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Describe the types of organizational models of extracurricular activities. Organizational models of extracurricular activities Afanasyeva E.A., methodologist of the Department of Education and Science of the Ivanovo Medical Center. The essence and specificity of additional education for children in general education settings

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Description of the presentation by individual slides:

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Slide description: Organizational models extracurricular activities

Mashchenko O.N., teacher of pedagogy, State Budgetary Educational Institution of Education "ChPK" LOGO

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2 slide Extracurricular activities: this educational activities

, carried out in forms other than classroom instruction, and aimed at achieving the planned results of mastering the main educational program; these are all types of activities of schoolchildren (except for educational activities in the classroom), in which it is possible and advisable to solve the problems of their education and socialization (D.V. Grigoriev, Ph.D., P.V. Stepanov, Ph.D. , Methodical designer of extracurricular activities, M.: Education, 2010.); this is education in the form of voluntary associations in which the mutual development of educational, professional, cultural values is carried out by children and teachers as equal partners (Chistyakova L.A., Basic educational program: implementation mechanisms, Irkutsk: IIPKRO, 2011. - 104 p.) Mashchenko O.N., teacher of pedagogy

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3 slide achievement of personal and meta subject results

(clauses 10, 11 of the Federal State Educational Standard of the NEO) The main goal of extracurricular activities: Mashchenko O.N., teacher of pedagogy, achieving educational results of levels 1, 2, 3 achieving the results of mastering the main educational program (clause 9 of the Federal State Educational Standard of the NEO) education and socialization of the individual

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Order of the Ministry of Education and Science of the Russian Federation dated December 31, 2015 No. 1576, registration number 40936 dated February 2, 2016 Clause 19.5 “Work programs of academic subjects, courses, including extracurricular activities must ensure the achievement of the planned results of mastering the basic educational program of primary general education. Work programs of individual academic subjects, courses, including extracurricular activities are developed on the basis of the requirements for the results of mastering the main educational program of primary general education, taking into account the programs built into its structure" Mashchenko O.N., teacher of pedagogy

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Structure of the main educational program of primary general education OOP NOO Mashchenko O.N., teacher of pedagogy general purpose, goals, objectives and planned results of the implementation of the educational program, methods for determining the achievement of these goals and results, the general content of general education, includes programs focused on achieving personal, subject and meta-subject results, the general framework for organizing educational activities, mechanisms for the implementation of the educational program Content section of the program of extracurricular activities courses Organizational extracurricular activities plan section

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Mashchenko O.N., teacher of pedagogy Tasks of extracurricular activities: taking into account age and individual characteristics students improving conditions for the child's development reducing the study load of students ensuring favorable adaptation of the child at school

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IDEA: “Value-based, meaningful unity of classroom and extracurricular activities, the need to realize the educational potential of modern curricula both within the classroom-lesson system and in after school hours" 1. Letter of the Ministry of Education of Russia dated April 2, 2002 No. 13-51-28/13 “On increasing educational potential educational process in a general education institution"; 2. Program for the development of the educational component in educational institutions of the Irkutsk region for 2013-2018 Mashchenko O.N., teacher of pedagogy

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Consolidation of IDEAS in the Federal State Educational Standards of NEO, Federal State Educational Standards of LLC “Organization of educational activities of students in the classroom and the creation of an appropriate space for the implementation of acquired knowledge, skills and abilities in practical socially and personally significant activities during extracurricular hours should ensure the achievement of a complex of personal, meta-subject and subject-specific results” Mashchenko O. N., teacher of pedagogy

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Models of extracurricular activities: Basic TEXT TEXT TEXT Basic model of extracurricular activities Model additional education“Full-day school” model Optimization model Innovation-educational model Mashchenko O.N., teacher of pedagogy 1 2 3 4

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additional educational programs of the most general educational institution part formed by participants in the educational process (additional educational modules, special courses, school scientific societies, educational Scientific research, workshops, etc., conducted in forms other than the lesson) educational programs of institutions of additional education for children, as well as cultural and sports institutions Curriculum intra-school system of additional education system of additional education Basic model Mashchenko O.N., teacher of pedagogy

