Publication date: 18.10.2016
Short description:
material preview
Municipal educational institution of the city of Irkutsk
secondary school No. 16
"Reviewed"
Head of ShMO
_____/____________/ Minutes No. ___ dated
"__" _________ 2016
"Agreed"
Deputy Director for UVR
______/ V.M. Shcherbenkova/
"__" __________2016
"I approve"
Head teacher
_______/N.V. Pomazkina/
Order No. ____________
"__" ________ 2016
Working programm course extracurricular activities
"Development of cognitive abilities of students"
The direction of development of the student's personality:
general intellectual
for students of _5-6_ grades
2016 - 2017 academic year
Compiled by:
Vildan-Bek Elena Viktorovna,
mathematic teacher
MBOU Irkutsk secondary school No. 16
This work program for extracurricular activities for grades 5-6 is compiled in accordance with the requirements of the Federal State Educational Standard of the Basic general education(FGOS LLC), based on the author's program N.A. Krivolapova / Extracurricular activities. Program for the development of cognitive abilities of students. 5-8 grades / N.A. Krivolapova. - M.: Education, 2012.
Program focus:
The course program is implemented within the framework of the general intellectual direction of extracurricular activities. The course program is aimed at the formation of universal (meta-subject) skills, habits, methods of activity that students should master, at the development of cognitive and creative abilities and interests. The program involves the development of methods of activity on the conceptual apparatus of mathematics.
Relevance: In modern conditions of the expansion of the scale of human activity and the gigantic growth of information, the requirements for cognitive activity and intellectual potentials of the younger generation are significantly increased. In the concept of modernization of education in the Russian Federation, the intellectualization of students is named as one of the priority areas. This is due to the fact that the intellectual potential of the population in any civilized society is the most important factor in its progressive development. Capable and gifted individuals will increase the human capital of Russia and serve its further prosperity. The problem of cognitive interest is one of the most urgent. Pedagogical science has proved the need for theoretical development of this problem and its implementation in teaching practice. The craving for knowledge, which (like any purely human need) is not an innate quality, not a natural gift, but the result of education (spontaneous, imperceptible or organized, obvious), this craving for creativity can itself be turned into a means of pedagogical influence, in in particular, in the means of formation cognitive interests schoolchildren, as a means of shaping the need to learn, gain knowledge.
Pedagogical expediency: The purposeful formation of abilities presupposes deep knowledge of general and specific, age and individual patterns of development of a person's intellectual abilities in the process of his life and professional growth. Psychology and pedagogy, science and practice at all times have been looking for ways and means to identify such patterns. However, this task is one of the most difficult. At different stages of age development, there is a qualitative difference in cognitive abilities. Moreover, the symptoms of age and individual in a particular person may coincide, or may differ significantly. Therefore, to control the process of formation of cognitive abilities, it is important to reveal their general, integral functioning and to identify the specifics and originality of the development of individual components of cognitive abilities in age and individual plans. In accordance with the above, the following pedagogical principles were chosen:
humanization of education;
personality-oriented approach;
scientific character;
integration;
implementation of both a holistic and individual approach to the education of the child's personality;
compliance of the content with the age characteristics of students.
Methods and forms of work:
heuristic;
research;
promotions;
integration;
The purpose of this program:
to form competence in the field of general intellectual activity, to create conditions for students to master the methods of activity, which include general and special learning skills, and, thus, to make children active participants in the educational process, interested in full-fledged educational results.
Main tasks:
development of mental cognitive processes: thinking, perception, attention, memory, imagination in students on the basis of developing subject-oriented training;
the formation of educational and intellectual skills, methods of mental activity, the development of rational ways of its implementation on the basis of taking into account the individual characteristics of students;
formation of own style of thinking;
the formation of educational and informational skills and the development in practice of various methods of working with various sources of information, the ability to structure information, transform it and present it in various forms;
mastering the techniques of creativity and methods for solving creative problems.
The program is designed for students in grades 5-6, has a practice-oriented character, since 80% of the time is devoted to mastering the techniques and methods of activity, and consists of the following blocks:
development of intellectual skills
learning to work with information
In the process of mastering the content of the program, its effectiveness is supposed to be checked using a system of diagnostics: psychological and pedagogical tests, observation, and questioning.
Personal, meta-subject and subject results of the development of extracurricular activities "Development of intellectual skills" The educational results of extracurricular general intellectual activities of schoolchildren are distributed into three levels:
1. The results of the first level (acquisition of social knowledge by the student, understanding of social reality and Everyday life): acquisition by a schoolchild of the knowledge necessary for a full-fledged living of everyday life, successful socialization in society, knowledge about the rules of constructive group work, about ways of independent search, finding and processing information; on the rules for conducting research.
2. The results of the second level (the formation of a positive attitude of the student to the basic values of our society and to social reality in general): the development of the student's value attitude to the Fatherland, native nature and culture, labor, knowledge.
3. The results of the third level (acquiring the experience of independent social action by the student): the acquisition of experience by the student public speaking experience of self-organization and organization of joint design and research activities.
The educational result of the student's participation in extracurricular activities should be spiritual acquisitions that will help him adapt to the main school and reveal his creative abilities. As a result of mastering the program of extracurricular activities "Development of intellectual skills", the following results are formed: Personal:
Sustainable motivation for self-development and self-education, the readiness and ability of schoolchildren to learn;
Conscious, respectful and benevolent attitude towards another person, his opinion, worldview;
Willingness and ability to conduct a dialogue with other people and achieve mutual understanding in it;
Moral feelings and moral behavior, a conscious and responsible attitude to one's own actions
Sustained and broad interest in solutions cognitive tasks. Metasubject:
results should reflect:
The ability to independently determine the goals of their training;
The ability to independently plan ways to achieve goals, consciously choose the most effective ways to solve cognitive problems;
Possession of the basics of self-control, self-esteem;
The ability to define concepts, make generalizations, establish analogies, classify, establish causal relationships, build logical reasoning, inference, draw conclusions;
The ability to create, apply and transform signs and symbols, models and schemes for solving cognitive problems;
semantic reading;
Ability to organize educational cooperation, joint activities with the teacher and peers; work individually and in a group; formulate, argue and defend your opinion;
The ability to consciously use speech means in accordance with the task of communication to express one's thoughts and needs;
Formation and development of competence in the use of information and communication technologies;
Subject Results:
should provide successful learning at the next level of general education.
