Organization of extracurricular independent work of students. Report on the topic "organization of extracurricular independent work of students" Types of extracurricular independent work

27.05.2021

EXTRA-CURRICULUM WORK WITH STUDENTS

Patrina Z.V.,
mathematics teacher
KGBOU SPO "Amur Polytechnic College"

The role of this species learning activities is especially growing at the present time, when educational institutions are moving to new generation standards, within which a competency-based approach is being implemented, when it became necessary to develop students' skills and abilities for independent learning activities.

Working outside of school hours provides significant assistance in the implementation of some educational tasks and in achieving didactic goals:

consolidation, deepening, expansion and systematization of knowledge gained in the classroom, self-mastery of new educational material;
formation of general labor and professional skills;
formation of skills and abilities of mental work;
motivation for regular purposeful work on mastering the specialty;
development of independent thinking;
the formation of conviction, strong-willed character traits, the ability to self-organize;
mastering the technology of self-education

Achievement of the set learning objectives is analyzed by monitoring the quality of assimilation of educational material. But sometimes the control of knowledge - tests, dictations, control and independent work of various types - shows that some of the children can hardly cope with the proposed tasks, and this necessarily entails further difficulties. In the classroom, the teacher has limited opportunities for individual work with each student. The way out of this situation is extracurricular work with students.

Out-of-hours work takes a variety of forms. These can be individual or group consultations, which are held for various purposes: studying and consolidating new material with underachieving students, generalizing and systematizing knowledge on program topics to improve their quality, or conducting control work for those who received an unsatisfactory mark or were absent from this work. .

During extracurricular time, you can consolidate knowledge and skills in mathematics, correct debts in the subject, prepare for written work, tests and deal with the elimination of gaps in knowledge.

When carrying out extracurricular work, various materials are used: examples of solving equations and inequalities, consulting cards, instructions or algorithms for performing certain tasks, various schemes, tables, etc. (The same material, if necessary, is used during the lessons).

As a rule, having come to the consultation, the student expects that he will begin to explain the unlearned material. But instead, he receives only one task and, for example, a sample of its implementation with formulas, explanations, etc. To the remark that he does not know anything, he receives an answer - study, if something is not clear, I will help you. Indeed, until the student himself understands the essence of the performance of this task, there can be no talk of any skills. The great mathematician A. Niven said very correctly about this: “You cannot study mathematics by watching how your neighbor does it!”.

Having solved the first task with difficulty, the student performs the same task more confidently and is ready to solve it again and again. Having mastered this material of this topic, we move on to the next one. Success in completing tasks gives the student self-confidence and a desire to continue working. The achieved result must be approved, evaluated and fixed with homework.

It is even better if several students do this work. Having understood the material of the topic, they are happy to help each other, thereby consolidating their success.

Undoubtedly, individual or collective lessons of mathematics after school hours give positive results, but some students prefer to work at home, relying on the help of friends or even parents. Naturally, they get work at home. The task completed in this way is defended by the children in the classroom or after school hours: answers to questions, explanations, and the performance of similar tasks.

To consolidate and improve the quality of knowledge and skills, as well as control, simulators are used, which are a set of tasks on a specific topic on electronic media. Depending on the topic and purpose of this work, students receive a certain amount of tasks, which they usually complete, but some students prefer to work under the guidance of a teacher.

During the consultation, students can get an answer to any question of interest to them from the field of mathematics, to which they did not hear the answer in the lesson or did not understand it.

In the process of studying stereometry, we solve problems with industrial content. Students are invited to compose tasks in the chosen specialty (on a specific topic or just by profession) or solve ready-made tasks from the collection. We solve the most interesting problems in the lesson.

To consolidate the studied material on stereometry, a manual has been developed, which includes reference material and questions for control. This manual can also be used for self-study of stereometry.

Currently, all materials are issued in electronic form, so students can continue the work they have started at home.

Extra-curricular activities in mathematics are also held outside the classroom. These are events held within the framework of the adaptation-learning period, the traditional week of mathematics, various mathematical competitions, quizzes, etc.

At the beginning school year, during the passage of an adaptation-training course for students, much attention is paid to the actualization of the study of mathematics as a science, without which it is impossible to prepare a competent specialist. Students are offered references from the history of mathematics, quizzes are held, the connection between mathematics and the profession is demonstrated, and work is being intensified to instill general educational skills in students, which will later become the basis of professional qualities. The result of the adaptation-training course is a great extra-curricular event for first-year students.

During the "Week of Mathematics" the college traditionally hosts olympiads, various tournaments, KVN, etc. Students participate in competitions of newspapers, abstracts, crossword puzzles, models or tables made as visual aids for mathematics lessons.

Students are actively involved in the development and implementation of events. They help to compose crosswords, rebuses, compose poems or songs in mathematics, etc.

Not only well-performing, exemplary students are involved in the preparation and participation in events. First of all, we try to take insecure, poorly performing guys. Their participation in extracurricular competitions is a victory over themselves, over their insecurities. Often the winners of entertaining quizzes and competitions are the “invisible” students.

Of course, the best are invited to the Mathematics Olympiad, as well as everyone who wants to. The first (home round) is performed by all students.

One of the types of extracurricular work is the creative activity of students. In the process of performing a creative task, students make reports on the application of mathematics in production activities, write and defend abstracts, and select historical materials on the topics studied.

During extracurricular time, students perform research work in mathematics, which are presented at the college's annual research conferences.

Extracurricular work in mathematics allows you to develop students' interest in the subject, improve the quality of assimilation of the material, show self-confidence, and feel the joy of educational and cognitive work. Such work expands and deepens the knowledge gained in the lesson, and contributes to their further formation and development. Participation in extracurricular activities develops creativity, dedication and research skills.

In the process of extracurricular work, the guys who are in the classrooms are, as it were, in the shadows, are revealed. It is necessary to strive to ensure that students have an interest in the process of acquiring knowledge, a desire for self-education, a desire and ability to use reference and educational literature.