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excursions, debates, round tables, competitions, socially useful practices, etc.); (teacher-organizer, social teacher, educational psychologist, senior counselor, etc.) in accordance with job responsibilities qualification characteristics of positions of educational workers Extended day groups Class management Activities of other teaching staff Basic model Mashchenko O.N., teacher of pedagogy Innovative activities

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potential of in-school additional education Extracurricular activities of public organizations cooperation with institutions of additional education for children. Model of additional education: Mashchenko O.N., teacher of pedagogy

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OO achievement of the planned results of mastering the basic educational program of primary general education Extracurricular Activities of the Federal State Educational Standards of the non-profit educational institution implementation of additional educational programs Model of additional education: Mashchenko O.N., teacher of pedagogy Goal criterion; tasks; content; working methods

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1. Creation of a common program and methodological space for extracurricular activities and additional education for children; 2. Transition from the management of educational institutions to the management of educational programs. 3. Readiness for territorial, social and academic mobility of children and access to new level, in a new context, understanding of the term “single educational space”. Advantages: providing a wide range of areas for children's interest groups; attracting qualified specialists to carry out extracurricular activities, the practice-activity basis inherent in additional education, the possibility of free self-determination and self-realization. Mashchenko O.N., teacher of pedagogy Model of additional education:

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Key ideas of this model: - creating conditions for a child’s full stay in an educational institution during the day, including through polarization educational environment schools and the allocation of differently accented spaces; - meaningful unity of educational, educational, developmental processes within the framework of the educational system and the main educational program of the educational institution; - creation of a health-preserving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization motor activity, organization of rational nutrition, work to promote the value of health and healthy image life; - creating conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student government bodies; - construction of an individual educational trajectory and an individual schedule for a child’s stay in an educational institution; - reliance on the integration of basic and additional educational programs. . Mashchenko O.N., teacher of pedagogy Model of “full-day school”.

MODEL

organizing extracurricular activities for students

MOU - "Linovskaya secondary school"

in conditions of transition to

Federal State Educational Standards NOO

Explanatory note

In accordance with the requirements of the introduction of the Federal State Educational Standards of NOO in curriculum 10 hours are allocated for organizing classes in areas of extracurricular activities, which are an integral part of the educational process at school. An activity-based organization based on the variable component of the curriculum, organized by participants in the educational process, is different from the lesson system of education: excursions, clubs, sections, round tables, conferences, debates, KVN, school scientific communities, olympiads, competitions, search and scientific research, etc. . Classes in areas of extracurricular activities for first-stage students must fully implement the requirements of the federal state educational standards for primary general education (FSES NEO).

PURPOSE AND GENERAL TASKS OF EXTRA-CURRICULAR ACTIVITIES OF PRIMARY SCHOOL STUDENTS

Purpose of the program: development individual interests, inclinations, abilities of students, their acquisition of their own socio-cultural experience in their free time from study.

The main objectives of organizing extracurricular activities for children are:

strengthen the pedagogical influence on the lives of students in their free time;

organize socially useful and leisure activities for students together with teams from out-of-school education institutions, cultural, physical education and sports institutions, public associations, and families of students;

identify the interests, inclinations, abilities, and capabilities of students for various types of activities;

provide assistance in finding “yourself”;

create conditions for individual development child in the chosen area of extracurricular activities;

develop experience in creative activity and creative abilities;

create conditions for the implementation of acquired knowledge, skills and abilities;

develop experience in informal communication, interaction, cooperation;

expand the scope of communication with society;

to cultivate a culture of leisure activities for students.

MAIN DIRECTIONS AND VALUE FOUNDATIONS OF STUDENTS' EXTRACURRICULAR ACTIVITIES
PRIMARY SCHOOL

Organization of extracurricular activities for students primary school in the prospect of achieving national educational ideal carried out in the following areas:

Education of citizenship, patriotism, respect for human rights, freedoms and responsibilities.

