The basis for the integration of general and additional education are. Integration of general and additional education

13.11.2019

Municipal state-financed organization

additional education

"Voznesensky district

The House for arts and crafts for children"

abstract

Topic:

« Integration of general and additional education

in modern conditions»

Teacher of additional education

r.p. Voznesenskoye - 2017

CONTENT

Introduction…………………………………………………………….………..

Section 1.General and additional education in modern school…….

Section 2. Theoretical foundations for the integration of general and additional education as a factor in the development of the child's personality…………………….

Section 3. The practice of implementing the integration interaction of institutions of general and additional education for children……………..

3.1. Integration organization algorithm………………………………….. .

Conclusion………………………………………………………………

Bibliography……………………………………….

INTRODUCTION

Social and economic transformations in Russia in recent years have led to the need to modernize many social institutions and, first of all, it is the need to modernize the education system. Modernization of the education system involves updating the content and effectiveness of training and education, its compliance with the needs and expectations of society in the development of the individual and the formation of her civil, social and professional competencies.

In modern conditions, an urgent need has arisen for the modern Russian school, if it really wants to provide the younger generation with a new quality of education, to start building a fundamentally new functional model of its activities, based on the principle of completeness of education. This means that in a general education school, the basic and additional education of children could become equal, mutually complementary components and thereby create a single educational space necessary for the full-fledged personal, and not just the intellectual development of each child. Under these conditions, the school, finally, would be able to overcome the intellectual imbalance in the development of students and create the basis for their successful adaptation in society.

The relevance of the problem of integration of general and additional education today occupies an important place and is the most interesting problem for teachers, students and the Ministry of Education. The integration of these two most important types of education will allow schools to have a complete education cycle. The need for a full cycle of education at school is due, first of all, to new requirements for a person's education. Today, a person’s education is determined not so much by special knowledge (knowledge of an educational subject) as by his versatile development as a person oriented in the traditions of domestic and world culture, in modern system values capable of active social adaptation, self-education and self-improvement. One of the main social institutions that ensure the educational process and the development of the individual abilities of children are institutions of additional education for children, which differ from the general educational institutions the fact that students are given the right to choose the type of activity, the level of complexity and the pace of mastering the educational program of additional education in the chosen field of knowledge.
Basic and additional education should not exist without each other, because separately they are one-sided and inferior, just as an individual child is integral in all the diversity of his needs and abilities, so education must be comprehensive, ensuring the full development of the child in all the richness of his needs and interests. In the words of A.S. Makarenko, ideally, the whole way of life of a child, every square meter of his life should be filled with education. Therefore, the modernization of education offers the integration of general education schools and institutions of additional education into a single educational space, where each institution, being unique in its goals, content, methods and methods of activity, complements the other, contributes to the development and formation of the personality of the student.
This final work is to consider the process of integrating general and additional education, defining goals and objectives, determining the impact of this process on the development of the personality of students, identifying positive and negative features in this process.
Tasks:
- to reveal the essence of the concepts of "general" and "additional" education,

"integration of learning";
- to determine the role of integration of general and additional education in

modern school;
- consider additional education as an equal component

educational space;
- find out the role of the teacher in the system of integration of general and additional

education.
Integration of general and additional education is the process of creating new didactic equivalents that reflect the trends in the integration of modern education: the integration of material from traditional, classical subjects and the inclusion of new content for the school in the integration.

SECTION 1. GENERAL AND ADDITIONAL EDUCATION IN A MODERN SCHOOL

The concept of education is very complex and multifaceted. In the very common definition education is the process and result of a person's assimilation of systematized knowledge, skills and abilities, the development of the mind and feelings, the formation of a worldview and cognitive processes. an educated person can be called one who owns general ideas, principles and methods that determine the general approach to the consideration of diverse facts and phenomena, has high level developed abilities, the ability to apply what has been learned to the largest possible number of special cases; who has acquired a lot of knowledge and, in addition, is accustomed to quickly and correctly think, from whom concepts and feelings have received a noble and sublime direction. Consequently, the concept of education includes not only knowledge, skills and abilities as a result of learning, but also the ability to think critically, create, evaluate everything that happens around from a moral standpoint as a process that endlessly unfolds in the activity and communication of a person with his own kind. This is achieved by including a person in the most important activities. The education system is also structured according to other principles, it includes a number of links: the system of preschool education, general education school, vocational education, secondary special education, higher education, postgraduate education, advanced training and retraining system, hobby education. For the successful implementation of training as important tool development and formation of personality, it is necessary to understand well for yourself - what schoolchildren need to be taught, what they should master in the process academic work. In the learning process, the content of education is realized, which is one of its main means and factors of personal development. It is a special section of education, abstracted from technology. In traditional pedagogy, focused on the implementation of the predominantly educational functions of the school, the content of education is defined as a set of systematized knowledge, skills, attitudes and beliefs, as well as a certain level of development of cognitive forces and practical training, achieved as a result of educational work. This is the so-called knowledge-oriented approach to determining the essence of the content of education. That is, the content of education is a system of scientific knowledge, practical skills, as well as worldview and moral and aesthetic ideas that students need to master in the learning process. In modern pedagogy, learning is characterized as a type of human cognitive activity. With a knowledge-oriented approach to the content of education, knowledge becomes an absolute value and obscures the person himself. This leads to the ideologization and regulation of the scientific core of knowledge, their academicism, the orientation of the content of education to the average student and other negative consequences.

So, with personal- oriented approach to defining the essence of content education, the absolute value is not knowledge alienated from the individual, but the person himself. In accordance with what has been said, the personality-oriented content of education is aimed at developing the natural characteristics of a person (health, abilities to think, feel, act); its social properties (to be a citizen, family man, worker) and properties of the subject of culture (freedom, humanity, spirituality, creativity). At the same time, the development of natural, social, and cultural principles is carried out in the context of the content of education, which has universal, national and regional value. The content of education is historical in nature, since it is determined by the goals and objectives of education at a particular stage in the development of society. This means that it changes under the influence of the requirements of life, production and the level of development of scientific knowledge. The school is a workshop where the learning process is not just carried out, but the comprehensive harmonious development of the personality is ensured, where the thought of the younger generation is formed. Education at all times has been and remains proportionate to the process of the historical development of the human community. Understanding the essential and deep goals of education and its content at all times has been and remains the main component of the educational process - an objective requirement of the time. The study of the content of education is the next logical step in the formation of the image of the school. And this study should be carried out not only on the basis of expert assessments, even though collective and very competent (for example, respected representatives of educational and methodological associations), but also through substantiated - scientifically proven facts. The goal of general education is to equip a person with knowledge and skills to use material and spiritual products, media, mass communication and movement, to competently navigate in the vast world of things around us.
The needs of this professional sphere of a person should determine the goals and content of general education. There are many ways to implement them. The most important are the following eight substantive directions for the development of general education.
The first thing we must give in general education is a natural-scientific picture of the world that is adequate to reality.
The second requirement, as a logical continuation of the first task, is to bring to the students the rules of their behavior in society. The third direction is connected with the physical principles in man as part of nature. Here, the problems of its safety and survival are relevant. The fourth task of general education is associated with a significant deterioration in the health of the younger generation. The fifth direction of general education should be associated with the development of the natural abilities of the younger generation. The sixth way in the development of general education is due to the need to familiarize young men and women with the achievements of culture, to form their orientation skills in its diverse manifestations. Seventh, it is assumed that it is mandatory to master not only native, but also foreign languages. Their ignorance leads to our isolation from the global educational space and the limitation of intercultural communication. Finally, the result of the eighth direction in general education, as already noted, should be a person as a professionally literate consumer of the material and spiritual products of society. The problem of the goals and content of education should take on a status corresponding to its role in society.
The main criterion of education is the systemic knowledge and systematic thinking, manifested in the fact that a person is able to independently restore missing links in the knowledge system with the help of logical reasoning. Depending on the amount of knowledge gained and the level of independent thinking achieved, primary, secondary and higher education are distinguished. According to the nature and orientation, education is divided into general, vocational and polytechnic.

The essence of general education is the development of the general abilities of the individual, that is, the universal methods of activity, the general human ability - ability to work, as well as the ability to constantly improve. General education is the basis of any subsequent or accompanying specialization, that is, the in-depth development of special abilities for certain types of activity.