Annex 1

Appendix 2 Annex 3

SAMPLE SOLUTION OF EXPOMINATIONAL EQUATIONS AND INEQUALITIES

(7 2) 2x+3 = 7 -1
		= 4 0
	x = 0; x + 5 = 0

	Answer: x = 0; x = -5
t 2 + t - 12 \u003d 0 D \u003d b 2 - 4ac \u003d 1-4. one . (-12) = 49	(2 -3) 2x + 1< 2 2-6x-3< 2 (ф-я возр., т.к. 2 > 1)

	6 x< 4 /:(-6)

no roots Answer: x = 1	Answer: x > -

	> 9 0 (function ascending, since 9>1)
5 3x-2 (1+2 . 5) = 275 5 3x-2 . 11 = 275 / :11	x 2 - 1 > 0 x 1 = 1; x 2 = -1



	Answer: x< -1; х > 1

Answer: x =

Appendix 4

Topic simulator"Trigonometric Equations"

1. sin 2x =	2. cos =
3.tg (x - ) = -1	4.sin(-2x)=-
5. sin (x - ) cos (7 x +) = 0	6. cos 2 x + 3 cos x = 0
7. cos x = sin 2x cos x	8. cos x sin x =
9. sin 3x + sin x = 2 sin 2x	10. 2sin 2 3x + 5sin 3x = 0
11. sin x cos 2x + cos x sin 2x =	12. 2sin 2 2 x - 1 = 0
13. sin x = sin 3x	14. sin 2x = (cos x - sin x) 2
15. 2 + sin x cos x \u003d 2sin x + cos x	16. cos 6x + sin 2 3 x = 0
17. 2sin (x + ) sin (x - ) = 1	18. 3cos 2x + 5sin 2x = 3.5
19. cos 7x = cos 5x + sinx	20. cos 4 x - sin 4 x = 0
21. sin x = cos x	22. 2sin 2 x - sin 2x \u003d 0
23. sin (x + ) = sin (x - )	24. sin 4x = sin 3x
25. 1 + cosx - 2cos = 0	26.cos2(-x) + 8cos(+x)=0
27. sin 5x cos 3x - sin 8x cos 6x = 0	28. cos 2x - 2sin 2 x \u003d -3
29. cos 2 x - 3 cos x sin x + 1 = 0	30. cos x \u003d sin 2 x
31. sin (+ x) + ctg (2 - x) = 0	32. sin 3x \u003d sin 2 x + sin x
33. sin (x + 45 o) sin (x - 15 o) =	34. sin 2 x + cos 2x \u003d sin 3 x
35. tg x cos x + tg x = cos x +1	36. sin 2 x + sin 2 2 x \u003d sin 2 3 x
37.ctg x += 2	38.cos 3x = 2sin(+x)
39. sin x (1 + cos x) = 1 + cos x + cos 2 x	40.
41. sin 4 x - cos 4 x \u003d sin 2x	42. sin 3 x - cos 3 x \u003d sin 2 x - cos 2 x

Extracurricular work of students is a process in which the element of self-realization dominates. It allows students to harmonize internal and external factors in the formation of professional culture, creates additional conditions for the realization of internal potential, meeting those needs that are not satisfied in the process of classroom work. Extracurricular work should be focused on the personality of the student.

The growing role of extracurricular and independent work is one of the leading links in the restructuring of education - the educational process in higher education.

Independent extracurricular work is not only a means of increasing intellectual potential, professional culture, but also a platform for the formation of responsibility, mastering the means of self-actualization, self-education, self-education.

The development of students' creativity is facilitated by various forms and types of extracurricular educational work (organization of discussion student clubs, interest clubs, individual consultations, etc.).

In modern pedagogical literature, there are almost no generalized new approaches to the organization of independent work of students, various forms and types of extracurricular work. Without independent work, a specialist cannot be formed.

It is very important that circles function in universities at each department, additional debates, seminars, and consultations are held. It is good when these processes are of a well-established, organized nature, and student self-government is largely trying to solve organizationally important issues.

In our opinion, the main forms of extracurricular work of students include doing homework, research work, direct participation in conferences, competitions, games, teaching practice, participation in circles, work in a summer camp for children, leading a circle or section at school. , houses of creativity, organization of competitions, disputes, round tables, assistance to social services, insurance in public institutions etc.

Do you need some additional means of control over independent extracurricular work of students? Only partially.

Control over independent and extracurricular work of students can be indirect or organically inscribed in studying proccess. The main forms and means of control include pre-seminar consultations, seminars, colloquia, individual theoretical interviews, written tests, pre-examination survey of students using a computer, state exams, the study of the main interests, shortcomings, moods of students. The effectiveness of the educational process at the university depends on the activities of curators of student groups.

The intensity and quality of extracurricular work depend on the curators and teachers, their interaction with the student asset. The curator can only be an experienced person who, with his authority and experience, can influence students. An important element of extracurricular work is the interaction of teachers and students to improve the educational process, organize leisure activities, and plan scientific work. The group curator is the main consultant and educator of students in the group. As a curator, you will work in a hostel. Informal conditions make it possible to better study the characteristics of the character of students, to individualize educational work.

Extracurricular work of undergraduate students has its own specifics. Most of the time in such students is occupied by the problem of adaptation to the conditions of study at the university. Over time, the organizational functions of the curator are reduced. Most of the organizational problems of student self-government solves independently.

The work of the curator with the student asset continues from the first to the fifth year inclusive, but this process acquires new qualities over time. Most of the events are initiated by students, their moral and intellectual responsibility is growing. The curator with senior students pays attention to issues of professional self-determination, the formation of a social orientation, and professional sustainability.

Extracurricular work is one of the main factors in the formation of students' independence. In the extracurricular work of students, their need for professional self-education, self-realization is fixed, and, most importantly, their activities are becoming more and more creative.

