishability of results and effects by teachers is that they lose understanding of the purpose and meaning of pedagogical activity (especially in the field of education and socialization), the logic and value of professional growth and self-improvement.

In our opinion, educational outcomes extracurricular activities of schoolchildren can be three levels.

The first level of results is the acquisition by the student of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), understanding of social reality and everyday life. To achieve this level of results, the interaction of the student with his teachers (in basic and additional education) as significant carriers of social knowledge and everyday experience is of particular importance.

The second level of results is the formation of positive attitudes of the student to the basic values ​​of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole. To achieve this level of results, of particular importance is the equal interaction of a student with other students at the level of the class, school, that is, in a protected, friendly pro-social environment. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of the acquired social knowledge, begins to appreciate (or rejects) it.

The third level of results is the acquisition by the student of the experience of independent social action. To achieve this level of results, the interaction of the student with social actors outside the school, in an open public environment, is of particular importance. Only in an independent social action, "action for people and on people" (M.K. Mamardashvili), which are not necessarily positively disposed towards the acting, the young man really becomes(not just learns how to become) a doer, a citizen, a free person.

(In the case of a junior schoolchild, an exit to the space of social action must necessarily be formalized as an exit to a friendly environment. The conflict and uncertainty inherent in the modern social situation should be limited to a certain extent for an elementary school student).

Here is a laconic formulation of the three levels of results of extracurricular activities of schoolchildren:

Level 1 - the student knows and understands social life;

2nd level - the student appreciates social life;

Level 3 - the student independently acts in public life.

Achieving all three levels of extracurricular outcomes increases the likelihood of educational effects this activity (effects of upbringing and socialization of children), in particular:

Formation of communicative, ethical, social, civic competence of schoolchildren;

Formation of socio-cultural identity in children: country (Russian), ethnic, cultural, gender, etc.

For example, it is unreasonable to assume that civics lessons are sufficient for the formation of civic competence and identity of a schoolchild. Even the best lesson in civics can give a student only knowledge and understanding of social life, examples of civic behavior (of course, this is a lot, but not all). But if a student gains experience in civic relations and behavior in a friendly environment (for example, in self-government in the classroom), and even more so in an open social environment (in a social project, in a civic action), then the likelihood of becoming his civic competence and identity increases significantly .

4. The allocation of three levels of results of extracurricular activities allows:

firstly, to develop educational programs of extracurricular activities with a clear and intelligible idea of ​​the result;

secondly, to select such forms extracurricular activities that guarantee the achievement of a result of a certain level;

thirdly, to build the logic of transition from the results of one level to another;

fourthly, to diagnose the effectiveness and efficiency of extracurricular activities;

fifthly, evaluate the quality of extracurricular activities programs (according to what result they claim to achieve, whether the chosen forms correspond to the expected results, etc.).

In terms of value, both the educational programs of extracurricular activities themselves (EP providing the first level of results; EP providing the second level of results; EP providing the third level of results) and the results of their implementation (based on monitoring of social knowledge, relationships, achievements) can be evaluated. schoolchildren). This lays the foundation for building stimulating the system of remuneration of teachers for the organization of extracurricular activities of schoolchildren.

5. We have based our methodological recommendations on the methodological constructor of extracurricular activities (its content model is presented in Table 1). Using this constructor, teachers will be able to independently develop educational programs for extracurricular activities, taking into account the resources at their disposal, the desired results, and the specifics of the educational institution.

The constructor consists of 9 blocks (according to the number of types of extracurricular activities).

Each block includes:

A brief description of the specifics of this type of extracurricular activities of schoolchildren;

Description of the main educational forms in which the type of extracurricular activity can be deployed;

Presentation of those forms and methods of activity that ensure the achievement of each of the three levels of the results of extracurricular activities.

Extracurricular activities have always attracted the close attention of many teachers, scientists and methodologists. After analyzing various methodological and pedagogical literature, we can conclude that in addition to a large number of definitions of extracurricular activities, there is also a problem with the introduction in this topic of such related concepts as extracurricular and extracurricular activities.

Let's try to understand this problem by considering the various activities of adolescents and their relationship.

We can say that in the methodological and pedagogical literature of the 60-90s. In the 20th century, only the concept of extracurricular work was used, and only in the 90s did the concept of extracurricular activity arise, which, however, does not have any significant difference with the concept of extracurricular work, and is most often comparable with it.

Later, in some teaching aids and in the dictionary of the Federal State Educational Standard, the concept of extracurricular activities begins to appear, which, being equivalent to extracurricular activities, does not find an independent definition at all.

Thus, it can be argued that there is no integrity in the definitions of such commonly used concepts as extracurricular activities, extracurricular activities and extracurricular activities.