Additional education of children is the most important component of the educational space that has developed in modern Russian society. The main goal of additional education is the development of individual motivations for knowledge and creativity, the implementation of additional programs in the interests of the individual. It is socially in demand, requires constant attention and support from society and the state as an education that organically combines the upbringing, education and development of the child's personality. In the Modernization Concept Russian education the most important role of institutions of additional education for children is emphasized as one of the determining factors in the development of inclinations, abilities and interests of personal, social and professional self-determination of children and youth. The basis of modern additional education is a large-scale educational block that compensates for the satisfaction of the cognitive, communicative and other needs of children that are not realized within the framework of subject education at school. About 270,000 people are professionally employed in this type of education. teaching staff both in the schools themselves and in specialized institutions - palaces and houses of children's creativity, stations young technicians, sports and art schools, clubs at the place of residence. The value of additional education lies in the fact that it enhances the variable component of general education, contributes to the practical application of knowledge and skills acquired at school, and stimulates the cognitive motivation of students. In its content, additional education for children is all-encompassing. In the reality surrounding us, whether it is living or inanimate nature, the system of social relations, the sphere of consciousness, there is nothing that could not become the subject of additional education. That is why it is able to satisfy the most diverse interests of the individual. The development of a system of additional education for children in a general education institution depends on the success of solving a number of tasks of an organizational, personnel, program-methodological, psychological nature. The organizational conditions are, first of all, that the development of the system of additional education of children at school corresponds to the conditional third and fourth levels, i.e. creation of an independent structure for the development of additional education for children. To do this, first of all, it is necessary to analyze the socio-cultural situation in which this institution operates, to find out the interests and needs of children and their parents in additional education. It is also important to take into account the peculiarities of the school, its profile, the main tasks that it is designed to solve, as well as established traditions, material, technical and personnel capabilities.
The additional education of children at school will be able to acquire the status of an independent unit more quickly if its structuring begins with the allocation of a certain system-forming element. This can be any creative association that conducts multifaceted and diverse work, whose activities are complex, for example, the Center of Russian (National) Culture, which brings together musical and artistic groups, groups of children who are fond of ethnographic local history, collecting materials about the history and culture of the region. It is quite easy to organize the work of other creative associations around such a team of different ages, which, while maintaining their specifics, would take into account the general direction and strategic line of the development of additional education for children in a particular educational institution. When a school creates an independent structure for the development of a system of additional education for children, there is a great opportunity for interpenetration, integration of basic and additional education for children.

Thus, the interpenetration of these two areas can provide:
- the integrity of the entire educational system of the school with all its diversity;
- a certain stability and constant development;
- the necessary level of knowledge, skills and abilities of schoolchildren and the development of their emotionally imaginative sphere, the formation of spiritual and moral qualities;
- maintaining a certain conservatism of the system and more active use of innovative pedagogical ideas, educational models, technologies;
- support for existing school traditions and the search for new ways of organizing the life of student and teaching staff;
- preserving the best forces of the teaching staff and inviting new people (from among the workers of culture, science, production, representatives of public veteran organizations) who are ready to work with children.
Among other organizational tasks, cooperation on the basis of an agreement or agreement between the school and various institutions of additional education for children should be mentioned, which also contributes to the convergence of basic and additional education for children. Thanks to the creative and business contacts of the school with institutions of additional education for children, it is possible to improve the content and level of preparation of various mass events: holidays, competitions, concerts, exhibitions, etc. local history and other activities. Such cooperation allows coordinating work plans, taking into account the possibilities of the school and institutions of additional education for children in the interests of the individual students.
Solving intra-school organizational problems, it is necessary to strive to develop such a number and such an orientation of creative associations that would correspond to a fairly wide range of interests of schoolchildren of different ages. Unfortunately, often the set of clubs and sections in schools has not changed for decades and is limited to a few names (soft toys, macrame, drama circle, volleyball, aerobics), most of which are designed for children of younger and middle age. At the same time, almost no attention is paid to older students, and, moreover, the interests of children striving to master sports dance, roller skating, skyboarding, martial arts, video filming techniques, computer technologies and other things that interest a modern teenager are not taken into account. Of course, it is not always possible (and not always necessary) to take into account their interests as much as possible, but it is necessary to look for such solutions to the problem that will help schoolchildren realize their potential and needs for creative development in the system of additional education for children. Unfortunately, in practice, there is often such an approach to the development of additional education for children in the conditions of a general education institution, when a certain “exemplary” group is created at the school (school theater, musical ensemble, sports team, etc.), which is the main care of the administration to the detriment of the development of other areas of activity. For school leaders, this is an opportunity to successfully account for the "good" organization of educational activities, without making efforts to create a full-fledged system of additional education for children. In this case, the "elite" children's team begins to live its own isolated life, interesting only for a small group of children, while the rest can only look at them with envy, feeling flawed, mediocre, which is far from reality.
Such shortcomings must be taken into account when solving organizational problems. Personnel conditions are, first of all, the possibility of professional growth of teachers of additional education. Conducting seminars, courses, modern discussions on the most significant issues should be organized within the framework of a well-thought-out system and aimed at enhancing the creativity of teachers, their self-education and the desire to cooperate with colleagues - the leaders of all creative clubs included in the block of additional education for children. Mutual attendance at classes, holding open events, their analysis also gives a lot for professional growth.
It is equally important to organize creative cooperation with subject teachers, class teachers, GPA educators: a joint discussion of all the problems of concern (educational, didactic, social, general cultural) makes it possible not only to create a method of association, pedagogical workshops, but also a single teaching staff which contributes to professional enrichment.
It is necessary to regularly organize the passage of coursework for teachers on the basis of the IPC, conduct seminars by invited scientists, incl. on the basis of institutions of additional education for children. It is important to intensify the participation of teachers in various professional competitions (competitions for teachers of additional education, author's educational programs, educational systems, etc.).
The success of the development of the system of additional education for children in the conditions of a general educational institution largely depends on the ability to attract "fresh forces", new people, for example, from among employees of cultural institutions, sports, creative, public, veteran organizations, the parent community, as well as those who professionally owns some interesting craft and wants to pass on its secrets to children.

SECTION 2. THEORETICAL FOUNDATIONS OF INTEGRATION OF GENERAL AND ADDITIONAL EDUCATION AS A FACTOR OF CHILD'S PERSONALITY DEVELOPMENT

2.1. THE CONCEPT OF INTEGRATION

Integration - (from lat. integrum - the whole; lat. integratio - restoration, replenishment) - generally means unification, interpenetration, unification of any elements (parts) into a whole, the process of mutual convergence and the formation of relationships.

Specialists single out external and internal (manifested, for example, within a regional or municipal educational system) factors of integration. Among the external factors of integration are: social order; state policy in the field of education (orientation of Russian education towards innovative development); the influence of all-Russian and international processes of integration in education. Among the internal factors of integration: common goals of educational institutions; the desire of educational institutions to optimize their resources, accumulate integrative potential, coordinate activities for the sharing of resources, create a single information and educational space of the territorial educational system.

Thus, the integration of institutions of general and additional education for children involves the pooling of efforts, resources, and means in order to form the personality of students through the manifestation and development of each child's interests on the basis of free choice, comprehension of spiritual and moral values and cultural traditions, i.e. creation of a common program and methodological space extracurricular activities and additional education of children, the organization of a single pedagogical process. Integration is a way to maximize the function of teaching, educating and developing children, which involves: 1) "external integration" - the subordination of all components of the system to a single pedagogical process, 2) "internal integration" - the interpenetration of elements of various areas of education, leading to the formation of a qualitatively new whole .

The development strategy for the integration of general and additional education includes two main aspects:

1) meaningful integration of general and additional education, i.e. a gradual transition from a set of individual programs of additional education by type of activity to strengthening their links with each other and with general education programs, expanding the variety of complex projects, and developing synthetic programs on this basis; 2) organizational integration, i.e. purposeful growth of cooperation in the school, including the pedagogical, community. Organizational integration is seen, for example, in approaches to the integral assessment of individual educational achievements of students. Promotion of the child from the reproductive level to the creative level, i.e. from mastering the initial techniques of objective activity to an independent (individual and collective) creative product, involves a cumulative assessment-portfolio of its achievements, which can be considered as a system of multidimensional and multidimensional observations (and self-observations) for individual development child in the process of both general and additional education.

2.2. REGULATORY AND ORGANIZATIONAL AND MANAGEMENT SUPPORT FOR INTEGRATION

In the conditions of integration of institutions of general and additional education, the procedure for sharing the resources of integrated educational institutions is established through negotiations between the heads of institutions and, as a rule, is fixed by a number of documents.

The form of civil law regulation of legal relations of educational institutions in the conditions of integration of institutions of general and additional education is contractual regulation. Lease agreements can be used as contractual forms; gratuitous use contracts; contracts for the provision of educational services; other contractual forms provided for by the Civil Code of the Russian Federation, as well as local regulations provided for by the charters of educational institutions. Interaction and cooperation agreements provide for a clear distribution of the rights and obligations of each of the integration participants.

A set of regulatory and organizational documents should provide:

Possibility of organizing work with children within the framework of integration interaction;

Grounds for financing the ongoing work, including the remuneration of teachers;

Grounds for crediting educational services provided by various institutions in order to take into account the achievement of the results required in the GEF IEO;

The possibility of making adjustments in the course of the provision of educational services - in terms of staffing, topics, timing, etc.

An approximate list of local acts of educational institutions and UDOs that ensure the implementation of integration educational institutions and institutions of additional education and requiring changes:

1) Regulations on the Coordinating Council for the interaction of general educational institutions and institutions of additional education for the organization of extracurricular activities of schoolchildren.