Questions and tasks for independent work

1. Determine the essence of the moral education of the individual,

2. Analyze the concept of "moral culture of the individual."

3. Determine the main approaches to the study of the moral development of the individual.

4. Expand the main conditions for effective moral education of students.

5. Analyze the means of regulating behavior.

6. Analyze the level of moral education of the individual. Compare the concepts of "moral education of the individual" and "moral culture of the individual."

7. Determine the self-assessment of the professional and humanistic qualities of the personality of the teacher-educator according to the proposed test card.

Carefully analyze the questionnaire, and then perform a self-assessment using the following scale:

· Score and + 2 * - the quality is pronounced, typical for the personality, it turns out to be intense!

· Ball "2" - the quality is characteristic of the individual, it turns out often.

· Score "0" - the quality is not pronounced enough, it turns out rare;

· Score "-1" - the opposite personality trait manifests itself more often and is more pronounced;

· Ball "2" - the opposite personality trait is pronounced, it turns out to be active, typical.

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extracurricular independent work of students

1. The education system is based on the optimal combination of several types of educational activities, including lectures, practical exercises and independent work of students (hereinafter - IWS).

Independent work of students is mandatory for each student, and its volume is determined by the Federal State Educational Standard.

An educational organization is obliged to ensure the effective independent work of students in combination with the improvement of its management by teachers.

Independent work of students is the basis: systematic and systematic independent work and the desire to acquire knowledge are necessary condition transformation of a student into a trained specialist.

Stimulation of independent individual work of students seems to be one of the main directions in the improvement of modern higher and secondary specialized education.

2. The purpose of the SIW is to teach the student to work meaningfully and independently first with educational material, then with scientific information, to lay the foundations for self-organization and self-education in order to instill the ability and desire to continuously improve their skills in the future.

The main task of the organization of the IWS is to create psychological and didactic conditions for the development of intellectual initiative and thinking in the classroom of any form. The main principle of the organization of the IWS should be the transfer of all students to individual work, accompanied by a transition from the formal performance of certain tasks with the passive role of the student to cognitive activity with the formation of one's own opinion in solving the set tasks. problematic issues and tasks.

3. When studying each discipline, the organization of the SRS should represent the unity of three interrelated forms:

1) Extracurricular independent work;

2) Classroom independent work, which is carried out under the direct supervision of a teacher;

4. Out-of-class independent work (hereinafter referred to as EWS) of students is the planned educational, educational-research, research work of students, performed out of class time on assignment and with the methodological guidance of the teacher, but without his direct participation.

Extracurricular work should be accompanied by methodological support and justification for calculating the time spent on its implementation.

HRV students usually consists of several components:

Working with texts: textbooks, primary sources, additional literature, Internet materials, study;

Working with visual material: graphs, diagrams, watching educational and other films and other video material (depending on the specialty and area of study);

Writing reports, abstracts, term papers, final qualifying (diploma) works;

Participation in the work of seminars, student scientific conferences, competitions, etc.;

Preparation for tests and exams;

The extracurricular independent work of students is a logical continuation of the mandatory classroom activities, carried out on the instructions of the teacher, who instructs the students and sets the deadlines for completing the task.

The time spent on the implementation of the HRV is regulated work program or professional module. The student chooses the mode of work independently, depending on his abilities and specific conditions, which contributes to the formation of organizational independence.

The role of HRV is to form students' self-education skills, aspirations and the ability to self-study.

In order to develop a positive attitude of students towards HRV, it is necessary at each stage to explain the goals of the work, to control the understanding of these goals by students, gradually forming in them the ability to independently set a task and choose a goal.

5. Extracurricular independent work of students is an important and mandatory part of the theoretical and practical training students of educational organizations of secondary vocational education.

The implementation of HRV by students is aimed at solving the following tasks:

Obtaining new knowledge, generalization, systematization, deepening, consolidation of the knowledge gained in the classroom;

Formation of skills, obtaining initial practical experience in performing professional tasks in accordance with the requirements for the results of mastering the discipline, professional module;

Improving the skills to apply the acquired knowledge in practice, the implementation of the unity of intellectual and practical activities;

The development in solving the tasks set of such professionally significant qualities as creative initiative, independence, responsibility, the ability to work in a team, take responsibility, the ability to self-development and self-realization, which correspond to the general competencies listed in the Federal State Educational Standards of secondary vocational education.

6. The total amount of time allocated for HRV by academic discipline(UD) or interdisciplinary course (MDC), is determined by the curriculum and represents the difference between the maximum and mandatory classroom teaching load.

Design and modeling of different types and components;

6) reread the text and edit it;

7) check the correctness of the abstract (see the requirements for the abstract).

Upon completion of the work on the abstract, write the text of your oral presentation. Performance time - 5-7 minutes.

Consider answers to possible questions about the content of the abstract.

PREPARATION FOR ORAL PRESENTATIONS

1. Preparation for seminars

The student should start preparing for the seminar by getting acquainted with the lesson plan, which reflects the content of the proposed topic.

The study of the issues of the plan involves the study of the current material of the lecture, the study of mandatory and additional literature recommended for this topic.

If the discipline program provides for the implementation of a practical task, then it must be completed taking into account the proposed instructions (orally or in writing).

All new concepts on the topic under study must be learned and included in the glossary, which is advisable to keep from the very beginning of the course.

2. Report preparation

The report involves the preparation of a message on a given topic and a visual presentation of the material (in accordance with the requirements, if necessary).

The introduction should contain: a title, a message of the main idea, a modern assessment of the subject of the presentation, a brief listing of the issues under consideration, a lively interesting form of presentation, focusing on important points, originality of the approach. The main part, in which the speaker must reveal the essence of the topic, is usually built on the principle of a report. The purpose of the main part is to present enough data to make the audience interested in the topic and want to get acquainted with the materials.

Conclusion – a clear, concise summary and concise conclusions.

BUILDING RESEARCH SKILLS

1. The main types of carriers of scientific and educational information

In the process of obtaining educational and scientific knowledge, the student encounters various information carriers. Understanding the purpose and purpose of each type of information source will allow you to use them more accurately and correctly in your work.