• by time (class and extracurricular activities);
• at the venue (classroom and extracurricular activities);
• in relation to solving educational problems (educational and extracurricular activities).

Consider the relationship of classifications by place and time of adolescents' activities.

There are both in-class and extra-curricular activities in the classroom. Many curricular activities can take place outside the classroom (for example, PE in a sports stadium or an environmental lesson in a park). A variety of excursions, hiking trips are also held outside the classroom and after school hours. It follows from this that it is permissible to equate the concepts of lesson and classroom activities, as well as extracurricular and extracurricular activities.

The relationship of extracurricular and extracurricular activities

Now we should pay attention to the relationship of students' activities in terms of time and in relation to educational tasks.

It is impossible to draw a relationship between classroom and extracurricular activities, because the assigned learning tasks are solved directly in the lessons. Many extracurricular activities, for example, circles, electives, are designed to solve these educational problems. Theater studios, sports and art sections are conducted outside of school hours, however, they may be partially or not connected at all with the solution of educational problems, which refers them to extracurricular or extracurricular activities of students, respectively.

It is possible to represent the relationship of educational, extracurricular and extracurricular activities of students in the form of sets.

Thus, on the basis of the conducted research, it can be argued that the concept of extracurricular activities implies any activity organized by the teacher or students independently during extracurricular time, based on the personal interest of the participants with the aim of developing not only in educational, but also in spiritual and moral plan.

In the case of a shift in the emphasis of this activity to a greater extent on education and the absence of educational tasks, we should talk about extracurricular activities.

Thus, the study of educational, methodological and pedagogical literature made it possible to find a definition of the concept of extracurricular activities. The presence of many of its formulations proves the relevance of the study of this issue, a comprehensive study of this issue.

Definition of extracurricular activities according to GEF

Extracurricular activities of students is one of the innovative components of the second generation of the Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes an integral component of school education.

The fundamental difference between the educational standards of the second generation lies in the strengthening of their focus on the results of education as a system-forming element in the design of standards. The new Federal State Educational Standard expresses in more detail the relationship between education and upbringing. Education is seen as the mission of education, covering and permeating all types of educational activities.

Definition

Extracurricular activities are a set of all types of students' activities, in which, in accordance with the school program, the tasks of education and socialization, the formation of universal educational activities, and the development of interests are solved.

Extracurricular activities are an obligatory part of the educational process at school, which helps to fully implement the requirements of the Federal State Educational Standard. The peculiarities of this element of the educational process are the provision of opportunities for schoolchildren to engage in a wide range of activities aimed at their development, the independence of the school in the process of filling extracurricular activities with a certain content.

The activities organized by teachers during extracurricular time are focused, first of all, on the interests of children, on providing them with a choice, which contributes to their self-determination and self-realization.

Extracurricular activities help to satisfy the various interests of schoolchildren in informal communication, clubs, circles, amateur associations.

In their free time, students choose not only forms of leisure, but also forms of classes that would contribute to an in-depth study of a particular subject.

The main pedagogical conditions that make it possible to achieve the active involvement of students in extracurricular activities:

• personality-oriented information support for the inclusion of children in various activities;
• schoolchildren planning their extracurricular activities;
• the readiness of teachers to manage the process of including schoolchildren in extracurricular activities.

an integral part of the educational system of the school, which includes all types of activities of students under the guidance and together with teachers, with the exception of training. Extracurricular activities are similar in composition to extracurricular activities. It includes: individual and collective activities of students according to interests, abilities and inclinations; cognitive activity for the development of the social and cultural space of the life of students and schools; socially useful activities of students; activities that directly or indirectly contribute to the success of educational activities. These areas are provided by various forms of additional education, school-wide events, club and circle work, and extracurricular activities. Extracurricular activities at school are organized on the basis of a sufficient variety of types and forms of student activity, the development of children's self-government, and the voluntary participation of children. The concept of its creation in the school is determined by the general concept of the development of the school. Extracurricular activities are an effective means of rallying the school team, fostering love for school, shaping the social qualities of students - the ability to communicate, lead and obey, observe life, make their own choices. Extracurricular activities form the educational way of the school, it determines the interest of students in educational cognitive activity and, ultimately, brings up the intrinsically valuable attitude of children to the school years as a necessary and significant life stage.

The social education of adolescents is one of the important factors in the stabilization of society. It should achieve two goals: the success of the socialization of the younger generations in modern conditions and the self-development of a person as a subject of activity and as a person. Professional educational institutions most often cannot choose the necessary direction of extracurricular work. This leads to a loss of time, interest of students and a deterioration in the relationship between students and teachers.

Extracurricular work forms and develops the student's personality. To manage the educational process means not only to develop and improve what is inherent in a person by nature, to correct the planned undesirable social deviations in his behavior and consciousness, but to form in students the need for constant self-development, self-realization of physical and spiritual forces.