Values: love for Russia, for its people, for its small homeland; service to the Fatherland; constitutional state; civil society; duty to the Fatherland, older generations, family; law and order; interethnic peace; freedom and responsibility; trust in people.

Education of moral feelings and ethical consciousness.

Values: moral choice; meaning of life; justice; mercy; honor; dignity; Love; honoring parents; caring for elders and younger; freedom of conscience and religion.

Representation about faith, spirituality, religious life person and society, religious picture of the world.

Fostering diligence, a creative attitude to learning, work, and life.

Values: hard work; creation; cognition; true; creation; determination; persistence in achieving goals; thrift.

Formation of a value attitude towards health and a healthy lifestyle.

Values: physical health, social health (health of family members and school staff), active, healthy lifestyle.

Fostering a value attitude towards nature, environment(environmental education).

Values: life; motherland; reserved nature; planet Earth.

Fostering a value-based attitude towards beauty, forming ideas about aesthetic ideals and values (aesthetic education).

Values: beauty; harmony; the spiritual world of man; aesthetic development; artistic creativity .

Expected results:

Increasing the number of children participating in organized leisure activities;

Cultivating a respectful attitude towards one’s village, school, region, a sense of pride that I am a citizen of Russia;

Developing tolerance and healthy lifestyle skills in children;

Formation of a sense of citizenship and patriotism, legal culture, conscious attitude towards professional self-determination;

The development of the social culture of students through the system of student self-government and the implementation, ultimately, of the main goal of the program - the achievement by students of the social experience necessary for life in society and the formation in them of a value system accepted by society.

Extracurricular activities of schoolchildren- a concept that unites all types of activities of schoolchildren (except for academic ones), in which it is possible and appropriate to solve the problems of their upbringing and socialization. The main advantage of extracurricular activities is providing students with a wide range of activities aimed at their development. The hours allocated for extracurricular activities are used at the request of students and their parents, in forms other than the lesson system of education. In the school curriculum, the areas of extracurricular activities are: sports and recreational, artistic and aesthetic, scientific and educational, general intellectual, spiritual and moral, civil and patriotic.

Classes sports and recreation areas: outdoor games, choreography, rhythm for 2 hours per week; course "In a healthy body - healthy mind» in the amount of 1 hour per week, intended for recreational work with children who show interest in physical culture and sports, maintaining and strengthening the physical and mental health of students. Course "Tourism in native land» 2 hours per week introduced for the purpose nurturing love and respect for nature, one’s village, one’s homeland .

artistic and aesthetic direction“Beauty around us”, 1 hour per week, is intended to give children the opportunity to express themselves and express themselves creatively in the field of various types of art.

Extracurricular activities scientific and educational direction“In the Kingdom of Words”, 1 hour per week, was introduced to develop schoolchildren’s interest in the Russian language and to develop skills in oral and written speech.

To the extracurricular activities sectiongeneral intellectual direction The course “Why” is being introduced in the amount of 1 hour per week, with the aim of developing sustainable cognitive interest.

Extracurricular activities sectioncivil-patriotic direction 1 hour per week includes the “Young Firefighter” course. The purpose of the program is to study the rules fire safety and instilling skills in conscious fire safety behavior and correct actions in the event of a fire.

Classes spiritual and moral direction in the amount of 1 hour per week are aimed at acquiring social knowledge by students (about social norms, the structure of society, socially approved and disapproved forms of behavior in society).

Stage 1 (grades 1-4)

At this stage, first of all, it is pursued the goal is to teach students to learn. Standards of behavior and development of social abilities and skills are formed. This stage can be considered the necessary introduction of an elementary school student into a specially organized space of cooperation. At this stage, students master forms of group work, using it to solve intellectual, creative and organizational problems. Thus, classes in school subjects have their natural continuation in various types of extracurricular and extracurricular activities of students. Extracurricular and extracurricular activities of students are organized and conducted with the aim of motivating students, expanding their horizons and comprehensive orientation in the world around them. Such activities greatly contribute to the harmonious education of schoolchildren, and also provide an opportunity to practically use knowledge in real life.