2) Agreement on the network form of implementation of educational programs. 3) Job descriptions for employees of an educational institution.

4) Orders on the approval of educational programs.

5) Internal regulations.

The developed or adjusted local acts of the educational institution must comply with the current legislation of the Russian Federation in the field of education.

Integration interaction can be managed by the Coordinating Council, whose functions include:

Strategic planning of integration interaction of institutions of general and additional education of the territorial educational system;

Assessment of the resources of educational institutions of the territorial educational system to ensure the implementation of additional general education programs;

Assistance to educational institutions in the preparation of additional general educational programs;

Assistance to educational institutions in the preparation of individual curricula;

Evaluation of the effectiveness of the results of integration interaction between institutions of general and additional education.

At the first stage of its activity, the Council conducts a study of the educational needs of students, within the framework of which the following issues are resolved:

What additional general education programs will be in demand by students of educational institutions of the territorial educational system;

How many students want to study specific additional general education programs;

What will be the dynamics of student movement.

To do this, the Council is:

Development, approval and coordination with the department of education of legal documents that ensure the integration interaction of institutions of general and additional education of the territorial educational system, including an agreement on joint activities;

Coordination of plans, programs, organizational issues integration interaction of institutions of general and additional education of the territorial educational system;

Development of measures to organize the educational process within the framework of the integration interaction of institutions of general and additional education of the territorial educational system (conditions for the transportation of students, the involvement of individual specialists, etc.);

Approval of the action plan aimed at improving the skills of personnel;

Coordination of job responsibilities of employees involved in ensuring the integration interaction of institutions of general and additional education of the territorial educational system;

Coordination of provisions on the system of measures to encourage persons involved in ensuring the integration interaction of institutions of general and additional education of the territorial educational system.

2.3. METHODOLOGICAL AND STAFFING SUPPORT OF INTEGRATION

Tasks of methodological support of integration interaction of institutions of general and additional education:

creation of a common program and methodological space for extracurricular activities;

updating approaches to improving the professional competence of teachers.

The creation of a common program and methodological space for extracurricular activities involves the development of new programs. The list of additional general educational programs for the implementation of extracurricular activities may include:

Programs related to in-depth study of specialized subjects, the implementation of design and research activities in the subjects of the curriculum;

General cultural programs (art history, local history, valueology, etc.);

Programs aimed at the formation of the student's universal learning activities that make up the meta-subject and personal results of education (for example, speed reading, shorthand, competent reading of the conditions of the task, fluent translation of the text with foreign language etc.);

Programs aimed at acquiring extracurricular competencies by students (skills for designing a wall newspaper, playing the guitar, the basics of photography, etc.);

Leisure programs (sports sections, choral singing, theater studio, etc.).

An additional general education program implemented in the context of integration interaction between institutions of general and additional education for children should contain the following sections:

1) explanatory note;

the planned results of mastering by students of an additional general education program, consistent with the planned results of mastering the main educational program of primary general education of a general education institution;

2) curriculum, educational and thematic plan;

3) the content of the program;

4) methodological support of the additional educational program.

Explanatory note should include a general description of the main educational program of primary general education, namely, disclose:

The relevance and direction of the implementation of the additional general education program;

Goals and objectives of the implementation of the additional general education program;

The place of the additional general education program in the system of extracurricular activities of institutions of general and additional education for children that are participants in integration interaction.

The planned results of mastering the additional general educational program by students should include a list of personal and metasubject results, to achieve which the implementation of the program is aimed, and proof of the pedagogical expediency of achieving these results with specific software tools. The educational and thematic plan may include an indication of the educational institution participating in the integration interaction, which is responsible for the implementation of this topic (subsection of the topic) within the program. The section "Methodological support of the additional educational program" should include a list of educational equipment necessary for the implementation of the program, a list of recommended educational resources and a list of recommended literature.

The achievement of personal, meta-subject and subject results should be based on a system-activity approach and a set of principles for organizing extracurricular activities that correspond to the basic general principles of teaching children school age:

Updating approaches to improving the professional competence of teachers can be carried out through:

Form diversification methodical work in an educational institution;

dissemination of advanced pedagogical experience;

Introduction of new models of advanced training, including those based on distance learning technologies.

Personnel conditions for the implementation of extracurricular activities include:

The staffing of the institution with the necessary pedagogical, managerial and other employees;

Availability of appropriate qualifications of teaching staff of educational institutions;

Continuity of professional development of teaching staff.

A specially trained employee of an additional education institution must coordinate the schedule of classes in several educational institutions.

Information support includes: 1) information necessary to manage integration processes; 2) creation of information conditions for the functioning of the system, providing the necessary information, 3) a set of measures to ensure information resources, which includes mechanisms for searching, receiving, storing, accumulating, transmitting, processing information; organization of various information databanks.

V Information Support implementation of extracurricular activities may include:

Carrying out monitoring of professional and public opinion of teachers of educational institutions, students and the parent community;

Creation and maintenance of various databases (regulatory, methodological and others);

The use of information and communication technologies (website of the educational institution) to organize the interaction of the educational institution with the parent community, social partners, other educational institutions, bodies exercising management in the field of education;

Regular (at least once every six months) monitoring of the implementation of curricula of educational institutions and individual curricula of students, fulfillment of contractual obligations.

SECTION 3. PRACTICE OF IMPLEMENTATION OF INTEGRATED INTERACTION OF INSTITUTIONS OF GENERAL AND ADDITIONAL EDUCATION OF CHILDREN

3.1. INTEGRATION ORGANIZATION ALGORITHM

The integration organization algorithm may include the following steps.

Step 1. Solution educational organizations on the organization of integration interaction (decision of the education department on the allocation of a set of institutions that jointly organize extracurricular activities for children living in a given territory), fixed by regulation. At the same time, each institution maintains the status legal entity and has equal rights with other institutions, however, within the framework of interaction, a single educational space is formed.

Development of the experiment program (the concept of interaction);

definition of OS – participants of interaction. Creation of an educational network of extracurricular activities;

Development of measures to finance extracurricular activities;

determination of the model and form of organization of extracurricular activities.

Step 2. Creation coordinating council, which includes directors (deputy directors) of all institutions participating in the integration interaction. Development by the coordinating council and signing by all directors of an agreement on cooperation between institutions.

Tasks to be solved at this stage:

Development of an interaction program;

analysis of the possibility of integrating existing programs of additional education for children in educational institutions and preschool institutions;

Conclusion of agreements between participants of the educational network;

drawing up an interaction plan.

Step 3. Analysis of the resources of the interaction participants. Identification of an educational order for the organization of extracurricular activities.

Tasks to be solved at this stage:

Analysis of available resources and opportunities of educational institutions;

Definition of a primary set of educational proposals for the surrounding society;

Development of a plan for informing parents (PO under the guidance of coordinators);

Preliminary survey of parents of future first-graders and students of a general education institution;

Questionnaire processing.

Step 4. Building a model for the functioning and interaction of institutions that would satisfy the educational order as much as possible, would provide equal opportunities and high quality extracurricular activities for all children.

Tasks to be solved at this stage:

Correlation of goals and expected results (personal, meta-subject) declared in the main educational programs of educational institutions - participants in integration interaction;

Development of an integrated additional educational program for extracurricular activities;

Development of a model of extracurricular activities for each educational institution; - determination of the role of educational institutions in the educational network of participants in integration interaction;

Drawing up a networking plan;

Building an educational map of the city. Elements of the "educational card":

1. general characteristics the educational network of the district, which includes a list of educational institutions, features of their educational programs, features of the organization of extracurricular activities.

2. The location of educational institutions on the map of the district with certain and prescribed public transport routes, with which you can get to the place of study (indicating the schedule and distance).

3. Business card of each educational institution indicating the full address, phone numbers, structure of the institution, specifics of the educational program.

3.1. Characteristics in areas of specialization, the number of students, the staff of teachers, the material and technical base.

3.2. Conditions for enrollment in a particular circle.

3.3. Clarification of student rights, portfolio specifics, etc.

3.4. Programs of extracurricular activities.

3.5. Dates of the Days open doors of this educational institution, days and hours of reception of visitors.

Step 5. Organization of work with parents Tasks to be solved at this stage:

Creation of information carriers (booklets, websites, etc.);

Drawing up a plan - a schedule of activities of the educational institution to familiarize parents with the possibilities of the network.

Step 6. Preparation of the educational institution for work in the conditions of integration.

Tasks to be solved at this stage:

Conclusion of agreements between institutions of general and additional education for children, educational institutions with parents;

Making changes to the job descriptions of the deputy director, psychologist, teachers, etc.;

Drawing up a network curriculum;

development, approval and examination of software and methodological support for extracurricular activities;

Development of school curricula;

Determination of the list of extracurricular activities programs;

group recruitment;

Identification of tutors to organize support for extracurricular activities of students (group acquisition, organization of an individual route, escort to the venue, tracking results);

Organization of a storage place for students' portfolios;

determination of the list of teachers organizing extracurricular activities;

Development of a network schedule of extracurricular activities and the movement of students;

Training of personnel, planning of joint methodological events, if necessary, organization of advanced training.