Distinctive features of the program from existing programs: During classes, the child develops developed forms of self-awareness, self-control, self-esteem. Students have reduced anxiety and unreasonable anxiety, they are no longer afraid of wrong answers, as there are no marks.
At each lesson, children independently solve search problems, after which a collective verification of the solution is carried out, and a collective discussion of solving problems of a certain type is also held. The course uses tasks of varying complexity, so children can feel confident in their abilities.
This course consists of a system of training exercises, special assignments, didactic and educational games. In my classes, I use entertaining and easy-to-understand tasks and exercises, tasks, questions, riddles, puzzles, crossword puzzles. Often, children independently, on their own initiative, prepare tasks of an entertaining plan, which allows them to feel confident, develop curiosity, and broaden their horizons.
To implement the program, a training methodical complex: course program / extracurricular activities. Program for the development of cognitive abilities of students. 5-8 grades / N.A. Krivolapova. - M .: Education, 2012 and a collection of tasks for working with students / Extracurricular activities. Collection of tasks for the cognitive abilities of students. 5-8 grades. /ON THE. Krivolapova. - M.: Education, 2012.
Age of children participating in the program.
The program is intended for students aged 11 - 14, children who have some gaps in their knowledge of mathematics are invited.
The timing of the program.
The program is designed for students in grades 5-8.
Development of intellectual skills (grades 5-7) - 228 hours
learning to work with information (grade 8) - 76 hours
Forms and mode of classes:
The forms of conducting classes are selected taking into account the goals and objectives, cognitive interests, individual abilities of pupils:
quiz;
educational game;
developing game;
thematic tasks for subgroups;
practical lesson;
participation in promotions.
Planned results.
As a result of studying the course, students should:
rules for constructing definitions, formulating conclusions;
rules for classification and comparison;
methods for solving creative problems: conflict resolution, contradiction method, brainstorming, control questions, property transformation, morphological box;
ways of reading, structuring, processing and presenting educational information;
rules for searching for information in the library, working with catalogs;
ways of planning and conducting observations and research;
rules for storing information, memorization techniques;
analyze, compare, classify, generalize, systematize, single out main idea, abstract, formulate conclusions, establish causal relationships, identify patterns, draw conclusions;
listen, master the techniques of rational memorization, work with sources of information (reading, note-taking, writing abstracts, bibliographic search, work with a reference book), present information in various forms (verbal, tabular, graphic, schematic, analytical), convert from one type to another;
conduct observations, measurements, plan and conduct experiments, experiments, research, analyze and summarize the results of observations, present the results of observations in various forms;
own monologue and dialogic speech, retell the read text, draw up a plan of the text, convey what has been read in a compressed or expanded form, draw up notes, theses, analyze the text in terms of main features and styles, describe drawings, models, diagrams, compose a story according to a map, diagram , models, ask direct questions and answer them;
work with text information on a computer, perform operations with files and directories.
Forms for summing up the results of the program implementation
diagnostic testing;
final testing.
Educational and thematic planning
Section name
What is intelligence
Concept. Relations between concepts: genus-species
concepts
Functional relationships between concepts
Comparison of concepts
Concept classification
Explanation of the meaning of words
Creation
Imagination
Construction on a plane and in space
Evaluation of phenomena and events from different points of view
Method for solving inventive problems
Reading as a way to get information
Techniques for working with texts
Disadvantages of Traditional Reading
Differential Reading Algorithm
Ways of processing the received information
Ways of presenting information in various forms
Working with oral text
Bibliographic search
Reference literature
Logic and creative tasks
Testing
We develop logical thinking.
What is intellect. The concept of intelligence, creativity. Gift and talent. Work. The value of the development of intelligence. Various types of intelligence.
Diagnostics intellectual development.
Concept. Relationships between concepts: genus-species.
Generalization of concepts. A more general and more particular concept. Drawing up a logical chain: general - less general - particular (forward and backward). The choice of a more general concept to the given one. Generalization of a pair and a group of concepts. Limitation of concepts. Educational games.
Functional relationships between concepts.
Part - whole, sequences, rows, causes and effects. Establishment of causal relationships. Practical tasks.
Comparison of concepts.
Identification of similarities and differences. Opposite relation. Concepts of the same order, opposite in meaning (antonyms). Synonyms. Homonyms. Identification of similarities and differences in essential features. The main and secondary signs of phenomena. Recognition of objects by the specified features. Analogy. Ability to draw analogies. Educational games.
We learn to think creatively.
Identification of essential features of concepts.
Generalization of concepts and formulation of definitions. Rules for compiling definitions: concept: generalizing words (generic concept) + essential feature (species difference). Practical tasks and educational games.
Comparison of concepts.
Identification of similarities and differences. Opposite relation. Concepts of the same order, opposite in meaning (antonyms). Synonyms. Homonyms. Identification of similarities and differences in essential features. The main and secondary signs of phenomena. Recognition of objects by the specified features. Educational games.
Classification of concepts.
Classification rules. The ability to classify concepts on two and three grounds. Generalization of concepts. Selection of definitions for the selected concepts. Educational games.
Explaining the meaning of words.
Set phrases that determine the meaning of sentences. Acquaintance with stable grammatical combinations. Text addition. Clarification of the content of the text. Meaningful combinations. Complementing well-known phrases by meaning. The role of semantic combinations in the text. Practical tasks and educational games.
Creation.
What is creativity? Methods for solving creative problems. From the life of great people. Practical tasks and educational games.
Imagination.
What is imagination? Types of imagination. Recreating images. Fantastic image. Associations. Techniques for the development of imagination: puzzles on a plane, an unfinished story, a description of a picture, tasks with matches, etc. Educational games.
Construction on the plane and in space.
Tangram. Puzzles on the plane. Creation of figures according to the given drawings. Diagnostics of spatial imagination. Construction in space. Creation of models of spatial figures. Practical tasks and educational games.
Evaluation of phenomena and events from different points of view.
Formation of skills to ask questions, see positive and negative sides phenomena. Practical tasks and educational games.
Statement and resolution of problems.
Analysis problem situation. Methods for resolving problem situations: brainstorming, a method for resolving contradictions. Brainstorming: from the history of occurrence, main stages, rules of work. The method of resolving contradictions: the essence of the method, application to solving problem situations.