Planning

A plan is a schematically written set of briefly formulated heading thoughts, this is the “skeleton” of a work. An example of a plan for a book (albeit a very general one, marking only key sections) is the usual table of contents. Looking through it without reading the book itself, you can get an idea of the content and structure of the book. The plan as a form of writing is usually much more detailed than the table of contents of the book, it conveys the content of parts of the text. A correctly drawn up plan of a read work indicates the ability to analyze the text, the degree of assimilation of its content.

note-taking

The main requirement for the abstract is already reflected in its definition - "a systematic, logically coherent record that reflects the essence of the text." This is one of the main requirements for the abstract on the merits. Therefore, it is impossible to put an equal sign between extracts on the text being studied and its abstract.

An abstract is a universal document that should be understandable not only to its author, but also to other people who get acquainted with it. For the same reason, abstracts can be successfully referred to several (or many) years after they were written.

Unlike theses, containing only the main provisions, and extracts that display the material in any ratio of the main and the secondary, the abstracts, with the obligatory brevity, contain, in addition to the main provisions and conclusions, facts and evidence, examples and illustrations.

On the pages of the abstract, the attitude of the person taking notes to the material on which he is working can be reflected. It is necessary to organize the text in such a way that later, when using your record, you can easily figure out where is the author's and where is the reader's personal understanding of the issue.

When starting to take notes, carefully read the text, mark in it terms, concepts that are unfamiliar to you, not entirely clear provisions, as well as names and dates. Find out, by referring to the dictionary, the meanings of terms new to you, enter them in the “Notes” section of your workbook.

Drafting of abstracts

The thesis is a provision that clearly defines the essence of a significant part of the text and leads to a logical conclusion.

A thesis is a proposition that can be proved or refuted. Unlike extracts, which can contain only illustrative or factual material, theses are always supported by evidence. In other words, abstract ideas must be protected.

The process of writing theses allows you to deeply understand the issue, think it over comprehensively, accumulating the content of several books and articles with the help of theses. Not a single entry helps to compose a report so well, to provide the main content of the material for viewing by an opponent.

Abstracts are valuable, and often absolutely necessary for a critical analysis of a book, article or report. The essence of the issue is especially accentuated, sharpened with the help of theses. Theses make it easier to oppose one's own views to the thoughts and beliefs of others. The goal of the researcher is to identify erroneous judgments and draw the necessary conclusions, even if they were not explicitly formulated by the author.

The ability to correctly compose abstracts for the material allows you to judge the level of preparedness of the student, his understanding of the topic, the degree of mastery of the material and the methods of independent work on the book. Although the theses represent quite complex view notes, they are often more expedient than abstracts created from simple, and even more so quotation extracts.

The main theses are fundamentally important provisions that summarize the content of the source, in their entirety having the character of the main conclusions. Of the main theses, they make up a separate independent record that reflects the content of the entire material, sometimes, however, from one angle or another (thematic record).

It is important to note that the main theses extracted from any part of the work can somehow determine the further content of the narrative, thus linking its parts.

The final main theses should summarize the content of the previous ones, providing the logic of the thought process.

Stages of work:

1) get acquainted with the content of the material;

2) read the text again, breaking it into semantic blocks (making a plan);

3) find in each selected part of the text main idea, write out these provisions;

4) having thought well over the selected text, having understood its essence, formulate individual provisions in your own words or find adequate formulations in the source - these will be the theses.

Working with text: the ability to make statements

The ability to make extracts is the basis of working on any book: educational, scientific, reference, artistic, the most valuable tools of mental labor. Extracts help to collect a huge amount of material, to embrace the facts, to analyze opinions, to identify contradictions.

To write out means to write off some necessary, important place from a book, magazine, to make a selection. The complexity of prescribing lies in the ability to find and select the right one from one or more sources. Separate provisions, facts, digital and other factual or illustrative material are written out from books, magazines and newspapers.

Extracts can be of two types. The former include extracts from books, articles that you study; to the second - your own materials (diaries, notebooks, experimental data).

Remember a few tips:

1. Extracts can be verbatim (quotes) or free, when the reader expresses the thoughts of the author on his own. Large passages of text that are difficult to quote in in full, we must try, limiting the wording to the maximum and concentrating the content, write it down in your own words.

2. Vivid and important excerpts from classical works are best always quoted verbatim. When writing quotes, you need to enclose them in quotation marks, avoid distortion of the text.

3. A quote taken out of context often loses its original meaning, often acquiring a new one. Therefore, when quoting, try not to interrupt the thoughts of the author.

4. In the process of working with the text, it is important to give accurate references (in accordance with the requirements) to sources, in particular, to the page of the book.

As a result of studying this chapter, the student should:

know

main forms and types of extracurricular work of students:
rules for writing essays, abstracts and annotations;
the order of compiling a portfolio;
stages of joint work of the teacher and the student on sociological project;
types of questions for sociological questionnaires and interviews;
general rules for compiling sociological questionnaires;

be able to

choose the necessary types and forms of extracurricular work of students;
make a portfolio;
compose a sociological questionnaire;
organize work on a sociological project;

own

the skills of organizing extracurricular work of students;
skills of joint work of a teacher and students within the framework of a research project.

Forms of extracurricular work

Any curriculum in sociology includes time for independent work, which is especially important for part-time students. However, one should not forget that the teacher himself can organize extracurricular work of students and in this case gets the opportunity to control its quality.

The main forms of extracurricular work

1. Bulk - a conference, a public lecture in the assembly hall, a film screening, an excursion, an Olympiad, a quiz, a week of sociology at a university, etc.
2. Group - work in a scientific student society, organizing a circle, preparing reports for a conference, publishing a wall newspaper or magazine, attending a master class of a teacher. A separate group of students is singled out, dealing with sociological problems of interest to them.
3. Individual - writing diplomas, term papers, abstracts, annotations, essays, reading sociological literature and performing creative tasks.