Description of the model for organizing extracurricular activities

The program for organizing extracurricular activities consists of educational courses, within which 6 areas of activity are implemented:

Sports and recreation area

Course program “A healthy mind in a healthy body” (compiled by Vasilyeva S.V.)

“Rhythmics” course program (compiled by S. E. Lebedeva)

Course program “Tourism in the native land” (compiled by N. A. Lebedev)

Artistic and aesthetic direction

Course program “Beauty around us” (compiled by Vasilyeva S.V.)

Scientific and educational direction

Course program “In the Kingdom of Words” (compiled by Vasilyeva S.V.)

4. General intellectual direction

Course program “Why” (compiled by S. V. Vasilyeva)

5. Civil-patriotic direction

Course program “Young Firefighter” (compiled by Vasilyeva S.V.)

6. Spiritual and moral direction

Course program “Fundamentals of Orthodox Culture” (compiled by S. V. Vasilyeva)

In practice, several multidimensional models for organizing extracurricular activities have been developed and used:

additional education based on the institutional system;
additional education based on municipal system;
"full day school" model;
optimization;
innovation and education;
"league of schools" model;
cadet corps;
diversified school of advanced education;
year-round parent-teacher association;
individual creative and project-based learning;
a school supplemented by interest clubs, etc.

Let us consider the main three models that are most significant for the primary education system.

The first model is additional education model– relies on the primary use of the potential of in-school additional education and on cooperation with institutions of additional education for children. Extracurricular activities are closely related to children’s additional education in terms of creating conditions for the development of children’s creative interests and their inclusion in artistic, technical, environmental, biological, sports and other activities.

The connecting link between extracurricular activities and additional education of children are such forms of its implementation as electives, school scientific societies, interest associations, academic subjects optionally.

The implementation of extracurricular activities based on the model of additional education is directly provided for in the Federal State Educational Standard of NEO, which states that an educational institution, within the framework of the relevant state (municipal) tasks formed by the founder, can use the capabilities of educational institutions for additional education of children, cultural and sports organizations.

This model involves the creation of a common programmatic and methodological space for extracurricular activities and additional education of children, the transition from the management of educational institutions to the management of educational programs. In this case, the dominant link is the main educational program of the school, to which the school’s additional education programs or programs of additional education institutions with which the school cooperates must be “adapted.”

If this model is implemented at a school, it is necessary to ensure readiness for territorial, social and academic mobility of children. In other words, it may be necessary to move children from school to additional education institutions, they will have to “join” other children's groups, and the requirements for teaching and upbringing methods may change.

The advantages of the model are the provision of a wide choice for the child based on the range of areas of children's associations of interests, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in extracurricular activities, as well as the practice-oriented and activity-based basis for organizing the educational process inherent in additional education for children.

Second model - full day school model. In this model, extracurricular activities are carried out primarily by teachers of extended day groups.

Features of this model are:

creating conditions for a child’s full stay in an educational institution during the day. In such a school, a special educational environment of the school should be created with the allocation of spaces for recreation, play, creativity, self-training, etc.;
meaningful unity of educational, educational, developmental processes within the framework of the educational system and the main educational program of the educational institution;
creation of a health-preserving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of physical activity, organization of rational nutrition, work to develop the value of health and a healthy lifestyle;
creating conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student government bodies;
building an individual educational trajectory and an individual schedule for a child’s stay in an educational institution;
reliance on the integration of basic and additional educational programs.

The teaching and educational process of a full-day school includes two interconnected blocks:

main: interaction of class lessons and self-study, consultations on subjects and electives;
extracurricular: excursions, subject Olympiads, subject clubs, scientific societies, lectures, development courses, creative clubs, studios and clubs.