So, an important activity of the teaching staff of a modern vocational educational institution is the organization and management of extracurricular and educational work of students. A significant part of this work is planned and carried out by curators (moral education, stimulation of educational activities, organization of socially useful work). A significant place in the organization of extracurricular work is occupied by educational activities (evenings, discos), which are held by the leadership of the educational institution.

When organizing extracurricular educational work, it is necessary to direct the efforts of the teaching staff and management to:

1. The versatility of its content, and social orientation (moral, aesthetic, physical, labor education, etc.).

2. An important aspect of this work is the use of mass forms, both for the education of students and for the rational organization of their free time.

3. The teaching staff should take care that extracurricular work covers all students.

4. Extracurricular activities should contribute to the development of public interests, activity and independence of students.

Taking into account these provisions, the teaching staff of a vocational educational institution can develop a system of extracurricular work, and the management can provide methodological assistance and monitor the conduct and quality of this work.

General principles for organizing extracurricular work have been developed.

The most general principle that determines the specifics of classes with students after school hours is voluntariness in the choice of forms and directions these activities. It is important that the student has a choice of circles or sections. To identify the range of interests of students in an educational institution, you can conduct a survey or survey about what students would like to do after class.

It is important that any type of extracurricular activity in which students are involved should have public orientation so that the student sees that the work he is doing is necessary and useful to society.

It is also very important reliance on initiative and initiative. If this principle is correctly implemented, then any business is perceived by the students as if it arose on their initiative.

The success of extracurricular educational work has assistance and clear organization. The implementation of an integrated approach to education requires that when organizing all events, not only one core task be solved, it is important that each event solves a maximum of educational tasks.

When choosing the content and organizational forms, it is always necessary to adhere to the principle taking into account age and individual characteristics students.

An important condition for the implementation of all types of educational work is to ensure their unity, continuity and interaction.

Forms of extracurricular work

The most common such organizational forms of extracurricular work: individual, circle, group, mass.

Individual work- this is an independent activity of individual students, aimed at self-education. For example: preparation of reports, amateur performances, preparation of illustrated albums, etc. This allows everyone to find their place in the common cause. This activity requires educators to know the individual characteristics of students through conversations, questionnaires, and the study of their interests.

Circle extracurricular work assists in the identification and development of interests and creative abilities in a certain field of science, art, sports. Its most common forms are circles and sections (subject, technical, sports, artistic). Various types of classes are held in circles: these are reports, discussions of literature, excursions, making visual instruments, laboratory classes, meetings with interesting people, etc. A report of the work of a circle can be held in the form of an evening, a conference, a performance, a review.

To group forms of work interest clubs include youth clubs, clubs of professional communities, clubs of friendship, days off, interesting meetings, etc. They operate on the basis of self-government, have their own names, statutes. The work of the clubs is built in sections. Profile clubs - literary, physical, chemical, mathematical. The purpose of political clubs may be to study the youth movement abroad, study the history of political doctrines, etc.

The common form is museums of educational institutions. According to the profile, they can be local history, historical, literary, natural history, artistic. The main work in such museums is related to the collection of materials. To do this, hikes, expeditions, meetings with interesting people are carried out, extensive correspondence is being conducted, and work in the archives. Museum materials should be used in the classroom, for educational activities among the adult population.

Forms mass work are among the most common in the educational institution. They are designed to reach many students at the same time. They are characterized by solemnity, brightness, a great emotional impact on students. Mass work includes ample opportunities to activate students. So a competition, an olympiad, competitions, a game require the direct activity of everyone. In events such as visiting performances, meeting interesting people, all participants become spectators. Empathy that arises from participation in a common cause is an important means of team building.

The traditional form of mass work is the holding of holidays that may relate to calendar dates, anniversaries of outstanding people. During the academic year, 4-5 holidays are possible. They expand the worldview, the feeling of familiarization with the life of the country.

Contests, olympiads, reviews are widely used. They stimulate the activity of students, develop their initiative. In connection with competitions, exhibitions are usually organized that reflect the creativity of students: drawings, works, products.

Olympiads are organized by academic subjects. Their goal is to involve all students and discover the most talented ones.

Reviews are the most common form of mass work. Its task is to sum up and disseminate the best experience, organize circles and clubs.

School after school is a world of creativity, manifestation and disclosure by each child of his interests, his hobbies, his "I". After all, the main thing is that here the child makes a choice, freely manifests his will, reveals himself as a person. It is important to interest the child in activities after school so that the school becomes a second home for him, which will make it possible to turn extracurricular activities into a full-fledged space for upbringing and education.

Extra-curricular activities of schoolchildren is a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their education and socialization.