The main types of written work of students

Speaking about independent written work of students, it should be noted its three main types: abstract, annotation and essay. Unlike a report, they are written.

1. abstract – is a summary of the content of the scientific social problem, as well as a scientific article, book or source. Essays on sociology should be written mainly in the first or third year. Their purpose is to review the main provisions and conclusions of the author of the book.

Selection of literature meets at least one of the following criteria:

importance within the course being studied;
relevance of the topic;
presentation of the classical established opinion that the sociologist needs to know;
non-triviality of the author's position.

Abstract structure

Introductory part - general characteristics themes:

relevance of the topic today;
description of the problem that affects this topic;
if we are talking about the analysis of the book, then it is indicated: its title and imprint, characteristics of the author (a few words about his biography, interests and popularity), his goals, key ideas and the main terms used by the author.

theoretical positions important for the disclosure of the topic;
in the analysis of the book - the view of its author on the identified problems (arguments, examples), his original comments on the topic and his conclusions;
statistics figures and examples illustrating the state of affairs.

ways to solve the problem and forecasts for the future;
if the book is analyzed, then the main provisions that are reflected in it, the value of the work in the scientific aspect, the convenience of the text of the book for perception, the student's attitude to the point of view of the author of the book and recommendations to the potential reader of the source are described.
2. annotation – a very concise description of the content and features of an article or book. The volume is approximately one page. It includes:
- the output of the parsed book;
- her topic;
- information about its author;
- the main statements of the author;
- information about possible practical application copyright developments.

In the annotation, the emphasis is on the distinctive merits of the work in general and for a certain circle of readers in particular. For example, the author's contribution to the development of sociology is indicated. Consider inviting students to write summaries of each other's work.

3. Essay – an essay of relatively small volume and free composition, expressing individual considerations on specific problem and does not claim to be an exhaustive treatment of the subject. Essays are difficult to evaluate, especially on a 100-point scale. But by checking the essay, one can understand the mindset and area of interest of the student.

Essay Feature

Pronounced subjectivity of the author's position.
Attention can be paid even to those problems that are not considered the most relevant today.
Not allowed to use intersubject communications and links.
The author's argument may deviate from strict scientific methodology.
The writing style is artistic.
The author is required to demonstrate a certain amount of knowledge on the problem that is considered in the essay.

To the forms of extracurricular work with students, in which not all, but the majority of students studying logic at the pedagogical faculty of the Moscow State Pedagogical University named after M. V. I. Lenin according to the 90-hour program, include the following: participation of students in competitions of student scientific works, a circle on logic, translations of books and articles on logic with foreign languages, making student. mi visual aids in the course of logic, reader's conferences, term papers and theses in logic, experimental work with students in primary and secondary schools, students' performances at school with lectures on logical topics and other types of work. Let's briefly talk about some of them.

Participation of students in competitions of student scientific works carried out annually for the past 15 years. Features of carrying out this work: firstly, its mass nature, i.e., the coverage of a significant part of students attending a course of lectures at pedagogical or preschool faculties; secondly, the presentation of collective works on one topic; thirdly, the selection among them of works devoted to the development of the logical thinking of schoolchildren, generalizing the experiments of students; fourthly, the wide use in the apparatus of symbolic logic (both two-valued classical and many-valued logics); fifthly, a preliminary acquaintance with the results of student work submitted for the competition at a meeting of the logical circle; sixth, participation in scientific work of foreign students studying at these faculties at the Moscow State Pedagogical University. V. I. Lenin.

Here are the directions and topics of some student works submitted for competitions.

1. Works devoted to the development of logical thinking of schoolchildren are written on the following topics: “K. D. Ushinsky on logic and the development of logical thinking in junior schoolchildren”;

“The use of definitions, divisions, generalizations and limitations of concepts in school textbooks”; “Development of logical thinking of children of primary and secondary school age”; “Development of logical thinking of schoolchildren in the process of operating with concepts”; "The logical fallacies

when using concepts and in operations with them (on the material of educational literature)”.

2. Works reflecting the process of using the course of logic in the study of pedagogy and psychology. Topics of these works: "Pedagogy and logic" and "Logical foundations of teaching psychology".

3. Collective or individual works written using the apparatus of symbolic logic: “Formalization of the trilemma”, “The role of conditionally categorical inferences in cognition”, “Formalization of the epicheireme”, “Formalization of disjunctive inferences”, “Polysyllogisms and sorites in classical and multivalued logics” , “Rules of reduction to absurdity in two-valued and multi-valued logics”, “Formalization of polysyllogisms and sorites with common premises”, “Law of the excluded middle”, “Dilemma in classical and multi-valued logics”. The proof of formulas in two-valued logic was carried out in three ways: by reducing the formula to conjunctive normal form, by constructing tables (matrices), using the rules of natural derivation.

4. Works of foreign students on the topics: “Logical connectives and their application in German” (students from Germany), “Expression of logical terms in the Czech language” (students from the Czech Republic), “Expression of logical connectives in Bulgarian” (students from Bulgaria ).

Thus, a student from Hungary was the first to translate into Russian certain parts of the book by the Hungarian logician Catalina Havas “So logical!”. (Later this book was published in Russian by the Progress publishing house in a professional translation). The student attached a very interesting logical game to the translation, the moves in which are carried out with the help of chips of various colors. “So logical!” addressed to high school students and therefore written in a popular, entertaining form, it has a lot of logic games, logical tasks and other visual material. The author Catalina Chavash, having familiarized herself with the translation of the student, noted its rather high level.

And a student from Bulgaria with her classmate from Russia made a joint translation from Bulgarian into Russian of a textbook on logic for secondary school students, published in Sofia in 1980.

It should be noted that foreign students conscientiously engaged in the study of logic, with great interest, often on their own initiative perform additional work related to the in-depth study of the course of logic.

5. Students' works are written on various topics that contribute to in-depth study separate sections of the course of logics “Proofs and errors in polemics”, “Mathematical sophisms”, “Expression of logical connectives in the works of A. N. Ostrovsky and M. Sholokhov ( comparative analysis)”, “The Environment of Negation Expression (Based on the Works of A. I. Herzen)”, “Dilemmas and Trilemmas in Fiction and Art”, “Carroll's Sorites” and many other topics.