Step 7. Launching extracurricular activities. Tasks to be solved at this stage:

The introduction of extracurricular activities in the regime of an educational institution;

Screen design for extracurricular activities;

Accounting for the employment of students in extracurricular activities.

CONCLUSION

Integration in education is not a new phenomenon, but it is relevant today. In modern conditions, it became necessary for the Russian school to start building a fundamentally different functional model of its activities, based on the principle of completeness of education. The latter means that in a modern school, basic (basic) and additional education of children should become equal, mutually complementary components and thereby create a single educational space necessary for the full personal development of each child.

Basic and additional education should not exist without each other, because separately they are one-sided and inferior. Just as an individual child is integral in all the diversity of his needs and abilities, so education must be comprehensive, ensuring the full development of the student in all the richness of his needs and interests.

The integration of general educational institutions and institutions of additional education for the purpose of organizing extracurricular activities can be considered appropriate if there are:

Understanding the need for cooperation among all participants in the integration;

Science-based program of extracurricular activities;

Corresponding to this program, a system for identifying the interests and inclinations of children who are most in need of these types of activities;

Guarantees of involving children in extracurricular activities on a voluntary basis, as well as guarantees of maximum flexibility of involvement in this activity and the possibility of a “non-stressful” way out of it;

Qualified staff of teachers who are able to ensure the appropriate activities of students;

A feedback system that allows you to monitor the effectiveness of the interaction between the MA and the MA DO.

From all of the above, a conclusion should be drawn. If there are advantages from the integration of additional and general education, and one of the most important advantages is the development of personal motivation and the satisfaction of the interests of students, then the development of integrated additional education will allow self-fulfillment not only for students, but also directly for teachers. If this approach is preserved and developed, then the pedagogical potential of additional education will increase, which can not only influence the personal development of a growing person, but also the formation of a certain lifestyle of the child. This is due to the fact that extracurricular extracurricular education satisfies not only educational, but also other social needs of children.

BIBLIOGRAPHY

1. Barkhaev B.P. Pedagogical technologies of education and development // School technologies. 1998. No. 1, No. 4; 1997. - No. 4.

2. Bespalko V.P. Components of pedagogical technology. M., 1989.

3. Bolotova M.I. Organization of family leisure in the educational environment of an institution of additional education for children: educational and Toolkit. Moscow: Sputnik + Publishing House, 2005. 109 p., 6, 8 p.s.

4. Brusnitsyna G. G. The system of organization of research and project activities students in Yekaterinburg. - Ekaterinburg: Municipal educational institution of additional education for children Center "Giftedness and Technology" (Center "Giftedness and Technology") (http://ito.edu.ru/2005/Moscow/I/2/I-2-5085.html

5. Buylova L.N. Modern pedagogical technologies in the additional education of children. - M., 2000. - 24 p.

6. Guzeev V.V. From methodology to educational technology // public education, 1998. - No. 7. - P. 87.

7. Guruzhapov V.A. Questions of examination of educational technologies // psychological science and education, 1997. - No. 2.

8. Additional education as a system of modern technologies for the preservation and promotion of children's health: textbook. allowance / Ed. N. V. Sokratova. - Orenburg: Publishing house of OTsDYuT, 2001. - 177p.

9. Ermolaeva T.I., Loginova L.G. Pedagogical technologies in the field of additional education: a manual - Samara, 1999. – 36 p.

10. Monakhov V.M. Methodology for the design of pedagogical technology (axiomatic aspect) // School technologies, 2000. - No. 3. - P. 57.

11.New pedagogical and Information Technology in the education system / Ed. E.S. Polat. - M., 2001.

12. Selevko G.K. Modern educational technologies: textbook. allowance. – M.: Nar. education, 1998. - 256p.

13. Smirnov N.K. Health-saving educational technologies and health psychology at school. – M.: ARKTI, 2005. – 320 p.

14. Smirnov N.K. Health-saving technologies in the work of a teacher. – M.: ARKTI, 2003. – 272 p.

15. Tavstukha O.G. A new approach to the technologization of the process of additional environmental education for children // Vneshkolnik. Orenburg: OGPU, 2001. - No. 5. - S. 8-14.

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17. Tamberg Yu.G. The concept of TRIZ technology. - V.Novgorod, 2006

18. Buylova L.N., Klenova N.V. Additional education in modern school. M .: "September", 2005 (Library of the journal DSh, No. 1, 2005)

Features of the development of an integrated program for the institution of additional education for children

Basic terms

Theoretical material

Questions for self-examination

Tasks for creative work

Literature

Basic terms: integrated program, cross-cutting program, integrated course .

Integrated program it is a product of the joint activity of teachers uniting separate educational areas into a single whole. In this case, the term “integration” includes the concept of interconnection, interdependence and interpenetration of two or more leading ideas or objects, which implies a qualitative and quantitative change in the parameters of a new idea or new object. Integrated programs are based on the theory of knowledge and the understanding that the search for knowledge is the best way of research, which establishes connections between academic disciplines. Integrated programs unite, restore integrity on the basis of this or that unity. For example, in the program "Earth and Sky" (author), the core foundation is the paleontological component, on which knowledge from the subject areas of geology, paleontology, geography, astronomy is strung and implements an integrated approach to studying the problem "Nature, man, space environment", the necessary to form a holistic vision of the problem under study

Cross-cutting programs- thematic or targeted, with a limited number of hours, necessarily included in the programs of each association structural unit, taking into account the age characteristics of children, their number in groups, physical condition, moral and psychological comfort. Examples are the program "Health" (the purpose of which is to create conditions for the recreational activities of children), "Gifted children" (the purpose of which is to support general creativity in the institution, to create a base for educational and research work of pupils).

Integrated course – unites several subject areas around a certain core topic. For example, the integrated course "Components of professional success" (assignment of professional self-determination of the pupil).

Theoretical material

Plan

1. Classification of integrated programs.

2. Stages of designing an integrated program.

3. Integrated course.

4. The pedagogical potential of integrated programs in the development of an individual educational route of the pupil.

In the system of additional education for children, pedagogical workers are given the opportunity to take a creative approach to designing the educational process, to creating various types of educational programs.

According to the Law of the Russian Federation "On Education", the content of the activities of the OUDOD is determined by the integral Educational Program, which is developed and implemented by the institution independently. When developing an educational program, the developer must be guided by state requirements and methodological recommendations imposed by the Ministry of Defense of the Russian Federation for the preparation of educational programs in the DOD system, the Law of the Russian Federation "On Education" (with amendments and additions approved by the Law of the Russian Federation of 13.01.96), the Model Regulation on educational institution of additional education for children (approved by Decree of the Government of the Russian Federation of March 7, 1995 No. 000) with amendments and additions (approved by Decree of the Government of the Russian Federation of February 22, 1997 No. 000).

The educational program acts as a factor of initiative and creativity of additional education teachers and the result of understanding its activities, purpose, expediency, effectiveness and usefulness. Specificity the educational program is determined by the main conceptual ideas embodied in the Concept and Development Program of the OUDOD.

Changes in the demand of children and parents for educational services are largely associated with the transition of the system of additional education from the information type to the creative one, designed to develop children's motivation for learning and creativity. Integrated programs aimed at acquiring skills that contribute to the successful socialization of children are becoming in demand. For the implementation of integrated educational programs, two or more teachers can be involved, the distribution study load between them is fixed in the educational program.

1. Classification of integrated programs

For the system of additional education, the classification developed, is of interest. Scientists propose a classification:

1. By subjects of activity there are 3 types of joint activity programs: teachers (adults); children; children and teachers of different associations.

2. According to essential features There are 4 groups of programs. By scale of activity(external cooperation; internal cooperation). By goals and objectives(single-purpose, multi-purpose). By content(unidirectional, complex). According to the system-forming factor(study-subject orientation, cross-cutting).

2. Stages of designing an integrated additional educational program for kids.

Based on theoretical research, we will reveal the algorithm for designing integrated programs. The author singled out the following stages of designing this type of program: preparatory, analytical, conceptual, developmental, implementation, control and correction, analytical and reflexive. Let's give brief description step-by-step actions of the developers of the integrated program.

Preparatory stage:

Meeting of interested parties to discuss the field of problems that need to be solved: designation of a priority problem (problems), identification of the interests of the parties; determination of the subjects of design and implementation of the integrated program; degree of participation in the program of its potential subjects; definition of the object and subject of design; determination of the program implementation period; creation of an initiative group to develop an integrated program; conceptual goal-setting (initial idea about ways to solve the problem);

8. determination of those responsible for the development and implementation of the program (scientific, methodological, psychological, leisure, etc.); selection of information and teaching materials; formation of the material base for the implementation of the program.