The course of developing activities in extracurricular activities creates conditions for the development of cognitive interests in schoolchildren, forms the child's desire for reflection and search, makes him feel confident in his abilities, in the capabilities of his intellect. During classes, children develop developed forms of self-awareness and self-control. They have no fear of wrong steps, reduced anxiety and unreasonable anxiety.
The methodological features of the classes are as follows:
1. Methods and techniques for organizing the activities of students in the classroom for the development of cognitive abilities (CPS) are more focused on strengthening independent practical and mental activity, on developing control and self-control skills and cognitive activity, as well as other methods:
2. Reproductive: oral survey, exercises for memorizing material, a game.
3. Partial-search: independent generalizations on particular issues, solving cognitive problems, drawing up a plan for independent work.
4. Problematic: performing logical operations, understanding the material, drawing up a plan.
5. Research: awareness of the educational problem, self-promotion of a hypothesis for solving the problem, conducting an experiment, correlating the results obtained with the hypothesis put forward, generalizing on the problem as a whole.
Forms of classes should be varied: group, individual, frontal. Differentiation of students occurs both at the desire of students to perform tasks of different levels of complexity, and at the discretion of the teacher, depending on the real capabilities of students.
Each lesson is given 1 hour per week.
Technical training aids
multimedia computer
multimedia projector
Telecommunication facilities
Hinged screen
Bibliography
For the teacher
ON THE. Krivolapova. Extracurricular activities. Collection of tasks for the development of cognitive abilities of students. 5-8 grades. - M.: Enlightenment, 2012
Guzeev V.V. Cognitive independence of students and development educational technology. - M.: Research Institute of School Technologies, 2004
Tikhomirova L.F. The development of the intellectual abilities of the student: A popular guide for parents and educators. - Yaroslavl: "Academy of Development", 1996
For students
Educational - thematic planning
practice
Man and his intellect
Diagnostic testing
Generalization and restriction of concepts
Identification of essential features
Generalization of concepts in the construction of definitions
Relationships between concepts: juxtaposition, part - whole
Comparison of concepts. Establishing similarities and differences
Comparison of concepts. Opposite Relations
Establishing causal relationships
Logic tasks
Concept classification
Comparison of concepts. Analogy
Search for patterns
Identification of essential features of objects
Explaining concepts depending on the context
Final testing
Calendar-thematic planning
Comparison of concepts. Establishing similarities and differences.
Comparison of concepts. Opposite relationships.
Establishing causal relationships
Logic tasks
Logic tasks
Classification of concepts.
Classification of concepts.
Classification of concepts.
Comparison of concepts. Analogy.
Comparison of concepts. Analogy.
Search for patterns
Search for patterns
Search for patterns
Search for patterns
Search for patterns
Identification of essential features
Explanation of concepts depending on the context.
Logic tasks
Logic tasks
Final testing. Competition.
Total hours
Name of the section, topic of the lesson
practice
Diagnostic testing
Classification of concepts. Generalization and restriction of concepts
Comparison of concepts
Identification of essential features
Set phrases that determine the meaning of sentences
Semantic phrases
Synonyms, antonyms
Creation. Methods for solving creative problems
Control question method
Evaluation of phenomena, events from different points of view
Imagination
Computer workshop
Planar construction
Construction in space
Statement and resolution of problems
Resolution of problem situations
Conflict resolution method
Final testing
Solving creative problems
Calendar-thematic planning
Municipal budgetary educational institution
secondary school no..
CONSIDERED: APPROVED:
Methodical Council Director MBOUSOSH No..
___________ "______" _____ 2014 "______" __________ 2014
ADDITIONAL GENERAL EDUCATIONAL PROGRAM
___________________________________________________________________
Age of students 7 years
Number of hours per year 33h
The teacher who implements the program
Klyushkina Alexandra Sergeevna
Review
per program additional education children" Development of cognitive abilities» teacher Klyushkina Alexandra Sergeevna, teacher municipal budgetary educational institution of secondary secondary school No. ... of the city of Surgut. Association "Development of cognitive abilities" is a form of additional education through which this program is implemented. The course "Development of cognitive abilities" is one of the basic courses based on systems approach. The course is intended for teaching in grades 1-4 of elementary school. The spiritual and moral approach in education contributes to the expansion of the reader's space, the implementation of differentiated learning and the development of the individual capabilities of each child, the education of the student-reader. Optional classes will help solve the problems of emotional creative, literary, intellectual development of the child, as well as the problems of moral and ethical education, since reading for a child is both work, and creativity, and new discoveries, and pleasure, and self-education. A distinctive feature of the program is the development of cognitive abilities through non-educational tasks, so serious work takes the form of a game activity. After all, it is the game that helps younger students to easily and quickly assimilate educational material, having a beneficial effect on the development and personal motivational sphere. But at the same time, systematic implementation These tasks prepare students for participation in intellectual marathons and competitions. Continuity creates the necessary conditions for the internal integrity and completeness of the course "Development of cognitive abilities" within the elementary school. This is the relevance of the program.
The author puts forward the goal: development and correction of cognitive processes of younger schoolchildren in order to improve the perception, processing and assimilation of program material, increasing the level of learning ability of children by means of comprehensively developed tasks of the educational and methodological set “Developing tasks. Tests, games, exercises.
The novelty of this program lies in the fact that it builds a single line of classes for the purposeful development of the cognitive sphere of the child, starting from grade 1 and ending with grade 4.
To achieve the goal, the program sets the following tasks:
Tutorials:
Developing:
The development of the speed of reaction.
Educational:
The program specifies the expected result, as well as regulatory and scientific and methodological providing programs. The program is designed for 4 years of implementation, the age of children: 7-10 years; 1 hour per week 33 hours per year . There is program content.
The program contains the following sections:
1. Passport of an additional general education program.
2. Explanatory note.
3.Thematic planning.
4. List of used literature.
This program meets modern requirements for the development educational programs; structure is maintained. The program is acceptable for work in the system of additional education MBOU secondary school No. .. corresponds to its specifics. The program can be recommended for use in school practice.
