Explanatory note

The technology program was developed taking into account the requirements of the Federal State Educational Standard for the general objectives of the course. Systemic activity-based, health-preserving, humane-personal, and cultural approaches were used as the conceptual foundations of this educational subject.

primary goal studying this subject is to deepen the general educational training of schoolchildren, the formation of their spiritual culture and the comprehensive development of the individual based on the integration of conceptual (abstract), visual-figurative and visually effective components of cognitive activity. Its study contributes to the development of the creative potential of the individual, creative abilities, ingenuity, intuition, as well as creative self-realization and the formation of motivation for success and achievement based on subject-transforming activities.

As a result of studying this subject, it is assumed that universal educational actions of all types will be formed: personal, cognitive, regulatory, communicative.

Objectives of studying the discipline:

$1· the formation of ideas about material culture as a product of creative subject-transforming human activity, about the most important design rules that must be taken into account when creating objects of material culture;

$1· the formation of ideas about the harmonious unity of the natural and man-made world and the place in it of man with his artificially created objective environment;

$1· expanding cultural horizons, enriching knowledge about cultural and historical traditions in the world of things, forming ideas about the value of previous cultures and understanding the need for their preservation and development;

$1· expanding knowledge about materials and their properties, technologies of use; formation of practical skills in using various materials in creative transformative activities;

$1· development of the creative potential of the individual, creative abilities, ingenuity, intuition; creating conditions for creative self-realization and the formation of motivation for success and achievements based on subject-transforming activities;

$1· development of cognitive mental processes (perception, memory, imagination, thinking, speech) and techniques of mental activity (analysis, synthesis, comparison, classification, generalization, etc.);

$1· development of sensorimotor processes, hands, eye, etc. through the formation of practical skills;

$1· development of the regulatory structure of activities (including goal setting, forecasting, planning, control, correction and evaluation of actions and performance results in accordance with the goal);

$1· developing information literacy, the ability to work with various sources of information, select, analyze and use information to solve practical problems;

$1· formation of a communicative culture, development of activity and initiative;

$1· spiritual and moral education and development of socially valuable personality traits: organization and work culture, accuracy, hard work, conscientious and responsible attitude to the work performed, respectful attitude towards the creative person, etc.

The selection of course content is determined by a number of principles.

According to the principle humanitarization and cultural conformity the content of the education received is not limited to practical and technological training, but involves the development at an accessible level of the moral, aesthetic and socio-historical experience of mankind, reflected in material culture. In the process of studying program content, students become acquainted with traditions in the development of the subject world, learn traditional crafts and work techniques. As a result, the world of things acts for them as a source of historical and cultural information, and mastery as an expression of a person’s spiritual culture; mastering the techniques and methods of transformative practical activity takes on the meaning of familiarization with human culture. In addition, they receive the necessary basic knowledge from the field of design (about the rules for creating objects of the man-made world, its relationships with the natural world) and learn to use it in their own activities.

Principle integration and complexity content involves the organic inclusion of new material in the study of subsequent content and solving creative problems; in addition, according to this principle, the content of the material being studied takes into account the personal experience of students, the focus of the subject content on the comprehensive development of all personality structures and the establishment of interdisciplinary connections with courses in other academic disciplines, which ensures the deepening of students’ general educational training.

The proposed training course integrates both rational-logical and emotional-evaluative components of cognitive activity and has real connections with the following academic subjects:

The surrounding world (consideration and analysis of natural forms and structures as a universal source of engineering and artistic ideas for the master; nature as a source of raw materials, taking into account environmental problems, human activity as the creator of the material and cultural environment, the study of ethnocultural traditions);

Mathematics (modeling - transforming objects from a sensory form into models, recreating objects from a model in material form, mental transformation of objects, etc., performing calculations, calculations, constructing forms taking into account the basics of geometry, working with geometric figures, bodies, named numbers);

Fine arts (use of means of artistic expression for the purpose of harmonizing forms and designs, manufacturing products based on the laws and rules of decorative and applied arts and design);

Native language (development of oral speech based on the use of the most important types of speech activity and the main types of educational texts in the process of analyzing tasks and discussing the results of practical activities: description of the design of the product, materials and methods of their processing; narration of the course of action and construction of an activity plan; construction of logically coherent statements in reasoning, justification, formulation of conclusions);

Literary reading (working with textual information, perception and analysis of literature in the holistic process of creating an expressive image of a product).

Principle variability content provides for the possibility of differentiating the material being studied for the purpose of an individual approach and multi-level mastery of the program; this principle is implemented by distinguishing the main (invariant) component and the variable (additional) part in the content of the topics being studied;

The invariant part of the content ensures the development of subject knowledge and skills at the level of mandatory requirements at the time of graduation from primary school; the variable part includes tasks differentiated by level of complexity and volume, material to expand and deepen knowledge on the topic, tasks to realize individual interests, to apply acquired knowledge in new situations, to solve non-standard practical problems.

Principle concentricity and spirality assumes that students’ progress in mastering the subject, cultural, and spiritual-aesthetic content of the course occurs sequentially from one block to another, but at the same time it is not strictly linear. The study of the most important issues, in order to achieve the necessary depth of understanding, is structured in such a way that schoolchildren can master them gradually, turning to certain topics at different levels of a single course.

According to the principle integrity of personality development In the course of mastering an academic subject, targeted stimulation of the intellectual, emotional-aesthetic, spiritual-moral, psychophysiological spheres of the individual is assumed, which is ensured by selecting the content of the material and organizing students’ activities to master it.

Mental development in technology lessons is due to the fact that the basis for the development of generalizations and abstract thinking is not verbal, but direct practical human activity, combined with mental activity, which is especially important at primary school age. In accordance with this, for the successful formation of new mental actions, the necessary external, material actions are included in the learning process. They make it possible to make invisible internal connections visible, to show their content to students, and to make them understandable.

Emotional and aesthetic development is due to the fact that students in one way or another show an appropriate attitude towards objects, conditions, process and results of work. Completing tasks in artistic design lessons involves taking into account the basics of composition, means of its harmonization, rules of artistic combinatorics, and features of artistic style. Since the content of schoolchildren’s work is built taking into account certain artistic and design rules (laws of design), favorable conditions are created in the lessons for the formation of ideas about the most harmonious things and the environment as a whole, for the development of aesthetic perception and appreciation, artistic taste.

Spiritual and moral development students in the technology course is due to the focus of its content on mastering the problem of a harmonious human environment, designed taking into account cultural traditions and the rules of modern design. Schoolchildren receive stable and systematic ideas about a worthy human way of life in harmony with the world around them.