Analytical stage:

1. diagnostics of the conditions of joint activities, opportunities and risks of the program implementation (difficulties of the subjects of the program, features of the educational process, identification of contradictions that need to be eliminated as soon as possible, etc.);

2. study of the social demand of various social groups and subjects interested in the development of this program;

3. analysis of the problem, its structuring and substantiation of relevance.

Conceptual stage (strategic design stage):

1. collection, analysis and synthesis of ideas for solving the problem (problems);

2. definition of the main ideas of the program;

The study of the theory of the problem and the accumulation of theoretical material; formulating the goals and strategic objectives of the integrated program; identification of priority areas of activity.

Development stage:

Modeling: determination of the main components and leading links of the program; allocation of stages (levels) of the program implementation; determination of means, forms and methods for the implementation of the program; adjustment of goals: coordination, with orientation of goals, formulation of tactical tasks; advanced planning.

Implementation stage:

Joint discussion, agreement, adoption and approval of the integrated program; creation of a coordinating council for the implementation of the program (organizing committee, headquarters, temporary creative team); development of a stage (operational) plan; start of the integrated program; development of methodological support for activities under the program; development of the material base of the program.

Control and correction stage:

Definition of parameters, criteria and performance indicators for the program; development and implementation of a system for monitoring the results of the implementation of the integrated program; control over the progress of the program; correction of goals, content, organizational actions and forms.

Analytical-reflexive stage:

Regular use of the program; collective analysis and evaluation of the results of the program implementation; generalization of the results of the analysis; reflexive activity of the subjects of programming and program implementation; determination of prospects for further improvement of the program.

The integrated program makes it possible to manage the processes of solving specific problems. In the process of developing an integrated program, pedagogical self-management develops, when teachers jointly identify a problem, look for ways to solve it, develop methods of action to solve the problem, rationally distributing functional roles and workload.

The effectiveness of the implementation of integrated programs is facilitated by the creation coordinating council. This is a representative body, which includes the heads of all programs, representatives of the administration and supporting services. The main task of the coordinating council is to find the best ways of interaction between program participants, including the implementation of the idea of saving their strength; solving problems related to the provision of the process. Integrated programs make it possible to make the educational process differentiated, corresponding to the age, needs, desires, and strengths of the student. It makes it possible to develop an individual educational route and put into practice a personality-oriented approach to education for children with different abilities, needs, and abilities. This type of program allows you to differentiate the educational process for different categories of children (gifted, children with disabilities, in need of social protection, etc.).

Integrated programs also have a developing potential both for the teacher (for example, by providing the scientific activity of students within the framework of the corresponding program, the teacher improves his research work) and for the institution (the areas of work with parents and high school students are being developed).

3. Integrated training course.

An integrated curriculum is an organizational unit of the educational process in the system of additional education for children. Strengthening the relationship between parts of the same type and elements of the content of additional educational programs to a greater extent contributes to the formation of interdisciplinary links in all subject areas. Such integration involves increasing the level of integrity and organization of the educational process through the interaction of knowledge from different areas, common tasks and goals, as well as a unified system of cognitive tools for the practical implementation of the goals and objectives.

In integrated courses, tasks, principles and methods, implemented semantic guidelines, connections, set technological conditions that determine the transition of cognitive analysis to the stage of a creative creative process, implemented in various areas of activity, are built. Let's outline the main objectives of the course:

Ensure the integration of content from different subject areas;

To form the skills of practical implementation of the main theoretical provisions in the aspect of the practical application of the foundations of the theory;

Facilitate the necessary continuity in terms of interaction in the learning process, taking place according to the following scheme: teacher - pupil - teacher;

Show the main content and methodology of the courses by organizing the interaction of subject areas;

The construction of integrated courses is based on the following principles:

Didactic (aimed at changing the characteristics of the educational process);

Managerial (reflects the features of the management of the educational process in the study of interdisciplinary disciplines of all cycles);

Methodical (specifies the methodology for conducting classes);

Technological (considers activity as a means of developing abilities and needs).

When implementing integrated courses, a system of methods is used (monologic, demonstrative, dialogical, heuristic, research, algorithmic, programmed, situational).

The programs of integrated courses are implemented in the form of exercises, trainings, laboratory, practical, creative classes, games, problem situations, as well as in the form of developing training, monitoring programs and test tasks on various topics of subject areas. This contributes to the activation of the mental, cognitive activity of students, the expansion of their knowledge.

An integrated course is characterized by a block presentation of educational material and is a systematically presented material covering the content of a number of context-sensitive academic disciplines.

Specific features and differences of integrated training courses the following:

The specifics of the subject of analysis, which are multifaceted objects, information about their essence is contained in different subject areas and activities;

Expansion and deepening of the circle of knowledge related to the original problem, which is not lost from the field of view of students. There is an increasing complication of the ratio of elements, a deepening of knowledge.

In the topic under study, intra-subject and inter-subject connections can operate simultaneously. For this, it is necessary to review educational material and plan it in such a way that a new concept or phenomenon is perceived by the pupils completely, comprehensively;

In an integrated lesson, knowledge from different subject areas is combined, so it is important to correctly determine the main goal of the integrated block;

When planning, a careful choice of the structure of the block, methods and means of training and education is required, as well as the determination of the optimal load by various types of activities of students in the classroom;

Mandatory presence of educational and methodological support of the pupil in educational activities.

Today, the practice of the work of institutions of additional education for children includes the following scheme of educational and methodological support for pupils:

Integrated Course Study Guide;

Glossary;

List of basic and additional literature, including Internet links;

Case tasks;

Tasks differentiated by levels for laboratory and practical work.

Algorithm create an integrated course ():

Diagnosis of the level of preparedness of pupils, their psychological characteristics and cognitive interests;

Identification of fields of interaction in subject areas that bring together the promising goals of training, education and self-education;

Elimination of chronological and semantic discrepancies in programs;

Unification of the conceptual and informational sphere of knowledge areas;

Drawing up a course plan;

Writing an integrated course program.

When designing an integrated training course, the set of academic disciplines included in the course is considered as an object-based integration base. For example, many integrated training courses, the subject of which is economic processes, contain, along with the actual "economy", also elements of the mathematical and information blocks of academic disciplines.

Integrated courses provide a real opportunity for a systematic presentation of both knowledge in a subject area (for example, biology, ecology, geography), and mathematical meters of processes occurring in a given subject area, and a description of the socio-natural environment in which the circulation of substances and energy takes place.

4. The pedagogical potential of integrated programs in the development of an individual educational route of the pupil in an institution of additional education for children.

The educational process in the institution of additional education for children is aimed at meeting the individual needs of the development of the child's personality. Due to the fact that the level of knowledge in each subject is different for all pupils, the additional educational program provides assistance in drawing up an individual work plan with a mandatory subsequent self-assessment of its implementation and providing each student with the opportunity to:

Determine the meaning of studying this material;

Choose the best forms, topics and pace of learning;

Apply those teaching methods that best suit his individual characteristics;

Reflectively realize the acquired knowledge;

Evaluate and make adjustments to your performance.

An individual approach to the development of educational routes has been developed, and includes the following principles:

Refusal to focus on the average student;

Search best qualities personality;

The use of psychological and pedagogical diagnostics of a personality (interests, abilities, orientation, self-concept, qualities of character, features of thought processes);

Accounting for personality traits in the educational process;

Prediction of personality development;

Designing individual development programs.

When passing an individual educational route, a child can reach one or another level of education in accordance with abilities, opportunities, and requests.

An individual educational route is built on the basis of both external and internal cooperation, it can be both single-purpose and multi-purpose. According to the content, an individual educational route can be unidirectional or complex.

Structuring an individual educational route involves going not from the content of education to the child, but from the student to the content of education; from the opportunities that the pupil has; to teach it in accordance with those potentialities that need to be developed, improved, enriched.

The didactic activating and developing complex of the content of education is considered in the individual educational route as a means of personality development; variability and differentiation of education are assumed, processes of integration of knowledge from different subject areas are underway, and positive stimulation of education is used.

An example of developing an individual educational route - experience of the School of Pedagogical Orientation (SPO) of the Yaroslavl City Center for Extracurricular Activities (teacher -).

Long-term experience of the School of Education has shown that classes at school not only provide an opportunity to satisfy the cognitive needs of students, but also help many high school students in self-knowledge, self-improvement, self-determination and self-actualization. positive result, as a rule, was achieved where, along with general (educational) classes, at the request of the children, additional consultations, trainings, classes were held, individual ones were carried out to choose from, based on the interests of the students.

A new stage in the improvement of the SPE program was the addition of its variable part - "Individual educational trajectories of personal and pre-professional improvement." The goal is to provide any student with the freedom to choose their educational trajectory for a more targeted development of personal potential, to help achieve success.