Deputy Director for OIA _________
EXPLANATORY NOTE
The work program for the development of cognitive abilities is based on the following normative documents:
Decree of the City Administration dated May 16, 2013 No. 3171 “On the plan of priority measures until 2014 to implement the most important provisions of the National Action Strategy for Children for 2012-2017 in the city of Surgut”;
resolution of the Administration of the city of Surgut dated February 24, 2012 No. 1113 “On approval of departmental target programs of the Department of Education for 2012-2014” (as amended on July 5, 2012 No. 5058);
Decree of the Administration of the city of Surgut dated November 30, 2012 No. 9202 “On approval of departmental target programs of the Department of Education for 2013-2015” (as amended on September 4, 2013 No. 6360, dated February 6, 2014 No. 868);
Decree of the City Administration dated December 13, 2013 No. 8993 “On approval municipal program"Development of education in the city of Surgut for 2014-2016" (as amended on April 30, 2014 No. 2896, dated June 20, 2014 No. 1721);
Decree of the City Administration dated December 21, 2012 No. 9837 “On approval of the quality standard of the municipal service “Additional education in institutions of additional education for children”, provided municipal institutions additional education for children, subordinated to the Department of Education of the City Administration (as amended on March 24, 2014 No. 1941, dated June 24, 2014 No. 4178);
Regulations for information exchange on accounting for the employment of students educational institutions in the municipal system of additional education for children;
Decree of the City Administration dated November 21, 2013 No. 8483 “On calendar plan activities for students and teaching staff educational institutions subordinate to the Department of Education for 2014”;
Decree of the City Administration dated 22.17.2014 No. 5089 “On the calendar plan of events for students, pupils and teachers of educational organizations subordinate to the Department of Education for 2015”;
order of the Department of Education of the City Administration "On the organization and implementation educational activities on additional general education programs in the 2014-2015 academic year in educational organizations subordinated to the Department of Education” (draft).
PASSPORT OF THE ADDITIONAL GENERAL EDUCATIONAL PROGRAM
MBOU SOSH#…
The name of the program
Development of cognitive abilities
Program Focus
Spiritual and moral
FULL NAME. a teacher implementing an additional general education program
Klyushkina Alexandra Sergeevna
Year of development
2012
Where, when and by whom the additional general education program was approved
Methodological Council ___________
Information and availability of reviews
Head of the Methodological Council of the school
Target
Purpose of the program - this is the development and correction of cognitive processes of younger students in order to improve the perception, processing and assimilation of program material, increasing the level of learning of children by means of comprehensively developed tasks of the educational and methodological set “Developing tasks. Tests, games, exercises.
Novelty of this program lies in the fact that it builds a single line of classes for the purposeful development of the cognitive sphere of the child, starting from grade 1 and ending with grade 4.
Tasks
Tutorials:
Formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);
Deepening and expanding the knowledge of students based on the interests and specifics of their abilities.
Developing:
Formation and development of logical thinking;
Development of attention (stability, concentration, expansion of volume, switching, etc.);
Memory development (formation of memorization skills, stability, development of semantic memory);
Development of spatial perception and sensorimotor coordination;
Development of the psychological prerequisites for mastery learning activities(the ability to copy a sample, the ability to listen and hear the teacher, i.e. the ability to obey the teacher’s verbal instructions; the ability to take into account a given system of requirements in one’s work);
The development of speech and vocabulary students;
The development of the speed of reaction.
Educational:
Formation of positive motivation for learning.
Formation adequate self-esteem, an objective attitude of the child to himself and his qualities;
Formation of the ability to work in a group
The course of developing classes is aimed at solving problems and intellectual-personal-activity development of younger students.
Expected results of the program development
As a result of this program, students should be able to:
Reasoning logically using the methods of analysis, comparison, generalization, classification, systematization;
Increase the speed and flexibility of thinking
Highlight essential features and patterns of objects;
Compare objects, concepts;
Generalize and classify concepts, objects, phenomena;
Determine relationships between concepts or connections between phenomena and concepts;
Concentrate, switch your attention;
Develop your memory;
Improve the level of spatial intelligence, hand-eye coordination;
Be able to copy, distinguish colors, be able to analyze and retain a visual image;
Complete tasks independently;
Exercise self-control, evaluate yourself, look for and correct your mistakes;- solve logical problems for development analytical skills and ability to reason;- find several ways to solve problems;
Work in a group.
Program implementation period
Program implementationdesigned for four years, the child's cognitive processes develop throughout his education in primary school.
All tasks can be conditionally divided into several areas:
Tasks for the development of attention;
Tasks for the development of memory;
Tasks for the development of spatial perception, hand-eye coordination, the ability to copy a pattern;
Tasks for the development of thinking;
Tasks for the development of speech, vocabulary enrichment.
Number of hours per week / year
Number of hours per week - 1 hour
Number of hours per year - 33 hours
Age of students
7 years
Forms of classes
The methodology provides for conducting classes in various forms: group, pair, individual. You can work on this set on electives, in extended day groups, the teacher can use individual exercises as additional material to the lessons of the Russian language and mathematics, in preparing students for olympiads and quizzes. This manual can be recommended to parents who pay attention to the intellectual and logical development of children.
Classes are held during the academic year once a week for 30-35 minutes (in grade 1).
Methodological support
Educational and methodological complex of the course:
For young smart people and smart girls: Tasks for the development of cognitive abilities (6-7 years). Toolkit Grade 1 / O.A. Kholodova. - M.: Rostkniga, 2008
For young smart people and smart girls: Tasks for the development of cognitive abilities (6-7 years old): Workbooks in 2 parts / OA Kholodova. - M .: Publishing house ROST, 2011.
Summing up forms
Evaluation of the success of the correctional and developmental work carried out is determined by:
- the degree of assistance that the teacher provides to students in completing tasks: the less teacher's help, the higher the independence of students and, consequently, the higher the developmental effect of classes;
– the behavior of students in the classroom: liveliness, activity, interest of students provide positive results of classes;
– the results of completing tasks at various competitions: “Kangaroo”, “Russian Bear Cub”, intellectual marathons, etc., during which it is revealed whether students cope with these tasks on their own and how effectively;
– an indirect indicator of the effectiveness of these classes can be an increase in academic performance in various school disciplines, as well as teachers' observations of the work of students in other lessons (increased activity, efficiency, attentiveness, improved mental activity);
Reviews of teachers, GPA educators, parents.
Conditions for the implementation of the program (equipment, inventory, special premises, ICT, etc.)