The development of spirituality and moral principles is facilitated by the active study of images and designs of natural objects, which are an inexhaustible source of ideas for the artist-designer. The world of things arises from the world of nature and exists next to it, and this program encourages children to think about the relationship between these two worlds, about the ways they coexist.

At technology lessons, schoolchildren also get acquainted with folk crafts and study folk traditions, which in themselves have great moral meaning. They gain knowledge about how deep and wise ideas about the structure of the universe were reflected in ordinary utilitarian objects of everyday life in the culture of any nation; how harmonious was the connection between the entire way of life of man and the life of nature; what a highly moral attitude towards nature, things, etc. was.

Students master all these questions not at the level of verbal statements or abstract ideas, but by passing them through their own experience and productive creative activity.

Psychophysiological development in technology lessons, it is ensured that students’ work combines mental and physical actions. Completing practical tasks is associated with certain muscular work, as a result of which metabolic processes in the body are activated, and along with them, cell growth and muscle development. The system of practical operations provided in the course content helps to accelerate the formation of the connection node of the forearm and hand, the development of coordination of hand movements and the harmonization of the physical and general psychophysiological development of students.

When compiling the program, the principles of classical didactics were also taken into account (primarily scientific character , accessibility , systematic , sequences ).

General characteristics of the subject

In the system of general education training for primary school students, the technology course plays a special role due to its specificity. The peculiarity of technology lessons is that in them conceptual (abstract), figurative (visual) and practical (effective) components of cognitive activity occupy an equal position. In this regard, this academic subject, built on the basis of the integration of intellectual and practical activity, constitutes a tangible counterbalance to the total verbalism in teaching, which has overwhelmed the modern school and causes colossal damage to the health of children.

The selection of content and the construction of an academic discipline are determined by the age-related characteristics of the development of younger schoolchildren, including functional-physiological and intellectual capabilities, the specifics of their emotional-volitional sphere, communicative practice, the characteristics of life, sensory experience and the need for their further development.

The educational material of each year has a systematic block-thematic structure, which involves the gradual advancement of students in mastering selected topics and sections simultaneously in such areas as: practical and technological (subject) preparation, the formation of meta-subject skills and holistic personal development.

The content of the program is focused on the issues of mastering the objective world as a reflection of general human culture (historical, social, individual) and familiarizing schoolchildren with the laws and rules of its creation based on the design rules available to them. Design combines both the engineering and design (i.e., predominantly rational, rational and logical) aspect, as well as the artistic and aesthetic (largely emotional, intuitive) aspect, which allows for a more harmonious integration of various types of educational, cognitive and creative activity of students.

Methodological basis The organization of schoolchildren's activities in the classroom is a system of reproductive, problem-based and search-creative methods. Design and creative activity with a design approach to program material is the essence of educational work and is inseparable from the content being studied. In accordance with this, the program organically integrates creative project-based tasks into the systematic development of course content. In addition, textbooks for grades 2-4 provide special topics for final projects, but this area of ​​work is not limited to their local implementation; the program focuses on systemic design and creative activities students; the main emphasis is shifting from making crafts and mastering individual work techniques towards designing things based on the conscious and creative use of materials and technologies.

Thus, the program and the author’s educational and methodological set created on its basis allow the teacher to avoid a verbal approach in mastering the technology course and direct the main attention and strength of students to the real development of the creative creative potential of the individual.

In general, the technology course in primary school is presented as a system for the formation of subject and supra-subject knowledge, skills and personality traits of students, based on creative subject-transformative activities. The course program provides the results necessary for further education at the secondary level of school, for the acquisition of social experience, moral and aesthetic development and creative activity.

Place of the subject in the system of primary general education

According to the curriculum of primary general education, determined by the Federal State Educational Standard, at least 1 hour per week is allocated for the study of the subject “Technology” in all grades of primary school.

Value guidelines formed in the academic subject

The basic value guidelines for the content of general education that form the basis of this program are:

– formation in the student of broad cognitive interests, desire and ability to learn, optimally organizing his activities, as the most important condition for further self-education and self-education;

– the formation of self-awareness of a junior schoolchild as an individual: his self-respect, the ability to individually perceive the world around him, to have and express his point of view, the desire for creative activity, determination, perseverance in achieving goals, readiness to overcome difficulties, the ability to critically evaluate his actions and actions ;

– raising a child as a member of society, firstly, sharing the universal human values ​​of goodness, freedom, respect for man, his work, principles of morality and humanism, and secondly, striving and ready to enter into cooperation with other people, provide help and support , tolerant in communication;

– formation of self-awareness of a junior schoolchild as a citizen, the foundations of civic identity;

– nurturing in a child a sense of beauty, the development of his aesthetic feelings, taste based on familiarization with the world of domestic and world culture, the desire for creative self-realization;

– fostering a responsible attitude towards preserving the environment, towards oneself and one’s health.

The focus of the educational process on achieving the specified value guidelines is ensured by the creation of conditions for the development of a complex of personal and meta-subject learning actions in students simultaneously with the formation of subject skills.

Results of mastering the program

Personal

Students will develop:

$1· positive attitude and interest in creative transformative subject-practical activities;

$1· awareness of one’s achievements in the field of creative transformative subject-practical activity; ability to self-esteem;

$1· respectful attitude towards work, understanding the meaning and value of work;

$1· understanding the cultural and historical value of traditions reflected in the objective world;

$1· ideas about the commonality of moral and aesthetic categories (good and evil, beautiful and ugly, worthy and unworthy) among different peoples and their reflection in the objective world;

$1· understanding the need for harmonious coexistence of the objective world with the natural world;

$1· a sense of beauty, the ability to aesthetically evaluate the environment;

Can be formed:

$1· a sustainable desire for creative leisure based on substantive and practical activities;

$1· setting for further expansion and deepening of knowledge and skills in various types of creative subject-based practical activities;

$1· habit of organization, order, neatness;

$1· adequate self-esteem, personal and social activity and initiative in achieving the goal, ingenuity;

$1· a sense of belonging to the culture of one’s people, respect for the cultural traditions of other peoples;

Subject

Students will learn:

$1· use techniques for rational and safe work with different tools: drawing (ruler, square, compass), cutting (scissors, knife), stabbing (sewing needle, awl);

$1· correctly (rationally, technologically) carry out geometric constructions of parts of simple shape and marking operations using appropriate tools and devices: ruler, square, template, stencil, compass, etc., make an appropriate choice of tools;

$1· based on the received ideas about the variety of materials, their types, properties, origin, practical application in life, consciously select them according to their decorative, artistic and constructive properties, and use them sparingly;

$1· to select, depending on the properties of materials and the goals set, optimal and accessible technological methods for their manual processing when marking parts, highlighting them, shaping, assembling and finishing the product;

$1· work with the simplest technical documentation: recognize the simplest drawings and sketches, read them and make markings based on them;

$1· manufacture planar and volumetric products according to samples, simple drawings, sketches, diagrams, drawings, according to given conditions;

$1· solve simple problems of a constructive nature by changing the type and methods of connecting parts (additional construction, redesign) in order to impart new properties to the product;

$1· understand the general rules for creating objects of the man-made world: compliance of the product with the environment, convenience (functionality), aesthetic expressiveness - and be able to be guided by them in your own practical activities;

Students will have the opportunity to learn :

$1· determine the utilitarian-constructive and decorative-artistic capabilities of various materials, carry out their targeted selection in accordance with the nature and objectives of subject-practical creative activity;

$1· creatively use mastered work technologies, decorative and structural properties of shape, material, color to solve non-standard design or artistic problems;

$1· understand that things contain historical and cultural information (that is, they can tell about some of the features of their time and about the people who used these things);

$1· understand the most common traditional rules and symbols that have historically been used in things (orderliness of shape and decoration, special signs in the decor of household items).