High school students are offered four individual educational trajectories of personal and pre-professional improvement: "Olympus of knowledge", "Organizer", "Creator", "Self-knowledge". Students have the right to choose one of the variable trajectories and improve in this direction by being included in the proposed step-by-step tasks, or, based on the trajectories, build their own individual educational route for personal growth (self-improvement).

The proposed invariants of the program will allow students not only to work in depth in the chosen direction, but also to measure such concepts as the goal and the proposed steps to achieve it. This type of work is especially important for high school students, as it provides freedom of choice, determines the strengths of the individual, and teaches purposeful actions to achieve results.

Providing students with freedom of choice in order to develop personal potential and help them achieve success is possible as a result of building a system of psychological and pedagogical work, which includes the organization, collection, processing, storage and dissemination of information about their readiness to continue education at the stage of choosing the path of further education and professions; providing students with ways to study themselves, their characteristics, qualities of character. Materials for the organization of psychological and pedagogical work can be found in the educational and methodological manual "Methodological support for the professional self-determination of students in pre-profile training" (,; Orenburg, 2008).

Educational trajectory "Olympus of Knowledge" recommended for high school students who, in their own opinion, have established themselves in the choice of the teaching profession.

Additional tasks within training sessions(messages, collection of materials, etc.);

Special group classes on the history of pedagogy, the Pedagogical University, the history of education in the Yaroslavl region;

Acquaintance with YaGPU them. (excursions, business games);

Participation in city and regional conferences (abstracts, reports);

Essay competitions on pedagogical topics: “If I were a teacher”, “School of my dreams”, “School that children dream of”, etc.; participation in city and regional pedagogical olympiads; participation in city competitions of pedagogical skills, pedagogical classes of the system of interschool training centers; protection of creative projects at exams;

Individual consultations on this issue;

In-depth work with pedagogical literature;

Writing presentations on pedagogical topics.

Educational trajectory " Creator" designed for those students who want to develop their creative abilities, work in creative groups and self-realize in individual or collective creative activities.

Successful progress along this trajectory is facilitated by:

Additional creative homework assignments, such as "Protect your favorite color", "Compose a poem on this rhyme", "Protect an idea", etc .;

Variative exercises for the development of acting abilities within the framework of training sessions, for example, “Mirror”, “Message through glass”, “Think up and show a character, monument, picture or situation”, etc.;

Development training creativity(on the basis of various educational institutions);

Individual consultations of a psychologist on the development of creative abilities;

Protection of creative scenarios;

Competition of projects of game programs;

Creation of holiday newspapers;

Cooperation with the leisure association "Zigzag" on the development of acting and vocal abilities of high school students;

Defense of creative projects at the final final exams.

Educational trajectory "Organizer" recommended for students who seek to develop their organizational skills and leadership qualities, to prove themselves in organizational, socially useful activities.

Successful advancement of the pupil along this trajectory is facilitated by:

Variable exercises for the development of organizational skills, for example, the game "Creating a New Year's greeting envelope", KTD "Coming up with a game program", the task "Do an interesting warm-up", etc .;

Training of organizational skills (on the basis of various educational institutions);

Work with special literature;

Participation in city actions, forums on the activation and implementation of youth social programs;

Individual consultations on the organization of game programs, KTD, events for schools.

Educational trajectory "Self-Knowledge" is chosen by high school students who strive to know themselves, to master the methods of self-education, to self-improvement.

Successful progress along this trajectory is facilitated by: additional tasks in the process of working on sections of the invariant part of the program "Fundamentals of Psychological Knowledge" in the 1st-2nd years of study and "Self-Knowledge" - the 2nd year of study;

performance of essays on the problem of self-knowledge of the individual;

Mastering the technology of self-education by high school students;

Participation in the training "Me and my world" (a cross-cutting program for pupils of the Center for Extracurricular Activities) during the holidays;

Diagnosis of the level of self-education of children;

Determination of personality traits that children should consciously and purposefully form in themselves (designing personal development);

Determination of the goals of self-education related to the formation of these qualities;

Building joint activities of teachers and students aimed at the formation of these qualities;

Selection, modification and application of means to achieve the goals;

Psychological and pedagogical preparation of students to work on themselves;

Identification of the effectiveness of the final result (re-diagnosis of self-education of students);

Participation in the work of the children's public organization "Young Yaroslavl".

From the foregoing, it follows that in order to develop an individual educational route, it is necessary to make pupils active participants in the educational process, apply developing tasks, active teaching methods, the method of specific situations, brainstorm, role-playing games, etc. At the same time, it is important to remember that an obligatory feature of classes on an individual route is, as already noted, high degree integration, fusion of content, methods, means and methods of activity.

It is also important that individual educational routes are to a large extent aimed at the development of technological educational thinking; acquisition of skills to organize, plan, standardize and algorithmize educational and independent activities; mastering the technology of learning and teaching.

Summing up, it is necessary to note the following: the integrated construction of the educational process, in comparison with the subject, contains much more technological possibilities in the conditions of convergence and merging of different-quality knowledge, methods of activity and methods of thinking.

Questions for self-examination

1. Consider using your educational program as a stand-alone unit in an integrated course delivered at your continuing education institution.

2. Explain how you use the results of the psychological and pedagogical diagnosis of the student's personality (interests, abilities, personality orientation, self-concept, character traits, features of thought processes) to build an individual educational route.

Tasks for creative work

3. Plan an integrated lesson, select the content of the material that reflects both intra-subject and inter-subject communications.

4. On the example of a specific integrated lesson, determine the goal, which is aimed at highlighting the information from the content of the subject areas that is necessary for its implementation.

Literature

1. Evladov, general and additional education: Practical guide/ Ed. , . - M., 2006. - 296 p.

2. Lebedev, education of children: Proc. allowance / Ed. . - M., 2000. - 256 p.

3. Tavstukha, support of professional self-determination of students in pre-profile training: study guide. allowance /, . - Orenburg: publishing house of the OGPU, 2008. - 212p.

4. Tavstuha, ecological culture of students in the institution of additional education for children: Monograph /. - Orenburg, 2001. - 260 p.

5. Shchetinskaya, and the practice of modern additional education for children: Proc. allowance /, . - Orenburg, 2001. - 404 p.

Supplementary education of children, being a kind of continuation and addition to their basic education, contributes to the development of the abilities and interests of schoolchildren, the formation of high civic and moral qualities in them, and helps the life and professional self-determination of students. Therefore, at the present stage, the priority task of the activity of the school as a whole and the department of additional education of children in particular is the creation of organizational and pedagogical conditions that ensure the development of the social activity of schoolchildren. Hence, it is important to create an educational environment at school that contributes to the formation of motivational-targeted, instrumental, and evaluative-prognostic components of schoolchildren's social activity. One of the main factors determining the formation of the motivational-target component of the social activity of students in our school is their Active participation in the system of state-public management of an educational institution, as well as in the system of extracurricular educational and sports work.

The municipal educational institution “Secondary School No. 26” of the Predgorny municipal district of the Stavropol Territory has been using the system of additional education since 1989 and today is the cultural and educational center of the village, the basis of its socio-cultural environment.

Today, the school has created such a cultural and educational space that allows us to call the rural school the cultural and educational center of the village. In fact, the school operates in the “School-complex” mode. Along with certificates of education, students receive a document on musical education, have the opportunity to develop and expand their creative abilities in additional education circles. This is our competitive advantage over other schools in the Predgorny municipal district.

The development of various forms of school interaction with various social partners is the main factor in the formation of its educational environment. Summarizing the experience of working with social partners in various areas formed the basis for the development of a school development program, the main goal of which was creation of optimal organizational and pedagogical conditions that contribute to ensuring the availability of quality education, the formation and development of social activity of students, the preservation and strengthening of the health of all participants in the educational process. The same goal is the main one for the program for the development of the system of aesthetic education, which was drawn up for the period from 2005 to 2010.

Analysis of the problems and opportunities of the school as a whole with the value orientations of the teaching staff made it possible to determine the following priority areas for the development of the school system of additional education for children:

Ensuring the availability of additional education for all categories of students;
improving the quality of additional education for children;
increasing the social activity of students through the provision of additional educational services to them;
creation of conditions conducive to the preservation of the health of all participants in the educational process;
development of the material and technical base of additional education for children.

The implementation of these directions on the basis of the school became possible after the branch of the music school joined the general education school in 1989. This allowed the teaching staff to expand the possibilities for developing the creative abilities of students, successfully solve the issues of educating spiritual culture, and create conditions for self-expression and self-realization of the child's personality.

Education at the aesthetic department is conducted at 3 levels:

Level 1 - compulsory study of subjects of the aesthetic cycle: rhythm, music, fine arts, MHC, rhetoric. The first level of education is the main creative foundation for further personal development. This level of aesthetic education instills interest in art, develops the intellectual level of students, reveals the level of spiritual perception of the world around us, provides excellent conditions for teachers to study and develop the natural inclinations of students for their subsequent involvement in the 2nd level classes.