To conduct classes on RPS, it is supposed to use the educational and methodological set "Young smart people and smart girls: Tasks for the development of cognitive abilities" by O.A. Cold, consisting of:
two workbooks for students on a printed basis;
For young smart people and smart girls: Assignments for the development of cognitive abilities: Workbooks for grade 1 No. 1, 2 / O.A. Kholodov. – M.: Rostkniga, 2011
programs and methodological guidance for the teacher;
For young smart people and smart girls: Assignments for the development of cognitive abilities / Methodological guide, grade 1. + The program of the course "RPS". – M.: Rostkniga, 2011
Explanatory note
on the implementation of the educational and thematic plan
for 2014/2015 academic year
The educational and thematic plan (hereinafter - USP) is drawn up in accordance with the program "Development of cognitive abilities”, developedO.A. Cold andrecommended for implementationDepartment of Education
and youth policy of Khanty-Mansiysk autonomous region- Ugra from 1.06. 2012 No. 4696/12 "On the organization of extracurricular activities."
Orientation additional general education programs–
Type of educational activity- spiritual and moral.
Target (for a given year of study) –this is the development and correction of the cognitive processes of younger students in order to improve the perception, processing and assimilation of program material, increasing the level of learning of children by means of comprehensively developed tasks of the educational and methodological set “Developing tasks. Tests, games, exercises.
Tasks(for a given year of study):
Tutorials:
Formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);
Deepening and expanding the knowledge of students based on the interests and specifics of their abilities.
Developing:
Formation and development of logical thinking;
Development of attention (stability, concentration, expansion of volume, switching, etc.);
Memory development (formation of memorization skills, stability, development of semantic memory);
Development of spatial perception and sensorimotor coordination;
The development of psychological prerequisites for mastering educational activities (the ability to copy a sample, the ability to listen and hear the teacher, i.e. the ability to obey the teacher’s verbal instructions; the ability to take into account a given system of requirements in one’s work);
Development of speech and vocabulary of students;
The development of the speed of reaction.
Educational:
Formation of positive motivation for learning.
Formation of adequate self-esteem, an objective attitude of the child to himself and his qualities;
Formation of the ability to work in a group
The course of developing classes is aimed at solving problems and intellectual-personal-activity development of younger students.
Information note on the specifics of the implementation of the USP in the 2014/2015 academic year:
Total duration of the original program (number of years)
4y.
Year of study (first, second, etc.)
1g
Age of students
7l.
Number of students in a group in the current academic year
25h.
Number of hours per week
1 hour
Total hours per year
33h.
Expected results for the current academic year:
1. Regulatory universal learning activities:
Determine and formulate the purpose of the activity with the help of a teacher;
Speak the sequence of actions;
Learn to express your assumption (version) based on work with an illustration of a workbook;
Work according to the proposed plan;
Learn to distinguish a correctly completed task from an incorrect one;
To learn together with the teacher and other students to give an emotional assessment of the activities of comrades.
2. Cognitive :
Navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher;
Get new knowledge: find answers to questions using the available subject educational knowledge, your own life experience and information received from the teacher;
Process the information received: draw conclusions as a result of the joint work of the whole class;
Process the received information: compare and group mathematical objects such as numbers, numeric expressions, equalities, inequalities, flat geometric figures;
Convert information from one form to another: make mathematical stories and problems based on the simplest mathematical models(subject, drawings, schematic drawings, diagrams);
Find and formulate a solution to the problem using the simplest models (subject, drawings, schematic drawings, diagrams).
3. Communicative universal learning activities :
To be able to convey one's position to others: to formulate one's thoughts orally and writing(at the level of one sentence or a small text);
Listen and understand the speech of others;
Jointly agree on the rules of communication and behavior at school and follow them;
Learn to perform various roles in a group (leader, performer, critic).
Subject universal learning activities:
Describe the signs of objects and recognize objects by their signs;
Highlight the essential features of objects;
Compare objects, phenomena;
Summarize, draw simple conclusions;
Classify phenomena, objects;
Determine the sequence of events;
Judge opposite phenomena;
Give definitions to certain concepts;
Determine the relationship between objects of the type "genus" - "species";
Identify functional relationships between concepts;
Identify patterns and draw analogies.
Educational and thematic plan
for 2014/2015 academic year
Number of hours
Practical part
Total hours
Attention training
Auditory memory training
Visual memory training
Perfecting the Imagination
Development of logical thinking
TOTAL: 33 hours
Calendar-thematic planning
for a group (1 g.o.)
No. p / p
Section name
The name of the topic of the lesson
Number of hours
Date of classes (plan)
Date of class (actual)
Identification of the level of development of children
Introductory lesson.
Identification of the level of development of children
Development of concentration
Development of concentration
Attention training
Auditory memory training
Visual memory training
Learning to look for patterns
Perfecting the Imagination
Attention training
Development of logical thinking
Development of concentration
Attention training
Auditory memory training
Visual memory training
Auditory memory training
Learning to look for patterns
Perfecting the Imagination
Development of logical thinking
Development of concentration
Visual memory training
Attention training
Auditory memory training
Visual memory training
Learning to look for patterns
Learning to look for patterns
Perfecting the Imagination
Development of logical thinking
Development of concentration
Attention training
Auditory memory training
Perfecting the Imagination
Visual memory training
Learning to look for patterns
Perfecting the Imagination
Development of logical thinking
Development of logical thinking
Development of concentration
Attention training
Search for patterns
Identification of the level of development of cognitive processes
EXPLANATORY NOTE
The working program of extracurricular activities "Development of cognitive abilities" for grade 3 was developed on the basis of the author's program "Development of cognitive abilities", the author O. Kholodova, 2009, the educational and methodological complex of the course "Development of cognitive abilities":
GOALS AND OBJECTIVES
Target: development of cognitive abilities of students based on the system
developmental activities.
Tasks:
1) the development of thinking in the process of forming the basic methods of mental
activities: analysis, synthesis, comparison, generalization, classification, skill
highlight the main thing, prove and disprove, draw simple conclusions;
2) the development of mental cognitive processes: various types of memory,
attention, visual perception, imagination;
3) the development of language culture and the formation of speech skills: clearly and clearly state
their thoughts, give definitions to concepts, draw conclusions, reasoned
prove your point of view;
4) the formation of skills creative thinking and development of problem solving skills
non-standard tasks; 5) development of cognitive activity and independent mental activity
students;
6) the formation and development of communication skills: the ability to communicate and
interact in a team, work in pairs, groups, respect the opinions of others,
objectively evaluate their work and the activities of classmates;
7) the formation of skills for applying the acquired knowledge and skills in the process
studying school disciplines and in practical activities.