Metasubject

Regulatory

Students will learn:

$1· independently organize your workplace depending on the nature of the work performed, maintain order in the workplace;

$1· plan upcoming practical work, correlate your actions with the goal;

$1· When performing work, follow the instructions of the teacher or those presented in other information sources of various types: textbook, didactic material, etc.;

$1· follow the rules when performing work;

$1· establish cause-and-effect relationships between the actions performed and their results and predict actions to obtain the necessary results;

$1· carry out self-monitoring of practical actions performed, adjusting the progress of practical work;

$1· independently determine creative tasks and build the optimal sequence of actions to implement the plan;

$1· predict the final result and independently select the means and methods of work to obtain it;

Cognitive

Students will learn:

$1· find the information necessary to complete the work in the materials of the textbook, workbook;

$1· analyze the information offered (samples of products, simple drawings, sketches, drawings, diagrams, models), compare, characterize and evaluate the possibility of using it in one’s own activities;

$1· analyze the structure of the product: identify and name the parts and parts of the product, their shape, relative position, determine methods of connecting parts;

$1· perform educational and cognitive actions in a materialized and mental form, find an appropriate speech form to explain them;

$1· use sign-symbolic means to solve problems in mental or materialized form; perform symbolic modeling and model transformation actions, work with models;

Students will have the opportunity to learn:

$1· search and select the necessary information from additional available sources (directories, children's encyclopedias, etc.);

$1· independently combine and use mastered technologies in accordance with a constructive or decorative-artistic task;

$1· create a mental image of a structure in order to solve a certain design problem or convey certain artistic and aesthetic information; embody this image in the material;

$1· understand the features of project activity, put forward a simple project idea in accordance with the goal, mentally create a constructive plan, select means and methods for its practical implementation, defend the product of project activity with arguments;

Communication

Students will learn:

$1· organize joint work in a group under the guidance of a teacher: distribute roles, cooperate, provide mutual assistance;

$1· formulate your own opinions and ideas, present them in a reasoned manner;

$1· listen to the opinions and ideas of your comrades, take them into account when organizing your own activities and teamwork;

$1· comment and evaluate the achievements of comrades in a friendly manner, express to them your suggestions and wishes;

$1· show an interested attitude towards the activities of your comrades and the results of their work;

Students will have the opportunity to learn:

$1· independently organize elementary creative activities in small groups: developing a plan, finding ways to implement it, implementing it, defending it.

1st class (33 hours)

Find out how the masters work (1 hour)

What do they study in technology lessons? Materials and tools for technology lessons. Rules of behavior and organization of work in technology lessons.

Learning to work with different materials (12 hours)

Modeling from plasticine. Tools and devices for working with plasticine, preparing plasticine for work, techniques for processing plasticine. Making simple forms from plasticine: modeling from a model, from memory and from imagination.

Working with paper. Simple paper processing techniques: bending, folding, cutting. Safety rules when working with scissors. Making simple shapes from paper by folding. Working with diagrams and graphic instructions. Making a square from a rectangular strip.

Features of working with natural materials. Application made from dried leaves.

Working with eggshells. Creating an image by association with the original form.

Foil as an ornamental material. Foil molding.

Climbing the steps of mastery (12 hours)

Template, its purpose; marking parts according to a template. Techniques of rational marking. Marking forms using a ruler and bending (combined method). New techniques for working with plasticine. Creating shapes and images in different ways: from individual parts and from a whole piece of plasticine. Crepe paper as an ornamental material; techniques for processing crepe paper to create various shapes.

New paper processing techniques; folding cardboard and thick paper, processing folds. Simple techniques for working with thread and needle. Making tassels and thread frames; sewing on buttons. Measuring threads for making tassels and for sewing. Tying a knot. Rules for safe working with a needle.

Foam rubber as an ornamental material; Features of marking parts on foam rubber, processing of foam rubber. Using recycled materials for crafts.

We design and solve problems (8 ocloc'k).

Design on a plane according to a sample, according to a model and given conditions. Applications from geometric and other shapes. Construction of three-dimensional forms through simple plastic transformations of a paper sheet. Creating an artistic image based on imagination and creative use of materials. Decorative and artistic applications.

Working with the "Constructor" set. Main parts and methods of assembling structures from the “Constructor” set (of any type). Analysis of the sample structure, selection of the necessary parts, reconstruction of the design according to the sample.

1 class

Students should know:

$1· basic requirements for culture and occupational safety:

About the need for timely preparation and cleaning of the workplace, maintaining order in the workplace during the lesson;

Rules for safe work with scissors and needles;

Techniques for marking parts on paper in various ways (by bending, using a template, by eye, by hand);

Rules for rational marking (marking on the wrong side of the material; saving material when marking);

Rules for careful work with glue;

$1· names and purposes of basic tools and devices for manual labor (ruler, pencil, scissors, template, stack, smoothing board, modeling board);

$1· names of individual materials (paper, cardboard, foil, plasticine, natural materials, etc.) and methods of their processing (bending, tearing, crumpling, cutting, sculpting, etc.);

$1· names of the main technological operations (marking, preparation, assembly) and methods of processing materials in artistic and design activities (cutting, cutting, cutting out, gluing, tearing, bending, stretching, flattening, etc.);

$1· names of individual techniques used in artistic and design activities (applique, modeling);

$1· assigning simple graphic instructions and organizing work in accordance with it.