An important form of extracurricular work is participation stu Dentov in the work of the circle on logic. The Logic Circle has been holding monthly meetings in a student hostel for 18 years. Faculty of Education MSGU. The work of the circle is primarily aimed at deepening and expanding the knowledge of students, focusing on their creative attitude to the course of philosophical sciences. At the meetings of the circle, the following topics were studied: “The role of logic in cognition”, “The development of logical thinking, the learning process at school - in the lessons of history and mathematics” “Problem learning”, “The role of logic in the work of an investigator”, “About a sense of humor and wit” , “How the deaf-blind-mute know the world”, “On the signs of the faithful and superstitious”, “On the culture of behavior”, etc.

In the work of the circle and extracurricular activities with students, you can use forms such as reader conferences.

Extracurricular work on logic includes writing term papers and dissertations in logic. Diploma works written on the following topics: “Problems of negation in psychology and logic”, “Development of logical thinking of young schoolchildren in the process of operating with concepts”, etc. The topics of term papers on logic are much more diverse. Two students of the Faculty of History under the guidance of Doctor of Philosophy G. V. Sorina prepared term papers on logic on the topic: “Logical Analysis of Plato’s Dialogues” during the year and made a presentation at the International Scientific and Theoretical Conference “Cognition and Its Possibilities” (Moscow, 1994).

Students of the Pedagogical Faculty and the Faculty of Primary School and Preschool Education themselves or with the involvement of artists have made more than 30 visual aids in logic, which facilitates the conduct of lectures, seminars, tests and exams.

More and more experimental work on logic is being carried out with students of primary, secondary and senior classes, which students carry out either during continuous pedagogical practice in the fourth year, or in the course of pedagogical practice in the second year of the pedagogical faculty. This work is carried out on the materials of the topics “Concept”, “Judgment” and “Conclusion”. (Developments are given at the end of this methodological chapter).

These diverse forms of extracurricular work with students were used during my many years of teaching logic to students of the listed faculties of the Moscow State Pedagogical University. V. I. Lenin and proved their usefulness and effectiveness.

Logic is taught in close connection with pedagogy and psychology. As already mentioned, two theoretical conferences were held at the Pedagogical Faculty on the topics: “Logic and Pedagogy” and “Psychology and Logic”, at which a number of students made detailed reports and presented student scientific papers on these topics. The relationship of logic with the methods of teaching individual subjects is carried out in the process of teaching the course of logic at the faculties, and is also shown in my textbook for teacher training universities (1986). The statements of K. D. Ushinsky, V. A. Sukhomlinsky, A. S. Makarenko (who used the concept of “pedagogical logic”) and other prominent teachers and scientists (O. Yu. Bogdanova, M. R. Lvova, V. A. Krutetsky, I. Ya. Lerner, A. Ya. Khinchin).

Due to the fact that in Russia in the last 2-3 years logic has been taught in separate schools with differentiated education, in gymnasiums and lyceums, and logic teachers are almost not trained either at universities (including pedagogical universities), or at pedagogical universities, gets up actual problem organizing the training of teachers of logic for secondary educational institutions, i.e., the training of students in the specialty "Logic". It should be noted that so far there is no such specialization in the pedagogical university, but

we hope that it will be introduced in the near future, at least at the Moscow State Pedagogical University and the Russian Pedagogical University (the former Leningrad Pedagogical Institute).

So, the connection of theory with practice, the combination of logical knowledge acquired by students in a teacher training university, and the practical teaching of individual sections of the logic course (concepts, judgments and inferences) to schoolchildren and students of teacher training schools will help active creative mastery of the university logic course”

Landmarks of the test, which allows to judge the level of mastering the basic logical concepts by students 1

1. In school textbooks on the specialty chosen by students, find different types of definitions of concepts (nominal, real, genetic, etc.) and answer the question: “Is the definition of the concept correct?” Unfortunately, there are sometimes logical errors in the definition of concepts in school textbooks. A future teacher should be able to correct incorrect definitions.

2. Using Euler circles, establish relationships between 4-5 concepts.

3. In school textbooks in the specialty, find different types of division of concepts or their classification. To be able to distinguish a correctly performed division (or classification) from an incorrectly performed one, to find a logical error (mistakes) and be able to correct them.

4. Students who have taken a course in logic should be able to work with inferences: to distinguish a correctly constructed inference from an incorrectly constructed one; Illustrate various kinds of inferences with your own examples or self-selected examples from fiction. .

5. Students must master the techniques for detecting various logical errors encountered in thinking, be able to correct these errors.

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"The program, key concepts and names, tests for the course of logic are also given in the book "Philosophical disciplines: programs, requirements, methodological recommendations". M., 1993. S. 25-36. (Authors A. D. Getmanova and I. N Griftsova).

6. Students must learn how to correctly, logically competently conduct disputes, polemics, discussions, be ready to teach this to their pupils.

How best to combine the teaching of philosophical logic with the elements of symbolic logic? This is not an easy question.

Some teachers of logic, instead of general philosophical logic, expound only mathematical (symbolic) logic approximately in the form in which it is read at the Faculty of Mathematics as a mathematical discipline. They neglect examples from concrete sciences and philosophy, give a purely symbolic exposition. In pedagogical institutions, such a presentation is fundamentally unacceptable in the course of philosophical logic, the purpose of which is the development of meaningful logical thinking of students, and through them students of the school. Philosophy and logic are ideological, social and humanitarian sciences, they must be closely interconnected with life, filled with specific content (examples) from various sciences (social, natural, technical), practice (pedagogical for pedagogical institutes), and perform an educational function.