Level 2 - classes in creative groups at the choice and desire of students: choral department, folklore groups, music circles, choreography, vocal and instrumental ensemble, wind and noise orchestras.

The multilevel construction of aesthetic work at school is a reliable form of differentiated education and upbringing of students, creates favorable conditions for the disclosure of the creative potential of students with the possibility of its further development.

The tasks of the 2nd level are to create optimal conditions for the realization of the needs of children in creative activities.

At the 2nd level, the possibilities of the cultural centers of the Caucasian Mineral Waters are widely involved: the House-Museum of M.Yu. Lermontov, the Kislovodsk State Philharmonic, the Chaliapin Concert Hall.

Level 3 - individual and group lessons in the volume of the program of the music school and music studio (piano, button accordion, accordion, guitar). This level of aesthetic education and upbringing allows you to reach the final result. Students who completed the program of the music school and studio in the course of individual and individual-group lessons pass an exam based on the results of the training and receive a document certifying their musical education.

Thus, the school has created an integral system of education and upbringing based on the principle of integrating general and additional education in two educational areas: art and the humanities.

At the moment, secondary education school No. 26 is implementing 20 additional education programs in 7 areas. The number of children's creative associations is 42. Today, 403 students study at the school, of which at the aesthetic department

According to the program of the music school and studio --- 20% of students;

In aesthetic circles --- 40% of students.

Additional education of children at school is focused on deepening and expanding their knowledge of the subjects included in the curriculum of basic education. The department implements a number of additional educational programs designed to support the deepening of core subjects, as well as expand the basic subjects, thereby compensating for the lack of time to study them in the main curriculum.

№	Orientation	The name of the program	Number of groups
11.	Military Patriotic	School of survival	1
22.	Physical culture and health	Basketball Volleyball	2 2
33.	Artistic and aesthetic	Choral singing noise orchestra Brass band Vocal-instrumental ensemble art studio small sculpture Publishing Figured wood processing Designing and modeling clothes Primary School School Theater	5
44.	Scientific and technical	Computer modelling	1
55.	Socio-pedagogical	Young pedestrian All colors except black.	4
66.	natural science	Ecology Chemistry and environmental protection	1
77.	gifted children	gifted children Developmental education for preschoolers	2
	Total:	20	42

I can't live a day without music... This is the motto of the classes at the aesthetic department. We can proudly say that this school is the only one in the area. The pride of the school is the brass band under the leadership of the Excellence in Culture of the USSR Ulmasov Zafar Rakhmadzhanovich. On the basis of our school, competitions of pedagogical skills “Teacher of the Year”, regional and regional seminars, concerts are held.

Among the participants of children's creative teams there are winners and laureates of regional, zonal and regional competitions:

1st place v regional jazz festival "Jazz at CMS - 2008" in two categories: solo singing, brass band

1st place in the VII Regional Jazz Music Competition “Spring Blues”

Prizes in the Zonal Olympiad in Music Theory

1st place in the open vocal competition “Funny notes”

The social order of society determined the problem of personality formation on the principles of cultural values. This problem can be realized only through the development of the child in various activities, communication, being.

Our school has a system for organizing student leisure, which includes a network of circles, children's associations, as well as a range of various events.

One of the areas of aesthetic education is the publishing activity of the school. The overall goal of this work with students is to promote the aesthetic education of schoolchildren, develop creative abilities in the field of the Russian language and literature, create conditions for cultural, social and professional self-determination, creative self-realization of the child's personality.

The newspaper for children and adults "School News" began to be published in September 1999. In May 2006, our school took part in the First Open Children's Media Festival “On the 45th Parallel” in two categories: “Best Newspaper” and “Best Publication”. Two of our correspondents became laureates of the festival in the nomination “Best Publication”. The first issue of the almanac "Constellation" took place in 2002. Issues of almanacs are preceded by a lot of painstaking work of school teachers and students. The topic, editorial board, content, headings are determined, the material is collected and edited, computer typing, formatting is performed. In November 2006, at the sixth Stavropol Pedagogical Festival “Talent-2006” in Nevinnomyssk, the school presented its experience at the Festival of School Publications and Mass Media.

In 2008, the creative team of the circle "Small sculpture (modeling from salt dough)" under the guidance of history teacher Vesnina T.N. won first place in the regional competition of technical creativity dedicated to the Year of the Family.

The implementation of programs of patriotic, labor, environmental education goes through the activities of the children's association "Nadezhda", in which the creative teams of TOSH, YID, "Young Ecologists", "Zarnichnik", Sportlandiya operate. The guys from the UIDD association have many victories on their account. Since 1998, the school's UIDD team has won prizes

The size of the school's educational and experimental site allows for experimental work, selection, and the cultivation of agricultural products. Thus, school students have the opportunity to master the practical skills of agricultural labor.

The school's priority is to improve the system of work aimed at preserving and strengthening the health of children and instilling healthy lifestyle skills. A large sports hall, a military sports town, a stadium, 6 sports grounds, a shooting gallery - all this indicates that the school has all the conditions for holding sports and recreational activities. There are sports sections in basketball, volleyball, football, athletics, a chess club, organized jointly with the administration of the school and the Youth Sports School of the Predgorny District. The sports achievements of our guys are known not only to the residents of the village, but to the entire Piedmont region.

Health saving of students is Health Days, sports holidays and competitions, hiking trips, health lessons and a dynamic pause in primary school, this is a summer health institution, playgrounds at the place of residence.

Secondary School No. 26 is a community outreach center. Citizens of the village gather in the spacious and cozy assembly hall to resolve everyday issues. Pre-election campaigning events, meetings with deputies, as well as local events are also held here: citizens' gatherings, the traditional Day of the Elderly and Mother's Day, meetings of representatives of the military registration and enlistment office with pre-conscription and draft youth, holiday concerts.

The leading ideas and specifics of the school are inextricably linked with the main goal of pedagogical activity - upbringing of a tolerant, creatively developed, humanitarian-oriented personality, capable of active social adaptation and independent life choice, to the beginning of labor activity and professional education, to self-education and self-improvement.

This goal made it possible to determine the basic principles of professional activity of teachers of additional education, taking into account the educational needs of students and their parents. Among these principles, the teaching staff includes:

The principle of humanization (adoption of norms of respect and benevolent attitude towards each child, exclusion of coercion and violence against his personality);

The principle of cultural conformity (creation of a developing environment conducive to the maximum disclosure of the personal, intellectual, creative potential of each student);

The principle of value-semantic equality of an adult and a child;

The principle of socio-cultural openness of education (respect for the norms and traditions of different cultures, openness to a changing world; support for educational initiatives of all subjects of the educational space: parents, students, teachers, etc.); development of social partnership.

The purpose of pedagogical activity, as well as the principles of its implementation and the beliefs of the teaching staff related to this, allow us to formulate school mission: ensuring the education of a socially active personality with a stable moral position contributing to the prosperity of their country.

2005 - the beginning of the implementation of the School Development Program and the Program for the Development of the Aesthetic Education System “Additional education and development of the creative potential of students in learning activities”.

The goal of the program is to create and strengthen strong and reasonable mutual ties between the basic and additional education of students and, as an end result, the integration of basic and additional education.

The key issues the program aims to address are: development of a system for integrating programs of basic and additional education for children, as well as technologies for using the knowledge and skills acquired by students in the classroom in their extracurricular activities and vice versa.

Social effect from the implementation of the program is to eliminate the gap between basic and additional education.

The paper reflects the theoretical and practical issues of integrating the basic and additional education of children, the significance and necessity of considering this problem to create a unified educational space. The model of the school is based on the principle of completeness of education, that is, the basic and additional education of children become equal, complementary components, thereby creating a single educational space necessary for the full personal development of each child.

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Municipal educational institution

additional education for children

Center for Children's Art "Constellation"

Integration of common and

additional education

in the new socio-economic conditions.

Compiled by: Deputy Director for WRM

Zhurbina Tamara Alekseevna

g.o. Vlasikha, 2013

Content

p/p	Title of sections	Page

	Introduction
	Ways to integrate basic and additional education for children	4-13
3.1.	Basic models of integration of basic and additional education of children.	13-14
3.2.	Integration options
3.3.	Integration mechanisms.
3.4.	Integration results.
3.5.	Opportunities of schools and institutions of additional education for children in the implementation of new educational goals.
	Conclusion
	Appendix	17-22

Talents cannot be created, but culture must be created,
that is, the soil in which to grow and thrive
talents are possible. Sometimes our work is justified.
Heinrich Neuhaus

Introduction

« As far as a person is deep, so he is a person.

Always and in everything - there must be more inside than outside"

Baltasar Gracian y Morales

Target: building a holistic educational and developing space as a condition for the development of a child's personality, focused on harmonizing the child's personality, its cultural, spiritual, moral, creative, social development.