The blocks must be closely connected to each other. The combination of the presented components of the educational process ensures the development of the intellectual and creative activity of each child. Consequently, the main task of managing a full-day school is to ensure the appropriate interconnection of the main blocks of the educational process of such a school.

The established practice of operating full-day schools involves providing each class group with 36 hours a week, of which 26 hours are for the extended day group, 10 hours are for developmental extracurricular activities.

Based on the distribution of educational and extracurricular time, a weekly daily schedule for each class group is drawn up, and the schedules of the 1st and 2nd half of the day are correlated with each other and form a single full-day school schedule, namely:

lessons in the first half of the day alternate with buffet breakfasts;
after the 4th–5th lesson - lunch, walk, rest;
no earlier than 1.5–2 hours after the end of lessons, self-study lessons begin (1–2 lessons of 30 minutes each with a break of 10 minutes); consultations with subject teachers; classes with a psychologist, etc.;
after self-training and consultations - free time: classes in clubs, sections, classes according to the program of extracurricular activities.

The third model is optimization. The model of extracurricular activities based on the optimization of all internal resources of an educational institution assumes that all teaching staff of this institution (teachers, teacher-organizer, social educator, educational psychologist, speech pathologist, speech therapist, educator, senior counselor) take part in its implementation , tutor, etc.).

In this case, the coordinating role is usually performed by the class teacher, who, in accordance with his functions and tasks:

interacts with teaching staff, as well as educational and support staff of educational institutions;
organizes an educational process in the classroom that is optimal for the development of the positive potential of students’ personalities within the framework of the activities of the school-wide team;
organizes a system of relationships through various forms educational activities of the class team, including through self-government bodies;
organizes socially significant, creative activities of students.

The advantages of the optimization model are to minimize financial expenses for extracurricular activities, in creating a unified educational and methodological space in an educational institution, in the content and organizational unity of all its structural divisions. The implementation of individual curricula is accompanied by the support of tutors of the educational institution.

Organizational models of extracurricular activities.

PRUDEY A.A.

Guidelines for organizing extracurricular activities

Requests from parents (legal representatives)
Priority areas of the school's activities
Interests and inclinations of teachers
Recommendations from a psychologist as a representative of the child’s interests and needs

Diagnostic tools

Questioning students to identify character traits, interests and inclinations of junior schoolchildren
Questioning aimed at identifying the educational needs of students and their parents (legal representatives)

Social partners

Educational institutions (EI)
Educational institutions for additional education for children (ECEC)
Children's public organizations
Cultural and sports organizations

During the holidays:

summer camps (thematic camp sessions)
summer schools created on the basis educational institutions and educational institutions of additional education for children

Organization of extracurricular activities

Extracurricular activities can be organized geographically both in a general education institution and outside it.
During the holidays, the possibilities of organizing children's recreation and their health improvement, thematic camp shifts, summer schools created on the basis of general education institutions, educational institutions for additional education of children and other institutions.
The forms of organization of the educational process, the alternation of educational and extracurricular activities within the framework of the implementation of the main educational program of primary general education are determined by the educational institution.

UPOD - began to function in Russia since 1992.

Centers (extracurricular activities, children's technical creativity, aesthetic education, etc.)
At home (artistic creativity, children's culture, etc.)
Stations (for young naturalists, children's and youth tourism and excursions, etc.)
Children's and youth sports schools

Directions of UDOD

Cultural and spiritual: Sunday schools, creative meetings with representatives of the clergy, science, art
Recreational and health: sport sections, hiking and travel clubs, etc.
Leisure and commercial: Internet clubs, concerts, gyms, etc.
Artistic and creative: art studios, amateur art groups
Personal development: courses in foreign languages, programming, etc.
Charitable and volunteer: associations whose activities are aimed at restoring cultural monuments, providing assistance to the disabled, orphans, etc.