The program on logic (1996) is based on the presentation of the material of traditional logic with elements of symbolic logic, provides a meaningful presentation of the logical material, and not a presentation of only mathematical logic. Some logicians, unfortunately, do otherwise, replacing philosophy with mathematics, which is unacceptable. In addition, they would like teachers of logic in teacher's colleges to do the same. But this is impossible in principle, it is not necessary for student teachers, especially since the logic course is only 40 hours or 54 hours.

Pedagogical institutes use diverse forms of work (as mentioned above). For those who teach symbolic logic, the main thing in the work is a board covered with symbols. And then it is easy to bypass the connection with life, with the present, with the profile of the university, with the future specialty. It is easy to withdraw from life into symbolism. But students do not like this teaching of logic.

The teaching of meaningful, philosophical logic in a pedagogical university should be interconnected with the teaching of philosophy,

ethics, aesthetics, pedagogy, psychology, computer science and other specific sciences (history, astronomy, physics, chemistry, mathematics), as well as methods schooling to give a logical basis for teaching these disciplines in pedagogical universities and pedagogical universities and for the implementation of pedagogical practice. Thus, at the Faculty of Sociology, Doctor of Philosophical Sciences G. V. Sorina and Candidate of Philosophical Sciences, Associate Professor I. N. Griftsova, read the author's course in logic, taking into account the peculiarities of the work of sociologists.

So, there are two different approaches to logic and its teaching. Therefore, I would like to warn teachers of logic in pedagogical universities against a one-sided passion for teaching symbolic logic, especially in the modern period, when the results of the dialogue largely depend on the “logical school” of all interested parties, on the level of culture of thinking of each person.

§ 2. The specifics of the methodology of teaching logic in secondary pedagogical educational institutions: pedagogical schools, pedagogical colleges, subclasses (from work experience)

Logic as a separate subject of philosophical science, after a long break, is again being introduced in secondary pedagogical educational institutions. A compulsory subject in the 1950s and 1960s (a special textbook was published for pedagogical schools - D.P. Gorsky. Logic. M., Uchpedgiz, 1954); curricula Pedagogical Universities and Pedagogical Schools. (Random or not - let everyone solve this dilemma for himself). Therefore, at the moment we do not have the opportunity to reflect the methodology of teaching logic in a pedagogical school, but we hope in the future, having collected bit by bit the accumulated experience, to make it available to teachers. Now we refer the reader to § 3 of this chapter, which contains material on the teaching of individual topics of logic (concept, judgment and inference).

It was carried out by students in the course of their teaching practice in a number of pedagogical colleges and schools in Moscow.

So, today for secondary pedagogical educational institutions there is neither a separate textbook on logic, nor a problem book on this discipline, and this textbook of mine is aimed at filling this gap to some extent. My five-year experience of teaching logic at school No. 356 (with lyceum subclasses) and Pedagogical College No. 2 in Moscow, four years of experience in teaching logic at a pedagogical school in the 50s in the city of Zemlyansk (Voronezh region) allow me to draw certain conclusions.

We started studying the course of logic in Moscow School No. 356 by teaching it to teachers. The semi-annual course of this discipline was read separately to teachers of elementary and senior classes. The teachers not only listened lecture course, but also took an active part in the work of the seminars: they solved the proposed problems, invented their own, found many good examples on the topic “Dilemma” from elementary school textbooks. This helped me in writing the relevant section for this tutorial. Some incompleteness of this stage of work lies, in my opinion, in the absence of a system of essays by teachers who have taken a logic course on the following range of topics: “The development of logical thinking in the classroom in elementary school; in teaching mathematics, the Russian language and other subjects of the basic plan. The reason for this incompleteness is our limited time. However, work in this direction has been started: abstracts have already been submitted on some topics.

The next step in teaching logic at this school was to work with students. We started with a control check of the assimilation of the elements of this science in elementary school. I gave the first open logic lesson on the topic “Concept” to 3rd grade students in the presence of 16 teachers who attended my course. He passed successfully. The second control lesson for the same students (it was attended by two teachers who took my course. They also checked written works students) demonstrated their assimilation of the material mainly as “excellent”.

For high school students, a more extensive curriculum was provided. In one of the tenth lyceum subclasses

school (10 "L") for 22 students I read a one and a half year systematic course of logic and held seminars (total 70 hours). During the 1992/93 academic year, 16 students received an “excellent” credit, 2 - “good”, and only 4 did not receive a credit in the 10th grade, but received it in the 11th grade.

For the first time in my teaching activity, students of the 10th grade taught logic lessons themselves. Their written and oral reports took place on May 27, 1993. The interns were very satisfied: their students (from grades 2 to 9) spoke enthusiastically about the classes, asked to continue studying logic with them.

In the 1993/94 academic year, the logic course (2 hours a week) was again attended by students of another lyceum, 10th grade. By March 1994, 24 tenth-graders wrote a written test on the topics “Concept” and “Judgment”, completed their homework on the topic “Techniques that replace the definition of concepts” - creative, interesting work. Most students in grades 10 and 11 (in the 1993/94 school year) presented their logic crosswords, in which they included material from various topics of the course. One of the crossword puzzles is given at the end of the paragraph.

In the scientific and methodological plan for building the teaching of logic in secondary pedagogical educational institutions, it is of interest to have a comprehensive and systems approach, which we tried to implement in this Moscow school (with lyceum subclasses). In the 1993/94 academic year, this work was planned by me together with the school administration as follows.

1. To continue in quarters I-III the course of logic in grades 11 “L”, which it would be desirable to complete not with a test, but with a final exam and conduct it in an unconventional form: in the form of solving crossword puzzles, in the form of a logical game “Battleship” or, perhaps as a conference in English (the most common language of interstate communication), in which teachers of both English and French could take part. (There is experience in conducting such a form of test and exam. At Moscow State Pedagogical University named after V. I. Lenin, I

six original conferences on logic were held at English language- with first-year students of the pedagogical faculty).

2. In the fourth quarter, the teacher of logic should periodically attend the lessons of elementary school teachers and secondary school subjects, followed by a logical analysis of these lessons. (In the 1992/93 academic year, for this purpose, I attended the lessons of teachers in the 1st and 5th grades in the Russian language. The students of the 1st grade simply fascinated me - smart, disciplined, inquisitive, very active).