Students should be able to:

$1· prepare the workplace and maintain order during the lesson;

$1· observe work culture and safety precautions when working on products;

$1· make markings by bending, according to a template, by eye and by hand;

$1· use the rules and techniques of rational marking;

$1· bend thick paper and cardboard carefully and evenly, use a smoothing iron;

$1· carefully cut out parts from paper along straight and curved contours;

$1· carefully and accurately cut out parts from paper using the tearing method;

$1· carefully, evenly apply glue and glue paper parts;

$1· carefully stick dried leaves and flowers onto thick paper;

$1· make simple shapes and structures from plasticine, use a stack;

$1· sew on buttons;

$1· perform combined work from different materials;

$1· perceive instructions (oral or graphic) and act in accordance with the instructions;

$1· carefully examine and analyze samples that are simple in design and use adequate methods of work to recreate them;

$1· perform work on the manufacture of products based on the analysis of a simple sample.

Students can know:

$1· properties of individual materials and the dependence of the choice of ornamental material for work on its properties;

$1· the origin of individual ornamental materials and methods of their preparation for work;

$1· different types of parts from the “Constructor” set, methods of assembling products from various sets.

Students can be able to:

$1· independently select materials for crafts, select and use the most appropriate methods of practical work that correspond to the task;

$1· establish simple logical relationships in the form and arrangement of individual parts of the structure and find adequate ways to work on its creation;

$1· on the basis of a sample or model, analyze simple patterns in accordance with which a design is created or changed, and find adequate ways to work on its creation;

$1· mentally transform simple forms and combine them into new designs in accordance with the conditions of the task;

$1· create in your imagination a simple artistic concept that corresponds to the task at hand, and find adequate ways to implement it in practice;

$1· use diagrams, graphic instructions, reference books;

$1· establish cooperation and perform joint work;

$1· carry out basic independent care of your belongings (at school and at home).

2nd grade (34 hours)

New working techniques and means of expression in products (8 ocloc'k).

Properties of materials, their changes and use in working on products. Making a square. Origami. Composition. General concept of composition. Errors in composition.

Simple symmetrical shapes. Marking and cutting out symmetrical shapes. Symmetry and asymmetry in composition. The use of symmetry and asymmetry in a product.

Features of the properties of natural materials and their use in various products to create an image. Techniques for working with various natural materials. Composition of dried plants. Creation of products from natural materials on an associative-figurative basis (“Transformations”; “Forest Sculpture”).

Marking a rectangle from two right angles. Design and decoration of products for the holiday (9 hours).

I also introduced techniques for marking a rectangle from two right angles. Exercises. What is the development of a volumetric product? Obtaining and constructing a rectangular scan. exercises in constructing rectangular scans. Solving problems on the mental transformation of forms, calculation, measurement and computation. Using design and design features in products to solve artistic and design problems. Making products for the New Year and Christmas (greeting card, box, gift wrapping, flashlight, Christmas tree).

Products based on folk designs (4 hours).

Features of the manufacture and use of things in certain areas of everyday life; reflection of cultural traditions in household products. Spring cookies "Teterki". Previously made from straw, now made from thread. Folk clay toy. Sun bird made of wood and wood chips. Making products from various materials based on the rules and canons of folk culture.

Fabric processing. Fabric products (7 o'clock).

Marking parts on fabric according to a template. Cutting out parts from fabric. Plain weave of threads in fabrics. Marking by pulling a thread. Making fringe. Seam "forward needle", embroidery with a seam "forward needle". Making fabric products using mastered working methods (travel and decorative needle beds, napkins).

Decorative and applied products for various purposes (6 hours).

Designing toys from spherical shapes (balls, pompoms). Methods of connecting parts; finishing of products. Mosaic. The use of mosaics in decorating buildings; mosaic materials. Features of mosaic as an artistic technique. Basic rules for making mosaics. Bas-relief manufacturing technology. Subjects for bas-reliefs. Processing the forms of nature and the surrounding world into decorative and artistic forms in bas-relief. Making a decorative plate using the bas-relief technique. Decorative vase. Relationship between the shape, size, and decoration of the vase and the bouquet. Various methods of manufacturing and finishing the product. Modeling a vase from plasticine and decoration (bas-relief, mosaic, painting).

Decorative calendar book. The connection between the image and design of the book and the purpose of the product. Making a notebook. Marking, manufacturing parts and assembling a product using mastered methods and techniques.

Basic requirements for the level of student preparation

2nd grade

Students should know:

$1· the simplest types of technical documentation (drawing, sketch, drawing, diagram);

$1· a method of using a ruler as a drawing and measuring tool for constructing and marking parts on a plane;

$1· a method of constructing a rectangle from two right angles using a ruler;

$1· what is the development of a volumetric product (general idea), the method of obtaining the development;

$1· symbols used in technical drawings, drawings and development sketches;

$1· methods of marking and cutting out symmetrical shapes from paper (half and ¼ shapes);

$1· what is composition (general idea), about the use of composition in a product to convey the idea;

$1· what is bas-relief, the technique of making bas-relief;

$1· what does the plain weave of threads in fabric look like?

$1· that the marking of parts on the fabric can be done using a template and the method of pulling the thread;

$1· how to make a fringe along the edge of a rectangular product made of fabric with plain weave threads;

$1· seams “forward with the needle” and “over the edge”, methods for making them;

$1· about technological and decorative-artistic differences between applique and mosaic, methods of their implementation;

$1· about the symbolic meaning of folk clay toys, its main images;

Students should be able to:

$1· correctly use a ruler as a drawing and measuring tool for making constructions on a plane;

$1· using a ruler, construct a rectangle from two right angles;

$1· perform simple calculations of the dimensions of product parts, focusing on a sample or technical drawing;

$1· draw simple rectangular developments (without following symbols);

$1· mark a square on a rectangular sheet of paper using the folding method;

$1· make markings on the subject;

$1· make images using the bas-relief technique;

$1· sculpt a round sculpture from a whole piece, use a special stick and stack;

$1· make simple figures from paper using the origami technique;

$1· create simple frontal and volumetric compositions from various materials;

$1· make markings on fabric by pulling threads;

$1· mark on the fabric according to the template; cut out simple shaped pieces from fabric;

$1· make fringe along the edge of a fabric product with plain weave threads;

$1· perform seams “forward with the needle” and “over the edge”;

$1· make simple images using the mosaic technique (from paper and natural materials);

$1· analyze the design of the product and perform work according to the sample;

$1· come up with and carry out a simple design of the product in accordance with its purpose.

Students can know:

$1· that ornamental materials (paper, fabric, plasticine) can change their structural and decorative properties as a result of appropriate processing (soaking, crumpling, heating, etc.);

$1· that things should suit the environment and the character and appearance of their owner;

$1· that under different conditions of use, a thing that is the same in its function will have a different structure and different appearance;

$1· that in folk life things had not only a practical meaning, but also a magical meaning, and therefore were made strictly according to the rules;

$1· about the symbolic meaning of images and patterns in some works of folk art;

$1· what is symmetry (asymmetry) and rhythm in the form of objects, in the composition of products and what is their constructive and aesthetic meaning;

$1· what is project activity, requirements for the implementation and protection of projects.