The organization of classes in the areas of extracurricular activities is an integral part of the educational process at school. Hours allocated for extracurricular activities are used at the request of students and in forms other than the lesson system of education.

The following types of extracurricular activities are available for implementation at the school:

• 1) gaming activity;
• 2) cognitive activity;
• 3) problem-value communication;
• 4) leisure and entertainment activities (leisure communication);
• 5) artistic creativity;
• 6) social creativity (socially significant volunteer activity);
• 7) labor (production) activity;
• 8) sports and recreation activities;
• 9) tourism and local history activities.

Forms of extracurricular work can be conditionally divided into the following groups: verbal forms (lectures, reader conferences, disputes, meetings, oral magazines, etc.): practical forms (hikes, excursions, sports days, competitions, circles, labor, games) visual forms (school museums, thematic stands and exhibitions, etc.).

The draft Basic Curriculum of General Educational Institutions of the Russian Federation identifies the main areas of extracurricular activities: sports and recreation, artistic and aesthetic, scientific and educational, military patriotic, socially useful activities, project activities.

How do the types and directions of extracurricular activities correlate?

Firstly, a number of areas coincide with the types of extracurricular activities (sports and recreation, cognitive activities, artistic creativity).

Secondly, such areas as military-patriotic, project activities can be implemented in any of these types of extracurricular activities. They represent meaningful priorities in the organization of extracurricular activities.

Thirdly, the direction associated with socially useful activities can be objectified in such types of extracurricular activities as social creativity and labor (industrial) activity.

Fourthly, such types of extracurricular activities that are important for the development of the child, such as play and tourism and local history, are not directly reflected in the directions, which exacerbates the risk of their disappearance from school reality.

Distinguishing the results and effects of this activity is of fundamental importance for success in organizing extracurricular activities for younger students.

The result is what was the direct result of the student's participation in the activity (for example, the student acquired some knowledge, experienced and felt something as a value, gained experience in action). An effect is a consequence of a result; what led to the achievement of the result. For example, acquired knowledge, experienced feelings and relationships, committed actions developed a person as a person, contributed to the formation of his competence, identity.

There are many ways to obtain information about the nature of communicative situations, the problems of interpersonal interaction and how to solve them. Active group methods are very effective, which can be conditionally combined into three main blocks:

• 1. discussion methods;
• 2. game methods;
• 3. sensitive training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

Thanks to the mechanism of discussion with peers, the child moves away from the features of egocentric thinking and learns to take the point of view of another. Group discussion increases the motivation and ego-involvement of participants in solving the problems discussed. The discussion gives an emotional impetus to the subsequent search activity of the participants, which in turn is realized in their concrete actions.

Speaking about game teaching methods, it is advisable to subdivide them into operational and role-playing. Operational games have a scenario that contains a more or less rigid algorithm for the “correctness” and “incorrectness” of the decision being made, i.e. the learner sees the impact that his decisions have had on future events.

Of greater interest for personal development are role-playing games. In the conditions of a role-playing game, an individual is confronted with situations that are relevant to those cases that are characteristic of his real activity and are faced with the need to change his attitudes. Then conditions are created for the formation of new, more effective, communication skills.

A feature of sensitive training is the desire for maximum independence of the participants. The main means of stimulating group interaction here is the phenomenon of lack of structure. The difficulty of describing the training lies in the fact that the method is based on the actualization of feelings and emotions, and not on the intellect.

The solution to the question of choosing the means suitable for improving the competence in communication depends, first of all, on how communication itself is integrated, understood. In social psychology, three main components are distinguished in the structure of communication: communicative exchange, interaction and perception of a person by a person.

From this idea of ​​the structure of communication, it follows that competence in communication is a complex formation. In the broadest sense, communicative competence is defined as competence in interpersonal perception, interpersonal interaction.

Developed communication always includes two closely related facets - communication based on the subject-object schema, in which partners are essentially assigned the roles of a manipulator and a manipulated object, and communication based on the subject-subject schema. The latter is characterized by the equality of the psychological positions of the participants (both are subjects), the activity of the parties, in which each not only experiences an impact, but also equally affects the other.

Of the two indicated schemes of developed communication, the determining, basic one is the subject - the subjective scheme. The effects are productive, creative in nature, quite rightly associated with the psychological impact that realizes the subject - the subjective form of communication. Therefore, the choice of appropriate means of psychological influence, designed to increase competence, should be linked to aspects of competence.

When organizing extracurricular activities, the teacher solves quite specific educational tasks, using certain levers of personality development, the interests and needs of the student, forms on this basis certain of his qualities and skills, all of which are built on the basis of respect for the personality of the student, recognition of his individuality , rights and freedoms, are based on the potential personal opportunities, the internal activity of the student in the process of his formation.