Integration of general and additional education opportunities in the organization of extracurricular activities

INTEGRATION MECHANISMS:

development and implementation of joint programs and projects, individual cases and actions aimed at solving educational problems;
cooperation of resources and exchange of resources (intellectual, personnel, information, financial, material and technical, etc.);
provision of services (advisory, information, technical, etc.);
mutual training of specialists, exchange of best practices;
joint examination of the quality of extracurricular activities.

Educational program

Educational institution

Institution of culture and sports

Institution of additional education

Joint program of activities

Types of Organizational Models

(based on the institutional and (or) municipal system of additional education for children);
full-day school model;
optimization model (based on optimization of all internal resources of an educational institution);

Model of additional education

Extracurricular activities are closely related to children’s additional education, in terms of creating conditions for the development of children’s creative interests and their inclusion in artistic, technical, environmental, biological, sports and other activities. Forms of implementation: electives, school scientific societies, professional associations, training courses optionally. Add. Children's education involves the implementation of additional educational programs. According to the Federal State Educational Standard of NOO, the educational institution can use the opportunities of educational institutions for additional education of children, cultural and sports organizations. This model involves the creation of a common program and methodological space for extracurricular activities and additional activities. children's education.

Model of additional education

This model is focused on ensuring readiness for territorial, social and academic mobility of children.
Advantages of the model are to provide a wide choice for the child based on the range of areas of children's associations of interests, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in extracurricular activities, as well as the practice-oriented and activity-based basis for organizing the educational process inherent in additional education for children.

Full-day school model

The basis for the model is the implementation of extracurricular activities mainly by teachers of extended day groups.

This model is characterized by:

creating conditions for a child’s full stay in the educational institution during the day, including through the polarization of the educational environment of the school and the allocation of differently accented spaces;
meaningful unity of educational, educational, developmental processes within the framework of the educational system and the main educational program of the educational institution;
Creation of a health-preserving environment that ensures compliance with sanitary and epidemiological rules and regulations and includes the rational organization of the educational process, optimization of physical activity, organization of rational nutrition, work to promote the value of health and a healthy lifestyle;

Full-day school model

This model is characterized by:

creating conditions for self-expression, self-realization and self-organization of children, with the active support of children's public associations and student government bodies;
building an individual educational trajectory and an individual schedule for a child’s stay in an educational institution;
reliance on the integration of basic and additional educational programs.

Advantages of this model are: the creation of a set of conditions for the successful implementation of the educational process throughout the day, including meals, with the established practice of financing extended day groups.

After-school groups

Extracurricular activities organize more effectively in the extended day group activity mode, which includes walks, lunch, and then extracurricular activities.
For students attending extended day groups, before self-preparation it is better to organize walks, outdoor and sports games, socially useful work on the site of a general education institution, and after self-preparation - participation in events emotional nature(extracurricular activities, games, attending entertainment events, preparing and holding amateur concerts, quizzes and other events) (clause 10.28. and clause 10.29. SanPiN 2.4.2.2821-10).

Optimization model

Model of extracurricular activities based on optimization of all internal resources of the educational institution assumes that all teaching staff of a given institution (teachers, teacher-organizer, social educator, educational psychologist, speech pathologist, speech therapist, teacher, senior counselor, tutor and others) take part in its implementation.
In this case, the coordinating role is usually played by classroom teacher, which, in accordance with its functions and tasks:

interacts with teaching staff, as well as educational and support staff of educational institutions;

Optimization model

organizes a system of relations through various forms of educational activities of the class team, including through self-government bodies;

organizes socially significant, creative activities of students.

Advantages optimization models consist of minimizing financial costs for extracurricular activities, creating a unified educational and methodological space in an educational institution, and the substantive and organizational unity of all its structural divisions.

Innovation and educational model

The innovative educational model is based on the activities of an innovative (experimental, pilot, implementation) platform at the federal, regional, municipal or institutional level that exists in an educational institution.
Within the framework of this model, new educational programs are being developed, tested, and introduced, including those taking into account regional characteristics.

Innovation and educational model

The innovative educational model assumes close interaction general educational institution with institutions of additional professional teacher education, higher education institutions vocational education, scientific organizations, municipal methodological services.