Students can be able to:

$1· plan upcoming practical work, build a technological sequence for the manufacture of simple products according to a sample or your own design;

$1· perform simple sketches of product developments using symbols;

$1· make simple changes and additions to the design and design of the product in accordance with the specified conditions;

$1· create creative frontal and volumetric compositions according to your own design in accordance with the artistic and design task; select materials and methods of their processing;

$1· paint plasticine products with paints (gouache);

$1· carry out project tasks in accordance with the content of the studied material based on the acquired knowledge and skills.

3rd grade (34 hours)

Forms and images of nature - a model for the master (10 hours).

The man-made world is a world of “second nature”. Computer technologies at the service of man, the possibilities of their use in creating a man-made world.

Images of nature in the products of masters. Transferring the most characteristic details in conventional origami forms. New techniques for making paper products using the folding method. Silhouette: the beauty of lines and shapes. Features of silhouette images, their varieties and methods of cutting out of paper. Expressiveness of silhouette images. Making silhouette patterns in squares and stripes. Processing of images of nature in the manufacture of household items: in dishes, beadwork, etc. Technology for the manufacture of decorative items from beads.

The character and mood of the thing (9 hours).

The dependence of the choice of shape, color, finishing details in the product on its purpose. Designing products for a specific purpose (transmitting “character and mood” in things): invitation cards and greeting cards, table cards, gift packaging, Christmas tree decorations.

New techniques for constructing forms and marking product parts. Marking on an irregularly shaped sheet using a square. Paper plastic. Design of three-dimensional paper products. Techniques for working with compasses. Marking parts, building shapes using a compass. Design and manufacture of products using compasses.

The beauty and comfort of our home. Harmony of style(9 hours).

The general concept of stylistic harmony in sets of things. Design and manufacture of things taking into account the requirements of stylistic harmony; new methods of fabric processing. Making a simple paper pattern. Marking and cutting paired parts. Sintepon; marking parts on padding polyester. Assembly and finishing of fabric products.

Style features of notebooks for various purposes. Designing a paperback notebook.

From the natural world to the world of things (6 hours).

A wonderful material is straw. Designing products from straw. Human use of the design features of natural objects in man-made products. Fixed and movable connections and their use in structures. Design of products with fixed and moving parts connections.

Basic requirements for the level of student preparation

3rd grade

Students should know:

$1· about the objective world as the main habitat of modern man;

$1· about the value and significance of studying natural objects to create a harmonious objective world (man borrows a lot from nature in the forms and design of products);

$1· general rules for creating objects of the man-made world: compliance of the product with the environment, ease of use, aesthetic expressiveness;

$1· the most common types of connections of parts in products (fixed and movable), methods for creating some types of fixed and movable connections in structures made of various materials;

$1· rules for safe work with compasses, an awl and a stationery knife;

$1· about constructing and marking parts of corresponding shapes (circle, equilateral triangle, inscribed in a circle) using a compass;

$1· about constructing rectangular figures on an irregularly shaped sheet using a square;

$1· about the personal computer as a technical tool and the possibilities of its use for solving simple artistic and design problems;

$1· about the features of silhouette images, their artistic expressiveness and methods of cutting out silhouettes of various types from paper;

Students should be able to:

$1· evaluate the feasibility of the design and appearance of the product from the point of view of its utilitarian function;

$1· solve simple problems of a constructive nature related to changing the type and methods of connecting parts (pre-design or partial redesign of the product) in accordance with new requirements and conditions of use of the product;

$1· construct and mark figures using a compass;

$1· construct a rectangle on a sheet of irregular shape using a square and a ruler;

$1· observe safe working techniques with new tools - compasses and a stationery knife, and use them correctly;

$1· Follow safe computer practices;

$1· perform a “back needle” seam and use it in the manufacture of products;

$1· make bead products using simple patterns; purposefully make changes to schemes in accordance with simple tasks of a constructive and decorative plan;

$1· make products from various plastic materials;

$1· use combined techniques in the manufacture of products in accordance with the constructive or decorative-artistic task.

Students can know:

$1· about the primacy of the natural world in relation to the artificially created world of things;

$1· about bionics as a science that uses “constructive inventions” of nature to solve technical and technological problems;

$1· about individual laws of mechanics used in the design of the subject environment (at the level of general ideas);

$1· about the need to change and creatively process (stylize) natural forms in everyday things in accordance with their function, about techniques for stylizing natural forms in things;

$1· that pretentiousness in the design and decoration of a thing narrows the scope of its application; universal things are distinguished by rigor and simplicity.

Students can be able to:

$1· consciously select materials for products based on received ideas about their constructive, decorative and artistic properties and in accordance with the task;

$1· invent and produce simple sets of products based on the principle of stylistic harmony;

$1· perform a stem stitch and use it in the manufacture of products;

$1· design simple products (or modify designs) taking into account certain requirements and laws of mechanics.

4class (34 hours)

From time immemorial to the present day (8 ocloc'k).

Ceramics in the culture of the peoples of the world. Features of ceramic dishes among different nations; reflection of lifestyle and customs in dishes; shape and painting of vessels. Architectural ceramics; tile.

Weaving from wicker, birch bark, wood chips; imitation of these materials in weaving from paper strips.

Jewelry in the culture of the peoples of the world. Using ancient traditions in modern products. Making products based on folk traditions.

Traditions of craftsmen in products for the holiday (8 ocloc'k).

Corrugated paper pendant. Traditional techniques for making folds and designing products. Fold out card; design features of folding cards, composition of products. Gift packaging; the connection between the packaging and the gift, the dependence of the design and finishing on the purpose of the packaging. Carnival. Traditions of different peoples in organizing carnivals, their cultural, historical and modern meaning. Festive gingerbread. Traditional holiday treat in folk culture. Creative use of traditional canons in modern life.

Decorative photo frame. The dependence of the shape and decor of the frame on the features of the framed photograph or painting. Techniques for making a decorative frame using the bas-relief technique. Making holiday souvenirs and gifts for the New Year and Christmas.

Masters and apprentices. Winter crafts (11 o'clock)

Crochet; materials, tools, knitting technology. Making simple products. Loop stitch; buttonhole stitch technology, its functional and decorative purpose. Manufacture of products using a buttonhole seam; decorative pockets. Hardcover, its components and purpose. Technology for performing simple bookbinding works. Cover for travel card. Book repair. Making gifts and souvenirs using mastered technologies.

Every business has its own secrets (7 o'clock).

Straw craftsmen; decorative and artistic properties of straw. Processing and use of straw as an ornamental material in various types of products. Reflection of cultural and historical traditions in products made from straw. Replacing straw with other fibrous materials. Toys made of straw and thread. Straw applique.