3. Conduct separate logic lessons in primary and 5-7 grades.

4. Clarify (work out) separate programs in logic for students in grades 10-11 with a pedagogical orientation and for students in grades 5-6.

Let's talk about the implementation of those aspects of this plan that are of greatest interest.

In March 1994, students of the 11th pedagogical class of school No. 356 in Moscow took an exam in logic in an original, new form for them - they held a scientific and practical conference in English on the topic: “The role of logic in scientific knowledge and learning”, similar to those which are described on p. 283 of this textbook. Schoolchildren were not inferior to first-year students in the choice of dramatizations, and in some moments even surpassed them. So, the students acted out the scene “Elephant Hunt” (see: pp. 223-224 of this textbook, section “Errors in inferences by analogy”). The fact is that on the eve of the hunt, the pygmies play a real performance in which the hunters, having made a stuffed elephant and placing it in a clearing, show their relatives how they will hunt. The role of the leader of the pygmies was brilliantly played by Dmitry A. Due to the fact that he studied at the judo school for several years, he acquired a quick reaction, which was so useful to him in playing this role. (According to the description of the ritual, he sneaked up to the elephant three times and ran away three times). He also came up with original clothes and jewelry for his hero. The effect of everything

The performance was extraordinarily strong. The victorious dance around the “Speared Elephant” was performed by the students in the rhythm of modern music and was accompanied by a song (in English) and ritual clapping.

Another interesting finding of the 11th grade students was the image of the “Bee swarm” paradox invented by a student of this class (similar to the “Heap” paradox). She also drew a large beehive; girls dressed in colorful blouses, the coloring reminiscent of the coloring of bees, one by one “flew out” of the hive. But since the difference between a bee swarm and a non-swarm is not in one bee, there was always a bee swarm, even when there were 3, then 2, and finally 1 bee. Such is the paradox!

The students in the logic exam played a scene depicting the dilemma faced by D. London's hero Pan - the choice between his former girlfriend and his real Indian wife who saved his life. (The dilemma is given on page 168-169 of this textbook).

For the first time in my pedagogical practice, related to teaching logic at school, the exam for students was held in the form of a conference in English. It was carefully prepared by me together with the curator of the lyceum pedagogical class T.V. Gorshina and was held as an open lesson on the topic “Fragments of the exam in logic” as part of a scientific and practical seminar for curators of pedagogical classes in Moscow “Lesson as a means of forming and developing personality” ( the seminar was held in 356 schools). The lesson was attended by 10 teachers-participants of the seminar. All students received an “excellent” mark for the exam. The form of the exam was liked not only by the students themselves (they said that they were in a particularly high spirits during the exam). When analyzing this lesson-exam, the teachers present called it an “intellectual feast”.

At the end of the 1993/94 academic year, each of the graduates who passed the exam wrote an essay on the topic: "Review of the textbook on logic for students (M., 1992) and my attitude to the study of logic." The students emphasized the advantages of the textbook:

they wrote that it is simple, accessible and interesting to study;

formulated their wishes and made constructive proposals for the next edition.

So, the final exam in logic was preceded by various forms of testing students' knowledge:

1) written works of schoolchildren on the topics: “Techniques replacing the definitions of concepts” and “Inference”;

2) performance of two control works;

3) solving crossword puzzles in the lesson;

4) compiling your own logical crossword puzzle (homework);

5) writing an essay on the topic indicated in the previous paragraph;

6) conducting a lesson in logic with younger students of the school № 356;

7) preparation for participation in the scientific and practical conference on logic in English.

These students studied the logic course for about two years, and their knowledge of logic was assessed as follows: 18 students received a mark of “5” and 4 students - “4”. Feedback from students about the new subject of logic for them pleases with non-standard thinking.

“Logic is such a subject that helps to drag you into the invisible side of life. Previously, it would never have occurred to me to analyze my own actions and expressions. What arguments and facts do they consist of. Now I analyze almost every action I take. This helps me get rid of bad habits or anything else that negatively affects both me and the people around me ”(Doloberidze I.).

“How did I not know before that such a science exists in the world? And it's very unfortunate that it happened. But logic came into my life, and it became much more interesting” (Isaeva T.).

“A textbook on logic cannot be compared with any school textbook. After all, it includes a huge number of historical examples based on true life facts, and many examples are taken from all of our favorite art.

venerable works... The textbook is built unusually well... Simplicity of presentation of the material is the main advantage of this textbook, and in combination with well-chosen examples, the material becomes not only easy, but also very interesting to study. This is what is sometimes missing in ordinary school textbooks” (Maltseva L.).

“Every Tuesday when we have a logic lesson, our class is in a great mood in the morning. Our lessons are very interesting, we often sing soulful songs in English, compose crossword puzzles, and recently held a conference that forever sunk into the hearts of our children. I really want to note the work of the wonderful teacher Aleksandra Denisovna Getmanova, who every week teaches this interesting and necessary subject with us, in our 11 “L” ”(Alipova I.).

The basis of my creative scientific and methodological work to develop a new for all teachers of logic methodology for studying logic in secondary pedagogical educational institutions is the desire to increase students' motivation for learning in general, for the conscious assimilation of knowledge. As for the specifics of teaching this science itself, we all have to creatively refract the course of logic and present it to teachers and students of pedagogical schools, pedagogical colleges and other forms of educational institutions that provide pedagogical education, so that in their further pedagogical activity they can significantly raise the logical culture of their fellow teachers, students and parents of students, their own children.

A crossword puzzle compiled by a 11th grade student Tatyana I."

Horizontally: 1. A type of judgment that has the structure: “All S ect P". 2. A form of thinking in which a new judgment is obtained from one or more true judgments on the basis of certain rules of inference. 3. Generalization of the analogy of the type of proportion, representing a one-to-one correspondence

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"Dan with my minor corrections.