General characteristics.
The program is based on the principle of diversity of creative and search tasks. At the same time, the following two aspects of diversity are the main ones: in terms of content and complexity of tasks. Most of the time in the classroom is occupied by the independent solution of search problems by children. Thanks to this, good conditions appear for the formation in children of independence in actions, the ability to manage themselves in difficult situations. At each lesson, it is necessary to conduct a collective discussion of the solution to the problem.
a certain kind. Thanks to this, children develop such an important quality
activities and behavior, such as awareness of one's own actions, self-control, the ability to give an account of the steps taken when solving problems.
The program uses tasks of varying difficulty, and weak children can feel
self-confidence, as for them you can pick up tasks that they can
solve successfully. Classes are structured in such a way that one type of activity is replaced
others. This allows you to make the work of children dynamic, rich and less tiring due to frequent switching from one type of activity to another.
This program creates conditions for the development of cognitive interests in children,
forms the child's desire for reflection and search, makes him feel
confidence in their abilities, in the capabilities of their intellect. During classes, children develop developed forms of self-awareness and self-control, their fear of erroneous steps disappears, anxiety and unreasonable anxiety decrease. Students achieve significant success in their development, they learn a lot and apply these skills in academic work which leads to success in school activities. And this means that there is an interest in learning.
In this program, an attempt was made to create a system of educational tasks and tasks,
aimed at the development of cognitive processes in younger students in order to
strengthening their mathematical development, which includes the ability to observe, compare, generalize, find patterns, building the simplest assumptions; check them, draw conclusions, illustrate them with examples.
Course content
The course is based on the principle of diversity of creative and search tasks. At
In this regard, the following two aspects of diversity are the main ones: in content and in
complexity of tasks.
The development of perception. The development of auditory, tactile sensations. Formation and
development of spatial representations. Development of the ability to navigate in the space of the sheet. Development of phonemic hearing. Development of perception of time, speech, form, color, movement. Formation of skills of correct and accurate perception of objects and phenomena.
training exercises and didactic games on the development of perception and
observation.
Memory development. memory diagnostics. The development of visual, auditory, figurative, semantic memory. Training exercises to develop the accuracy and speed of memorization, increase the amount of memory, the quality of material reproduction.
The development of attention. Diagnosis of voluntary attention. Training exercises to develop the ability to switch, distribute attention, increase volume
stability, concentration.
Development of thinking. Formation of the ability to find and highlight signs of different
objects, phenomena, recognize an object by its features, give a description of objects, phenomena in accordance with their features. Formation of the ability to highlight the main and essential, the ability to compare objects, highlight similarities and differences, and identify patterns. Formation of the main mental operations: analysis, synthesis, comparison, classification, generalization, the ability to highlight the main and essential on the basis of developmental tasks and exercises, by solving logical problems and conducting didactic games.
The development of speech. The development of stable speech, the ability to describe what was discovered with
using the sense organs. Enrichment and activation of students' vocabulary. Skill Development
compose riddles, short stories, descriptions, compose fairy tales. Formation of the ability to give simple definitions of concepts.
Description of the place of the course in extracurricular activities
The program is implemented within the framework of the social direction of extracurricular activities and on the basis of the program of spiritual and moral development and educationand also aimed at the implementation of educational tasks.
Lesson planning is compiled for 34 working weeks at the rate of 1 hour per week (34 hours in total) for 45 minutes.
Value orientations
The content of spiritual and moral development and education are the values stored in cultural, ethnic, family and other socio-cultural traditions and transmitted from generation to generation.
The traditional sources of morality are:
patriotism - love for the Motherland, one's land, one's people, service to the Fatherland;
social solidarity - personal and national freedom; respect and trust in people, institutions of the state and civil society; justice, equality, mercy, honor, dignity;
citizenship - duty to the Fatherland, rule of law, civil society, law and order, multicultural world, freedom of conscience and religion, concern for the welfare of society;
family - love and fidelity, care, help and support, equality, health, prosperity, respect for parents, (care for older and younger, care for procreation;
personality - self-development and improvement, the meaning of life, inner harmony, self-acceptance and self-respect, dignity, love of life and humanity, wisdom, ability to personal and moral choice;
labor and creativity - respect for work, creativity and creation, purposefulness and perseverance, diligence;
the science - the value of knowledge, the desire for knowledge and truth, the scientific picture of the world;
traditional religions - ideas about faith, spirituality, the religious life of a person, the value of the religious worldview, tolerance, formed on the basis of interfaith dialogue;
art and literature - beauty, harmony, spiritual world human, moral choice, meaning of life, aesthetic development;
nature - evolution, motherland, reserved nature, planet Earth, ecological consciousness;
humanity - world peace, diversity and respect for cultures and peoples, human progress, international cooperation.
Personal, meta-subject and subject results
In the process of mastering the elective materials, the student gains knowledge about the nature of relationships with other people, which becomes a prerequisite for cultivating a benevolent and caring attitude towards people, emotional responsiveness, empathy, sympathy, tolerance, and the formation of the moral consciousness of a younger student.
Getting acquainted with the moral content of proverbs about kindness, work, teaching, younger students begin to realize basic humanistic values, the nature of relations between people, the need for careful attitude to people and objects of their labor. Discussion of fairy tales, their staging; discussion of works fiction- all this is aimed at educating the students' initial ethical ideas (the concepts of good and evil, the meaning of "words of politeness", the rules of polite behavior and their motivation), the development of their emotional perception.
The system of questions and tasks, which is diagnostic in nature, allows solving problems of self-assessment and self-examination, repeating, clarifying and forming initial moral ideas, introducing moral concepts (for example, “What is a good deed?”, “What moral choice did the hero make?”, “ What can be advised in this situation? How to change it?", "Does it happen in real life?").
To master the meta-subject results (comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships), the course materials contain exercises that promote the activation of students' intellectual activity. They propose to establish the conformity of actions with moral rules; compare, compare the characters, their behavior; classify the material on various grounds (identify groups of proverbs on the topic - about kindness, diligence, attitude to learning); compare illustrations with text for definitions emotional state heroes.