Benefits of this model are: high relevance of the content and (or) methodological tools of extracurricular activity programs, scientific and methodological support for their implementation, and the uniqueness of the experience being formed.

Creating conditions

Organizational support
Regulatory support
Financial and economic conditions
Information Support
Scientific and methodological
Personnel
Logistics

Let's understand the concepts of “MODEL” (encyclopedic interpretation) - measure, sample, standard, i.e. a certain standard for mass production of a product. In a broad sense - like any sample: image, description, drawing, graph, plan, map, analogue of any object, process or phenomenon, substitute for the “original”, representation of the most general characteristics, general scheme for describing the phenomenon (BSE.-M., 1999).

“model” (in education) is a specific organizational system that ensures the existence and development of the life of the entire school community, implementing certain norms pedagogical activity, relationships between students and teachers. This is a space where certain interests prevail, a type of thinking, where one’s own language of communication is developed, where certain cultural “codes” exist that make a given model different from another.

Model External features The presence of a certain structure, specific content of educational activities, forms and means of organization educational process, etc. Internal features Presence of a leading goal, dominance of ideas and values, psychological, intellectual, moral climate

Models may differ in degree of coordination various fields life activities within the school (educational, sociocultural, leisure, gaming) A variety of forms of extracurricular activities The ability to establish connections with extracurricular institutions and cultural institutions, sports, and public organizations

Important! 1. Determine a model that corresponds to the educational institution (descriptive model) 2. Understand the value, content and procedural aspects of extracurricular activities (since they entail updating the goals, issues, forms, technologies and results of schoolchildren’s activities, and put forward new requirements for the professionalism of teachers 3. Understand the peculiarities of connections between educational institutions and the social environment (functional model) 4. Identify positive and negative trends 5. Build a model of future extracurricular activities (predictive model)

Generally accepted ideas about the organization of extracurricular activities and its interaction with educational process and additional education Basic education is the established class-lesson system Additional education is a system of creative associations of schoolchildren with interests corresponding to various directions Extracurricular activities are educational activities represented by socially significant events, cultural activities, conversations and meetings, cultural and educational events, various forms meaningful leisure (includes extracurricular activities).

Extracurricular activities At the class level - organized by the class teacher, counselor, teacher with the involvement of parents. At the level of parallels (school-wide level) - organized by the deputy director for VR, teacher organizers, and additional education teachers.

Forms of extracurricular activities Mass character: socially significant activities, promotions, evenings, hikes, excursions, holidays, etc. Group Forms Associations of children - clubs, clubs, sections Individual forms creative projects in different areas. Sociocultural, national and regional characteristics, school-wide traditions, and student interests are taken into account

Types of organizational models of extracurricular activities Based on this basic model, several basic types of organizational models of extracurricular activities can be proposed: a model of additional education (based on the institutional and (or) municipal system of additional education for children); full-day school model; optimization model (based on optimization of all internal resources of an educational institution); innovative educational model.

Framework model A model that defines the general structure of extracurricular activities. These are school, school-out-of-school and sociocultural models. The names describe the essence. Closed. They mainly use the capabilities of their own op-amp. At the same time, the main importance is not the number of circles, sections and clubs, but the fact that they are built on personnel, content, methodological resources your school. The model is typical.

The school-out-of-school (open) model is built on the resources of its institution with the involvement of the personnel and scientific-methodological potential of institutions of additional education for children. Those. circles, sections, clubs are led by school teachers and additional education teachers.

Sociocultural model is distinguished by complex multilateral connections with society, when, in addition to institutions of additional education for children, the capabilities of cultural institutions, sports, medicine, manufacturing enterprises, public organizations located in the vicinity of the OS. school Cultural institutions Sports institutions Medical institutions Continuing education institutions Manufacturing enterprises Public organizations

Framework models Help to structure various approaches to organizing extracurricular activities, showing in general terms ways of interaction with additional education and other sociocultural institutions. However, they provide only a general idea of the current educational reality.