Metal in the hands of a master. Crafts related to metal processing; coinage. Foil stamping is a simplified analogue of metal embossing. Preparation of materials and tools, methods of work. Making a decorative plate using foil stamping.

Secrets of a sheet of paper. Technologies and cultural traditions in the art of origami. New types of folds and working techniques.

Traditional crafts as a reflection of the characteristics of the national culture of the peoples of the world.

Material and technical support of the educational subject

To fully implement the technology course in primary general education and achieve the planned results, an appropriate material base is necessary. At the same time, this program was developed taking into account the significant diversity of real conditions in which a modern domestic primary school exists, and assumes that its content can be implemented with minimal costs for material resources.

To work, each child needs:

the following materials: sets of colored paper for applique, cardboard, fabric, plasticine, sewing thread, embroidery thread, knitting yarn, natural and recycled materials, gouache;

and tools: scissors (school), scoring knife, simple and colored pencils, ruler, square, compass, sewing and embroidery needles, brushes for glue and paints, modeling board, scoring board.

In addition to the listed materials and tools, the necessary material base includes textbooks, printed workbooks and other educational and methodological materials that make up the educational and methodological set on technology.

Composition of the educational and methodological kit on technology:

1 class

N.M. Konysheva. Technology. 1 class. Textbook. – Smolensk: Association XXI Century;

N.M. Konysheva. Technology. 1 class. Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konysheva. Technology: Methodological recommendations for a textbook for 1st grade in general education institutions. - Smolensk: Association XXI Century;

N.M. Konysheva. Didactic materials and visual aids for technology lessons. 1 class. - Smolensk: Association XXI Century.

2nd grade

N.M. Konysheva. Technology. 2nd grade. Textbook. – Smolensk: Association XXI Century;

N.M. Konysheva. Technology. 2nd grade. Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konysheva. Technology: Methodological recommendations for a textbook for 2nd grade in general education institutions. - Smolensk: Association XXI Century.

3rd grade

N.M. Konysheva. Technology. 3rd grade. Textbook. – Smolensk: Association XXI Century;

N.M. Konysheva. Technology. 3rd grade. Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konysheva. Technology: Methodological recommendations for a textbook for 3rd grade in general education institutions. - Smolensk: Association XXI Century.

4th grade

N.M. Konysheva. Technology. 4th grade. Textbook. – Smolensk: Association XXI Century;

N.M. Konysheva. Technology. 4th grade. Workbooks No. 1 and No. 2. - Smolensk: Association XXI Century;

N.M. Konysheva. Technology: Methodological recommendations for a textbook for 4th grade in general education institutions. - Smolensk: Association XXI Century.

Additional literature for organizing extracurricular work and project activities for students

N.M. Konysheva. Project activities of junior schoolchildren in technology lessons: A book for teachers. - Smolensk: Association XXI Century;

S.V. Petrushin. Cut out silhouettes. - Smolensk: Association XXI Century;

N.M. Konysheva. We give people beauty and joy: Materials for organizing circle work with students in grades 1-4 (planned for publication).

One of the important directions for solving these problems is the development and implementation of new pedagogical technologies

Download:

Preview:

Prepared by Khazieva A.M.

primary school teacher

MBOU secondary school No. 8

Tuymazy

Modern pedagogical technologies

as a means of implementing the Federal State Educational Standard of NOO

Today the school is aimed at achieving modern quality of education, at solving vital tasks and problems. What should a student master when leaving the walls of elementary school? Of course - the ability to learn. First of all, the student must develop universal learning actions,skills of independent activity, initiative, tolerance, ability for successful socialization in society.This is evidenced by the federal state educational standards of the new generation.

Teachers from all countries are looking for ways to improve the effectiveness of teaching. But still, in the educational process, contradictions remain between frontal forms of teaching and individual methods of educational and cognitive activity of each student; between the need for differentiation of education and uniformity of content and teaching technologies.

One of the important directions for solving these problems is the development and implementation of new pedagogical technologies, the main feature of which can be considered the degree of adaptability of all elements of the pedagogical system: goals, content, methods, means, forms of organizing students’ cognitive activity, forecasts of compliance of learning outcomes with the requirements of the program.

So what is “technology”, what is its difference from methodology?

Technology – Greek. the word means “skill, art” and “law of science” - this is the science of mastery. There are many definitions of the concept of “educational technology”.

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and acquiring knowledge, taking into account technical and human resources and their interaction, which aims to optimize forms of education. In other words, technology is recorded sequential actions that guarantee the achievement of a given result. It contains an algorithm for solving assigned problems; its use is based on the idea of ​​complete controllability of learning and reproducibility of educational cycles.

In contrast to the method:

The technology is not subject-specific; it can be implemented on any subject, regardless of the content. The technology can be implemented by any teacher.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

• Educational technologies easily fit into the educational process of the classroom system.
• Allows you to achieve the goals set by the program and education standard in a specific academic subject.
• They ensure the implementation of the main directions of the pedagogical strategy: humanization, humanization of education and a person-oriented approach.
• They ensure the intellectual development of students and their independence.
• Educational technology promotes goodwill towards the teacher and towards each other.
• They show special attention to the individuality of a person, his personality.
• Educational technologies focus on the development of creative activity.

The main objectives of primary general education: development of the student’s personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional and value-based attitude towards oneself and others. The solution to these problems is possible if we proceed from a humanistic belief based on the data of educational psychology: all children are capable of studying successfully in primary school if the necessary conditions are created for them, a pedagogical environment that influences various aspects and aspects of personality development.

Currently, the use of modern educational technologies, which ensures the personal development of the child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process, can be considered as a key condition for improving the quality of education, reducing student workload, and more efficient use of educational time.

Today there are more than a hundred educational technologies. They are classified by organizational forms, by subject, by author, by approach to the child, etc.

These include:

1. Pedagogical technologies based on personal orientation of the pedagogical process:

• Pedagogy of cooperation
• Humane-personal technology Sh. A. Amonashvili

1. Pedagogical technologies based on the activation and intensification of student activities:

• Gaming technologies
• Problem-based learning
• Design and research technology

1. Pedagogical technologies based on the effectiveness of management and organization of the educational process:

• Technology of level differentiation of training
• Group technologies
• Information and computer technologies

1. Technology of developmental education:

• System of developmental education L. V. Zankova
• General fundamentals of developmental learning technologies

1. Health saving technology

The lesson scenario may include elements of various modern educational technologies: (Table No. 1)

The task of a modern teacher is not to present the student with ready-made knowledge on a silver platter, but to organize an independent cognitive process through the technology of competency-based learning in class and extracurricular activities.