In order to form communicative UUD (conducting a dialogue, recognizing the possibility of the existence of different points of view and the right of everyone to have their own; expressing one's opinion and arguing one's point of view; respectful perception of other points of view), tasks that form them are presented in the class materials. So, collective discussions are organized with students, questions of an “open” type are offered, for example: “Why? .. How? ..”, which help children express their point of view, listen to the opinion of classmates, i.e. work collectively or in groups, pairs, as well as tasks for choosing an answer, an alternative solution, etc.
The use of fiction and library work helps learners learn to use various ways search for information in the library, the Internet. The subject of tasks allows students to learn how to work in the library space in order to solve information and communication problems. By the 4th grade, students can navigate quite well in the school library, find the necessary information on moral topics using various catalogs.
EXPECTED RESULTS OF THE PROGRAM IMPLEMENTATION
General educational skills, skills and methods of activity
Cognitive aspect
Formation and development of various types of memory, attention, imagination.
Formation and development of general educational skills and abilities.
Formation general ability seek and find new solutions, unusual
ways to achieve the desired result, new approaches to the consideration
the proposed situation.
Developmental aspect
The development of speech.
The development of thinking in the course of mastering such methods of mental activity as
the ability to analyze, compare, synthesize, generalize, highlight the main thing,
prove and disprove.
Development of the sensory sphere.
Development of the motor sphere.
Educational aspect
Education of a system of moral interpersonal relations (to form "I-
concept").
Basic principles of material distribution:
1) systematic - tasks are arranged in a certain order;
2) the principle of "spiral" - every 7 lessons, tasks are repeated;
3) the principle "from simple to complex" - tasks gradually become more complicated;
4) increase in the volume of material;
5) increasing the pace of task completion;
6) change different types activities.
Thus, the main goal of training is achieved - expanding the zone
proximal development of the child and its consistent translation into
direct asset, that is, in the zone of actual development.
Requirements for personal, meta-subject and subject results.
As a result of studying the program, students will have the opportunity to form:
Personal results:
META-SUBJECT RESULTS:
Regulatory UUD:
Determine and formulate the purpose of the activity with the help of a teacher.
workbook.
Learn to distinguish the right, completed task from the wrong one.
activities of comrades.
Cognitive UUD:
Navigate in your system of knowledge: to distinguish the new from the already known
the help of a teacher.
Process the information received: draw conclusions as a result of the joint work of the whole class.
schemes).
Communicative UUD:
SUBJECT RESULTS:
The following can be used to assess the effectiveness of RPS sessions:
indicators:
on one's own;
an indirect indicator of the effectiveness of these classes may be an increase
Personal, meta-subject and subject results of mastering the program
personal results studying the course is the formation of the following skills:
Identify and express, under the guidance of a teacher, the simplest common to all
people rules of conduct in cooperation (ethical norms).
In the situations of communication and cooperation proposed by the teacher, based on general
for all simple rules behavior, make choices, with the support of others
group members and the teacher, how to proceed.
The meta-subject results of studying the course are the formation of the following
universal learning activities (UUD).
Regulatory UUD: Determine and formulate the purpose of the activity with the help of a teacher.
Speak the sequence of actions.
Learn to express your assumption (version) on the basis of working with an illustration
workbook.
Learn to work according to the plan proposed by the teacher.
Learn to distinguish the right task from the wrong one.
Learn together with the teacher and other students to give an emotional assessment
activities of comrades.
Cognitive UUD:
Navigate your system of knowledge: distinguish the new from the already known
the help of a teacher.
Make a preliminary selection of information sources: navigate in
textbook (on the spread, in the table of contents, in the dictionary).
Get new knowledge: find answers to questions using a textbook, your
life experience and information received from the teacher.
Process the information received: draw conclusions as a result of joint
the work of the whole class.
Process the received information: compare and group such
mathematical objects like numbers, numerical expressions, equalities, inequalities,
flat geometric shapes.
Convert information from one form to another: make mathematical
stories and tasks based on the simplest mathematical models (subject,
drawings, schematic drawings, diagrams); find and formulate a solution to a problem
using the simplest models (subject, drawings, schematic drawings,
schemes).
Communicative UUD:
Communicate your position to others: formulate your thoughts in oral and written
speech (at the level of one sentence or a small text).
Listen and understand the speech of others.
Jointly agree on the rules of communication and behavior at school and follow them.
Learn to play different roles in the group (leader, performer, critic).
The subject results are the formation of the following skills.
describe the features of objects and recognize objects by their features;
highlight the essential features of objects;
compare objects, phenomena;
generalize, draw simple conclusions;
classify phenomena, objects;
determine the sequence of events;
to judge opposite phenomena;
give definitions to certain concepts;
determine the relationship between objects of the type "genus" - "species";
identify functional relationships between concepts;
identify patterns and draw analogies.
Monitoring and evaluation of planned results
The program is based on value orientations, the achievement of which
determined by educational outcomes. Educational results of extracurricular activities
activities are evaluated at three levels.
The first level of results is the acquisition of social knowledge by the student (about
social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), the primary understanding of social reality and
Everyday life. To achieve this level of results, the interaction of the student with his teachers as significant carriers of positive
social knowledge and everyday experience.
The second level of results is the student's getting the experience of experiencing and positive
attitudes towards the basic values of society (person, family, Fatherland, nature, peace, knowledge, labor, culture), value attitudes towards social reality as a whole.
To achieve this level of results, the interaction
schoolchildren among themselves at the level of the class, school, that is, in a protected, friendly
about 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) them.
The third level of results - the student gaining experience of independent
public action. Only in independent social action, action in
open society, outside the friendly environment of the school, for others, often
strangers who are not necessarily positive towards him, young
a person actually becomes (and not just learns how to become) a social
doer, citizen, free man. It is in the experience of independent
social action acquires that courage, that readiness for action, without which the existence of a citizen and civil society is unthinkable.
Final control in forms
Testing;
Creative works of students;
Control tasks.
Self-assessment and self-control - the student's definition of the boundaries of his "knowledge -
ignorance”, their potential, as well as awareness of those problems
to be resolved in the course of the activity.
Content control and evaluation of students' results
provides for the identification of individual dynamics of the quality of assimilation
object and does not allow comparison with other children. results
checks are recorded in the teacher's record sheet. As part of the cumulative
systems, Portfolio creation.