Qualitative-level (internal) Characterize the features of the organization and content of extracurricular activities, its direction and methods for integration connections. “MOSAIC” model Extracurricular activities, represented by a traditional set of clubs and sections, working primarily for the participation of one age group in the most general areas (sports, general cultural, artistic), as well as a number of subject clubs that provide additional training in certain school disciplines during after-hours. They are taught along with subject teachers, class teachers and additional education teachers. This model can be called STARTER, since it is with it that the search for more complex options for organizing extracurricular activities begins.

“Round Dance” MODEL It is distinguished by greater organization, more complex connections between circles, sections, clubs, the leaders of which communicate with each other to one degree or another. However, in this case we are talking only about two- and three-way connections between creative associations that are similar in the content of activities, forms of work and often in the age composition of students (drawing clubs and modeling studios), etc. Teachers teaching classes related to extracurricular activities or additional education tend to help each other, but such interaction is, as a rule, one-time, unscheduled in nature and aimed at solving a specific task (for example, preparing an exhibition for students)

“CLUB” MODEL At the center of this model is a club, studio, theater, uniting the active part of students and teachers. This model plays a centripetal role, since it attracts a wide variety of creative associations, since it itself is complex in content. This could be a club for travelers and tourists, song lovers, a military history or discussion club. Circles and sections, to one degree or another, take into account the activities of the club and cooperate with it, thereby developing connections with each other. This significantly expands the space for social and creative activity of schoolchildren, develops their independence and initiative. Children take part in the work of the club different ages, it is also attractive for adults – teachers and parents.

“CELL” MODEL The name itself explains its organizational feature - the unification into a single network of several main “cells”, each of which is a mini-model of a club type with a core in the center and various sections and circles “attached” to it. This model, operating on the principle of a mobile telephone network, ensures coordination of the activities of teachers and schoolchildren, interaction of various creative associations, school and extracurricular cooperation at the level of both individual clubs and sections, and educational institutions.

Integration models (predictive) Includes the highest quality characteristics already famous models and those properties that have yet to be developed. In this sense, this model is innovative, allowing to use the potential of extracurricular activities and the system of additional education for children. At the same time, two areas of “non-formal” education are closely related to basic education, compensating to a large extent for those areas of knowledge that are missing in the curriculum. THAT. a unified educational space is created with full-fledged educational activities and conditions for the development of the child, purposefully orienting him towards basic types of activity (value-oriented, cognitive, communicative, social adaptation)

The integration model makes it possible to organically use the capabilities of not only institutions of additional education for children, but also big number cultural and sports institutions, medicine and public organizations, manufacturing enterprises and colleges, universities, youth clubs at the place of residence, etc. Using the integration model, it is possible to create a single educational space. Such a space will take on the shape of a Home (and not a separate circle or section), where you can come for communication, creativity, and play. This form will allow the student to try himself in various types activities, find yourself, satisfy your needs, i.e. design an individual educational route.

Advantages of the integration model Organizational flexibility; easy adaptation to social conditions and traditions of the institution; this is the path to an evolutionary solution to many contradictions that exist in general education; the model incorporates new things without abandoning the achievements and experience of out-of-school education; serves as a bridge between the traditional school and the new educational model, creates conditions for compensating for the shortcomings of general education; This is a laboratory of innovation and modern pedagogical technologies.

Literature used Letter of the Ministry of Education and Science of the Russian Federation dated May 12, 2011 “On the organization of extracurricular activities with the introduction of federal state educational standard general education" Official website of Evladov E.B. Extracurricular activities: a look through the prism of the Federal State Educational Standard // Education of schoolchildren 3.4 2012, with Grigoriev D.V., Stepanov P.V. Extracurricular activities of schoolchildren. Methodical designer: a manual for teachers.-M.: Education, p.-(Second generation standards) Sample programs extracurricular activities. Primary and basic education / ed. V.A. Gorsky. – M.: Education, Graphic objects -