The use of information and computer technology plays a huge positive role in the modern educational system. The widespread use of information and computer technologies in schools significantly improves the positive dynamics in children’s education and their quality component. Of course, this happens subject to the competent use of computer and multimedia technology.

In my practice, the main areas of application of ICT have already been formed: preparation of didactic material, participation in distance competitions, competitions for teachers and students; testing in subjects, checking reading technique; searching and using information from the Internet for preparing lessons, design and research work, practical work on the world around us, for extracurricular and educational work; virtual travel, subject simulators, testing; educational games on subjects;

The use of various technologies and information and computer technology, in particular, is necessarily accompanied in combination with health-saving technology (physical exercises, gymnastics for the eyes, hearing, relaxation exercises, dance-rhythmic breaks to music, recreational games during recess, reflection), since the formation of a responsible attitude towards the health of the younger generation is the most important and necessary condition for the success of a modern person

All of the above techniques, new technologies used in lessons and outside of school hours, enable the child to work creatively, promote the development of curiosity, increase activity, bring joy, and create a desire to learn in the child.

In conclusion, I would like to emphasize once again that all modern technologies, and computer technology in particular, can become in education both a simulator and a means of control, a means of mobile visibility and monitoring, a custodian and disseminator of information. With the proper use of information and communication technology, the effectiveness of teaching and the culture of the lesson are significantly increased, interest in the subject is formed, and, therefore, the education of younger schoolchildren becomes high-quality, meeting the requirements of new educational standards.

Modern educational technologies of activity type in accordance with the requirements of the Federal State Educational Standard of Educational Education using the example of problem-based learning technology. METHODOLOGICAL SEMINAR Seminar participants: MMS methodologists, heads of primary school teachers’ educational organizations, primary school teachers in Cherepanovsky, Suzunsky, Maslyaninsky, Iskitimsky districts, methodologists and teachers of pedagogical colleges and our technical school

Technique for working with information “insert” Federal State Educational Standard of the NEO Literature Dewey and his concept Concepts and definitions The essence of problem-based learning Target orientations Techniques for creating problem situations Stages Types of problem situations Conditions for implementing problem-based learning Own experience in using problem-based learning techniques

Federal State Educational Standard of NEO Clause 7. The Standard is based on a system-activity approach * The essence of the activity theory of teaching: 1. The ultimate goal of training is the formation of a method of action. 2. A method of action can only be formed as a result of activity, which, if it is specially organized, is called educational activity. 3. The learning mechanism is not the transfer of knowledge, but the management of educational activities.

Characteristics of problem-based learning technology (according to G.K. Selevko) Pedagogical technologies based on the activation and intensification of students’ activities (active teaching methods): - Game technologies - Problem-based learning - Technology of modern project-based learning - Interactive technologies. -Technology of communicative teaching of foreign language culture (E.I. Passov) -Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov)

Dewey John () American philosopher, psychologist and educator proposed to build all learning as an independent solution to problems.

Conceptual provisions (according to D. Dewey) A child in ontogenesis repeats the path of humanity in knowledge. The assimilation of knowledge is a spontaneous, uncontrolled process. A child learns material not just by listening or perceiving with his senses, but as a result of satisfying his need for knowledge, being an active subject of his learning. The conditions for successful learning are: - problematization of educational material (knowledge - children's surprise and curiosity); - child’s activity (knowledge should be absorbed with appetite); - connection of learning with the child’s life, play, work.

The following related terms and concepts are found in the pedagogical literature: -problem approach (T.I. Shamova), the principle of problematicity (V.T. Kudryavtsev, A.M. Matyushkin), requiring the mandatory organization of a problem situation; - problematic methods (V. Okon) as ways and means of solving pedagogical problems; - problem-based learning as a type of learning (M.I. Makhmutov, M.N. Skatkin), if we consider it as a relatively independent didactic system.

Methodology of problem-based learning Brushlinsky A. V. Psychology of thinking and problem-based learning 1983 Kudryavtsev V. T. Problem-based learning: origins, essence, prospects 1991 Lerner I. Ya. Problem-based learning Matyushkin A. M. Current issues of problem-based learning Makhmutov M. I. Organization problem-based learning at school Okon V. Fundamentals of problem-based learning M. I. Makhmutov Organization of problem-based learning at school Khutorskoy A. V. Didactic heuristics. Theory and technology of creative learning Melnikova E.L. Technology of problem-dialogical learning 2012

Today, problem-based learning (problem-based learning technology) is understood as such an organization of the educational process, which involves the creation in the minds of students under the guidance of a teacher of problem situations and the organization of active independent activity of students to resolve them, as a result of which the creative mastery of knowledge, abilities, skills (ZUN) occurs ) and development of thinking abilities (CUD).

Target orientations (according to Selevko G.K.) Acquisition (mastery) of knowledge by students Increasing the strength of knowledge. Mastering methods of independent activity (SUD). Formation of search and research skills. Development of cognitive and creative abilities.

Stages of problem-based learning Stage I – setting up a pedagogical problem situation, directing students to perceive its manifestation, organizing the child’s question, the need to respond to external stimuli. A pedagogical problem situation is created using various verbal and technical means. Stage II – transfer of a pedagogically organized problem situation into a psychological one: the state of the question is the beginning of an active search for an answer to it, awareness of the essence of the contradiction, formulation of the unknown. At this stage, the teacher provides measured assistance, asks leading questions, etc. The difficulty of managing problem-based learning is that the emergence of a psychological problem situation is an individual act, therefore the teacher is required to use differentiated and individual approaches. Stage III – searching for a solution to the problem, a way out of the impasse of contradiction. Together with the teacher or independently, students put forward and test various hypotheses and attract additional information. The teacher provides the necessary assistance (in the zone of proximal development).

Stages of problem-based learning Stage IV – “Aha-reaction”, the emergence of an idea for a solution, the transition to a solution, its development, the formation of something new in the minds of students (ZUN, SUD). Stage V – implementation of the found solution in the form of a material or spiritual product. Stage VI – tracking (control) of long-term learning results.

Methodological techniques for creating a problem situation (according to G. Shchukina): 1 Explanation of external discrepancies between facts 2 Finding ways to practically apply new knowledge 3 Analysis of the contradiction between everyday ideas and scientific concepts. 4 Assumption (hypothesis), formulation of conclusions, experimental verification 5 Inducement to comparison, contrasting facts 6 Preliminary generalization of new facts 7 Communication of facts inexplicable by science 8 Use of interdisciplinary connections.