To evaluate the effectiveness of classes, you can use the following indicators:
the degree of assistance that the teacher provides to students in completing assignments:
the less the help of the teacher, the higher the independence of the students and, consequently,
higher developing effect of classes;
behavior of students in the classroom: liveliness, activity, interest
schoolchildren provide positive results of classes;
execution results test items and assignments from the erudite competition, with
the performance of which reveals whether the students cope with these tasks
on one's own; an indirect indicator of the effectiveness of these classes may be an increase
performance in various school disciplines, as well as teachers' observations of
the work of students in other lessons (increase in activity, working capacity,
mindfulness, improvement of mental activity).
Also, an indicator of the effectiveness of classes at the CPS course is the data that the teacher entered into tables during the year of classes at the beginning and end of the year, tracing the dynamics of the development of children's cognitive abilities.
EDUCATIONAL AND METHODOLOGICAL SUPPORT OF THE PROGRAM
Workbooks include specially selected non-standard tasks,
aimed at the development of cognitive processes in younger students. During
implementation of each of them is the development of almost all cognitive processes, but each
once the emphasis is on one of them. All tasks can be conditionally divided into
several groups:
tasks for the development of attention.
tasks for the development of memory.
task to improve the imagination.
assignments for
Tasks for the development of attention
The tasks of this group include various labyrinths and a number of games aimed at developing: arbitrary attention of children, the amount of attention, its stability,
switching and distribution. The implementation of such tasks contributes to the formation
vital skills: focus purposefully, search for the right path, looking back, and sometimes going back, finding the shortest path, solving two-three-way tasks.
Tasks that develop memory
Workbooks include exercises to improve auditory and visual
memory. By participating in games, students learn to use their memory and apply
special techniques to facilitate memorization. As a result, students understand and
firmly retain in memory various terms and definitions. However, in children
the volume of visual and auditory memorization increases, semantic memory, perception and observation develop, the foundation is laid for rational use strength and time.
Tasks for the development and improvement of imagination
The development of the imagination is built mainly on the material of a geometric nature:
drawing simple compositions from geometric bodies or lines, not
depicting nothing specific, before any image;
choosing a figure of the desired shape to restore the whole;
drawing unicursal figures (figures that must be drawn without tearing
pencil from paper and without drawing the same line twice);
selection of a pair of identical figures of complex configuration;
selection of given figures from the general drawing in order to identify the masked
drawing;
dividing a figure into several given figures and constructing a given figure from
several parts that are selected from a set of data;
folding and rearranging matches in order to compose given figures
Also included is work with isographs (words are written in letters, the location of which
reminiscent of the image of the subject, about which in question) and numographs (subject
depicted with numbers).
Tasks that develop thinking
The priority direction of education in elementary school is the development of thinking. To this end, the workbooks contain tasks that allow children to
material and on their life experience to build correct judgments and conduct evidence without prior theoretical development of the laws and rules themselves
logic. In the process of performing such exercises, children learn to compare different
objects, perform simple types of analysis and synthesis, establish relationships between concepts, learn to combine and plan. It also offers tasks aimed at developing the ability to fulfill algorithmic prescriptions.
Bibliography
for the teacher:
O. Kholodova To young wise men and clever women (computer science, logic, mathematics).
Methodological guide for teachers. - M.: GROWTH - book, 2011.
for students:
O. Kholodova To young wise men and clever women (computer science, logic, mathematics). working
notebook in 2 parts. - M.: GROWTH - book, 2011.
Internet resources:
http:www.viku.rdf.ru.
http:www.rusedu.ru
http://www.edus
Thematic planning
Topic section
Clock
Introduction
Memory Development
Development of the imagination
Development of perception
Development of attention
Development of thinking
Total
lesson planning
Number
the date
Subject
Identification of the level of development, attention, perception, imagination,
memory and thinking at the beginning of the school year.
The development of concentration. Solving logical problems.
The development of concentration.
ability to reason.
Visual memory training.
Logical tasks for the development of analytical skills.
reason.
Development of spatial imagination. Work with matches.
Development of logical thinking. Logic tasks for development
ability to reason.
analytical abilities.
Attention training. Logic tasks for the development of ability
reason.
Auditory memory training. Logical tasks for the development of analytical skills
Search for patterns. Logical tasks for the development of analytical
abilities.
Development of logical thinking.
Solving logical and creative search problems.
The development of concentration. Logic tasks for development
ability to reason.
Attention training. Logical tasks for the development of analytical
abilities.
Auditory memory training. Logic tasks for development
ability to reason.
analytical abilities.
Search for patterns. Logic tasks for the development of ability
reason.
Development of spatial imagination. Work with matches
Development of logical thinking
Attention concentration training. Logic tasks for development
analytical abilities.
Attention training Logical tasks for the development of analytical
abilities.
Auditory memory training. Logic tasks for development
ability to reason.
Visual memory training. Logic tasks for development
analytical abilities.
Search for patterns.
Development of spatial imagination. Work with matches
Development of logical thinking.
The development of concentration. Logic tasks for development
ability to reason and analyze.
Attention training. Logic tasks for the development of logical
abilities.
Auditory memory training. Logic tasks for skill development
reason and analyze
Visual memory training. Logic tasks for development
analytical abilities.
Search for patterns. Logic tasks for skill development
reason and analyze.
The main feature of the European region and the activity of the "third sector" in it - NGOs - is, first of all, its history, which provided the theoretical, and then the practical basis for the foundations of a democratic society in action. The emergence of the third sector in Europe is closely related to the theoretical philosophical models of civil society. The formation of the definition of civil society, its potential and functions, largely predetermined the functions of the third sector in it.Considering the main trends in the formation of the philosophy of civil society in Europe, we can single out the following authors, for whom the concept of civil society was determined by several different components. So, G. Hegel singled out in civil society, first of all, its moral qualities, considered its main function to be the basis of the moral image of the government and the state as a whole. For K. Marx, civil society was the basis for supporting the bourgeoisie. In the definition of A. Gramsky Antonio Gramsci, civil society is the “ethical content of the state”, the arena for the protection of societies against the market and the state. 1 By opposing the state and society to each other, he to some extent brought up mutual distrust, especially among society and political parties towards each other.