Technology of problem-dialogue teaching by E. Melnikova Classification of teaching methods Methods Problem-dialogue Traditional Statement of the problem Dialogue stimulating from a problem situation Dialogue leading to the topic Message of the topic with a motivating technique Message of the topic of Finding a solution Dialogue encouraging to put forward and test hypotheses Dialogue leading from the problem Leading without a problem dialogue Knowledge Message

Techniques for creating a problem situation Presentation of contradictory facts, theories, opinions Clash of opinions on a problematic issue or practical task on new material Contradiction between everyday ideas and scientific fact Contradiction between the need and impossibility of completing the teacher’s task

Conditions for the successful implementation of problem-based learning technology: building an optimal system of problem situations and means of creating them (spoken and written words, multimedia); selection and use of the most relevant, essential tasks (problems); taking into account the characteristics of problem situations in various types of educational work; The personal approach and skill of the teacher are of exceptional importance, capable of causing active cognitive activity in the child.

Cycle of problem-based learning Entrance testing Purpose: determining the level of preparation in the subject 0 stage III stage IV stage V stage II stage I stage Statement of a pedagogical problem situation Introductory information Oral word TSO and ICT Guiding information Awareness of the essence of the contradiction Translation of a pedagogical problem situation into a psychological one VI stage Selection of problematic ones situations Scientific and methodological base Information support Selection of information on the problem and its presentation Monitoring of long-term learning results AGA - reaction to finding a solution, manifestation of new knowledge Independent work COURT Implementation of the solution Creation of a product (written reflections) Personal development Group work Selecting test options Execution

Federal Law 273, Article 66, Clause 1 Primary general education is aimed at forming the student’s personality, developing his individual abilities, positive motivation and skills in educational activities (mastery of reading, writing, counting, basic skills of educational activities, elements of theoretical thinking, simple self-control skills, culture of behavior and speech, the basics of personal hygiene and a healthy lifestyle).

Professional standard Professional standard of a teacher Order of the Ministry of Labor of Russia dated N 544 n "On approval of the professional standard "Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)" professional standard

Labor activities: 1 Development and implementation of academic discipline programs within the framework of the basic general education program 2 Carrying out professional activities in accordance with the requirements of federal state educational standards of preschool, primary general, basic general, secondary general education 3 Participation in the development and implementation of a development program for an educational organization in order to creating a safe and comfortable educational environment 4 Systematic analysis of the effectiveness of training sessions and approaches to teaching 5 Organization, monitoring and evaluation of educational achievements, current and final results of mastering the main educational program by students 6 Formation of skills related to information and communication technologies (hereinafter referred to as ICT) 7 Formation of motivation for learning 8 Objective assessment of students’ knowledge based on testing and other control methods in accordance with the real educational capabilities of children

Required skills: 1 Master the forms and methods of teaching, including those that go beyond the scope of training: project activities, laboratory experiments, field practice... 2 Objectively evaluate students’ knowledge based on testing and other control methods in accordance with the real educational capabilities of children 3 Develop ( master) and apply modern psychological and pedagogical technologies based on knowledge of the laws of personality development and behavior in a real and virtual environment 4 Use and test special approaches to teaching in order to include all students in the educational process, including those with special educational needs: students who have demonstrated outstanding abilities; students for whom Russian is not their native language; students with disabilities 5 Possess ICT competencies: general user ICT competency; general pedagogical ICT competence; subject-pedagogical ICT competence (reflecting professional ICT competence of the relevant field of human activity) 6 Organize various types of extracurricular activities: gaming, educational and research, artistic and productive, cultural and leisure, taking into account the capabilities of the educational organization, place of residence and historical and cultural identity region

Required knowledge: 1 The subject taught within the requirements of federal state educational standards and the basic general education program, its history and place in world culture and science 2 History, theory, patterns and principles of the construction and functioning of educational systems, the role and place of education in the life of the individual and society 3 Basic patterns of age-related development, stages and crises of development, socialization of the individual, indicators of individual characteristics of life trajectories, their possible deviations, as well as the basics of their psychodiagnostics 4 Fundamentals of psychodidactics, multicultural education, patterns of behavior in social networks 5 Ways to achieve educational results and methods of evaluating results teaching 6 Fundamentals of teaching methods, basic principles of the activity approach, types and techniques of modern pedagogical technologies 7 Work program and teaching methods in this subject 8 Priority directions for the development of the educational system of the Russian Federation, laws and other normative legal acts regulating educational activities in the Russian Federation, normative documents on the issues of education and upbringing of children and youth, federal state educational standards for preschool, primary general, basic general, secondary general education, legislation on children's rights, labor legislation Regulatory documents on the issues of education and upbringing of children and youth Convention on the Rights of the Child Labor legislation White hat: information The white hat “cooks” thoughts “involved” in numbers and facts. In presenting the facts, the person wearing the white hat is expected to be completely impartial and objective. Red hat: feelings and intuition Wearing a red hat, let us give ourselves over to the power of emotions. When a person puts on a red hat, it gives him the opportunity to say, “This is how I feel about this issue.” Black Hat: Criticism The person who puts on the black hat is busy looking for what is wrong, needs improvement, or is simply wrong in a given sentence.

Yellow hat: logical positivity The “sun-colored” mindset is a persistent search for the positive aspects inherent in a given situation and the construction of positive conclusions. Green Hat: Creativity Green hat thinking is about activating the movement of our thoughts rather than making a judgment about the idea under consideration. Blue hat: process management The task of the blue “thinking” hat is to summarize everything that has been achieved so far.

“Technology” - “Technology” is a set of techniques used in any business, skill, or art. “Pedagogical technology” - “Pedagogical technology” is a set of psychological and pedagogical techniques, teaching methods, and educational means.

Basic pedagogical technologies Technology of person-centered learning; Collaborative learning or group technologies; Gaming technologies; Project technologies or technologies of project activities; Problem-based learning technologies; Application of information and communication technologies; Health-saving technologies; Distance learning technologies.

Collaborative learning or group technologies. Learning in collaboration Collaborative learning is joint (shared, distributed) learning, as a result of which students work together, collectively constructing and producing new knowledge, rather than consuming it in a ready-made form.

Project technologies or technologies of project activities Project method The project method is a comprehensive teaching method that allows you to build the educational process based on the interests of students, enabling the student to show independence in planning, organizing and controlling their educational and cognitive activities, the result of which is the creation of a product or phenomena.

Problem-based learning technologies Problem-based learning Problem-based learning is a system of teaching methods and tools, the basis of which is the modeling of a real creative process by creating a problem situation and managing the search for a solution to the problem.

Distance learning technologies Distance learning Distance learning is a set of educational technologies in which the interaction of a student and a teacher is carried out regardless of their location and distribution in time, on the basis of pedagogically organized information technologies, primarily using telecommunications and television. Functions of universal educational actions: ensuring the student’s ability to independently carry out learning activities, set educational goals, search for and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity; creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.