In today's environment, there is an urgent needthat the modern Russian school, if it really wants to provide the younger generation with a new quality of education, should begin to build a fundamentally different functional model of its activity, basedon the principle of completeness of education. The latter means that in the Russian school, for the first time, basic (basic) and additional education of children could become equal, mutually complementary components and thereby create a single educational space necessary for the full personal development of each child.
Modernization Russian education systemimplies integrationsecondary schools and institutions of additional education for children at the municipal and regional levels into a single educational space, where each institution is unique in its goals, content, methods and methods of activity.

The need for integrationboth types of education is also due to the fact that against the background of the crisis phenomena of Russian society in the children's, adolescent and youth environment in recent years there has been a catastrophic increase in all kinds of forms of antisocial behavior. There is an urgent need to reduce tension, intolerance, aggressiveness among children and adolescents. To do this, first of all, it is necessary to increase the pedagogical influence on children, to increase their employment in socially useful work.

Additional education, based on its originality, organically combines various types of organization of meaningful leisure (recreation, entertainment, holidays, creativity), with various forms of educational activities and, as a result,reduces the space for deviant behavior, solving the problem of employment of children.

By and large, basic and additional education should not exist without each other, because individually they are one-sided and inferior. Just as an individual child is whole in all the diversity of his needs and abilities, soeducation must be comprehensivethat ensures the full development of the child in all the richness of his requests and interests. The most important thing is that the involvement of children in the system of additional education changes their way of life, enriches the lives of children with new social connections, interests, values, life guidelines. Therefore, there is every reason to assert that additional education of children is a necessary component of a full-fledged general education. In order for additional education to fully realize its potential, a clear and well-coordinated work of the entire pedagogical system is necessary. Therefore, it is so important for teachers to know and understand the problems of each other - those who are professionally engaged in additional education of children, and those who are associated with subject education at school.

A great contribution to the creation of conditions for the development of the interests and talents of the children is called upon to be made by the class teacher, who has the opportunity to study the interests of the children well, find a way for individual support for everyone, and overcome those problems that hinder the child in the development of personality. Such a teacher, who has serious socio-psychological knowledge, is able to support his colleagues in the implementation of the principles of humanistic pedagogy in practice, i.e. implementation of personality-oriented education, which is the essence of additional education for children.

Teachers-organizers and educators of extended day groups can successfully interact with teachers of additional education and help children find their talent, reveal their abilities.

Possible and Feedback when the teacher-organizer, for example, can find assistants in the organization of socially significant affairs, holidays, competitions and other school-wide events, the active participants of which are, first of all, members of creative associations. With the help of a teacher of additional education, it is easier to find children who have initiative, independence, and leadership qualities.

3. Ways of integrating basic and additional education of children

The school model is based on the principle of completeness of education, that is, basic and additional education of children become equal, complementary components, thereby creating a single educational space necessary for the full personal development of each child. The integration of general and additional education contributes to the formation of an aesthetic attitude to the surrounding life among schoolchildren, the upbringing of a spiritually rich, aesthetically educated, educated personality capable of creativity through the formation of artistic and imaginative thinking, expanding the range of feelings, developing creative imagination and fantasy, increasing the level of knowledge of others. subjects, and also solves the problem of children's employment.

Integration of general and additional education allows:

enrich the content and forms of educational activities;
to bring together the processes of education, training and development;
provide students with a real opportunity to choose their individual route by including them in classes of interest;
create conditions for students to achieve success in accordance with their abilities;
solve the problems of social adaptation and professional self-determination of schoolchildren.

The integration of general and additional education is implemented through:

the use of hours of the basic curriculum (component of the OU), hours of circle work and hours of additional education institutions for in-depth study of individual subjects within the framework of elective courses and elective courses for the purpose of pre-profile training;
conducting master classes on the basis of the school and institutions of additional education (social partners) with the invitation of university teachers;
conducting by teachers of the school, institutions of additional education and coaches of sports and health-improving classes on the formation of a healthy lifestyle and career guidance;
creation of a base of integrated educational programs (within the framework of pre-profile and profile training) and additional education programs aimed at developing the key competencies of students;
organizing, together with institutions of additional education - social partners, work within the framework of the scientific society of students.

The ways of integrating basic and additional education of children can be illustrated by the following diagrams ( application number 1 , scheme 1, scheme 2, scheme 3, scheme 4).

One of the important tasks should be called cooperation on the basis of an agreement or an agreement between schools and institutions of additional education for children, which also contributes to the convergence of basic and additional education for children. Thanks to the creative and business contacts of schools with institutions of additional education for children, it is possible to improve the content and level of preparation of various mass events: holidays, competitions, concerts, exhibitions, etc. Such cooperation allows coordinating work plans, taking into account the possibilities of schools and institutions of additional education for children in the interests of the individual students. No less important is creative cooperation with subject teachers, class teachers, GPA educators: a joint discussion of all the problems of concern (educational, didactic, social, general cultural) makes it possible not only to create methodical associations, pedagogical workshops, but also a single teaching staff, which contributes to professional enrichment.

Teachers of additional education, when developing their own programs, should get acquainted with the content of those subjects that can be most related to the content of their additional educational program. This can be a good basis for joint creative work with subject teachers.

Modern science considers the totality of educational institutions as a system of general education, within which the child should have the opportunity to choose an individual educational route, the ability to realize its expected results, i.e. be ready for independent decision issues that matter to him. Therefore, the issues of network interaction between different types of educational institutions, the expansion of opportunities for general education, the optimal use of personnel, scientific, methodological, material and technical potential in the interests of the development of the child's personality are of the greatest relevance.

Within the framework of network interaction, it is possible to exchange various types resources (personnel, material and labor, methodological, etc.), as a result of which each student has access to integrated educational resources belonging to a network of educational institutions and institutions of additional education for children.

In the Federal State Educational Standard of the second generation, extracurricular activities of schoolchildren are given Special attention, a special space and time in the educational process is defined as an integral part of the basic curriculum.

One of the criteria for the complete readiness of an educational institution for the introduction of the Federal State Educational Standard is to determine the optimal model for organizing the educational process, which ensures the organization of extracurricular activities. The organization and full functioning of such an educational process will require the concerted efforts of many social actors: educational institutions, families, institutions of additional education, institutions of culture and sports, traditional religious organizations and public associations. Based on the tasks, forms and content of extracurricular activities, for its implementation, the following organizational model can be considered as a basic one. Extracurricular activities can be carried out through (Fig. 1):

Fig.1

EXTRA COURSE ACTIVITIES

Undoubtedly, extracurricular activities are closely related to the additional education of children when it comes to creating conditions for the development of the creative interests of children and their inclusion in creative activities of various directions. Due to its flexibility, it can solve a variety of educational tasks, relying on a variable, informal, non-standardized nature. However, it should be remembered that additional education of children involves, first of all, the implementation of an additional educational program in a specific area of activity or field of knowledge.

The implementation of extracurricular activities based on the model of additional education is directly provided for in the Federal State Educational Standard, 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 of additional education for children.

This model involves the creation of a common program and methodological space for extracurricular activities and additional education of children, the implementation of the transition from the management of educational institutions to the management of educational programs. The model is focused on ensuring readiness for territorial, social and academic mobility of children. The advantages of the model are in providing a wide choice for the child based on the range of areas of children's associations of interest, the possibility of free self-determination and self-realization of the child, the involvement of qualified specialists in the implementation of extracurricular activities, as well as the practice-oriented and activity basis for organizing the educational process inherent in the additional education of children.

As a priority measure to improve educational activities of our institutions should be called: approbation of integrated programs, classes: SOSH UDOD. ( application number 2, scheme 1.2).

In modern conditions, additional education of children is not something secondary in relation to school. In its essence, it is the formation, the axis on which the developing variable semantic formation is built. Let us consider some distinguishing features of common and different in basic and additional education ( application number 3, Table 1). It is clear that one cannot continue to feed children with knowledge, stuff them with information, one cannot build additional education as a purely studying proccess. The essence of education is to create integrated learning. We must clearly understand that additional education has to enter into a dialogue with the school and out-of-school forms of the child's life, but in no case should we follow the image and likeness of the school. At the moment, a huge number of issues of additional education require serious preparation, a qualitative change. It should not contain objects, it should represent educational areas, it should show the space of activities in which the child is included, through which he discovers the world. That is, when denoting the educational and information function, in no case should one follow the path of the school. Additional education should give the child not only and not so much knowledge about the phenomena of the world, but the meaning, meaning for the child of this or that reality. Today our task is to ensure that on the part of institutions of additional education, the choice of directions and types of activities in free time develops not only in accordance with children's interests, but also outstrips them, so that, starting with the satisfaction of interest, we help the personality to take place.

The standard Regulations on the institution of additional education for children clearly articulate their purpose - the implementation of additional educational programs for the creative development of the individual. Modern programs should include not only and not so much the reproductive activity of children, but also reproductive - search, educational and research, creative, which allows the child to try his hand at various things and find his own, learn and master specific skills and abilities, masterfully solve creative tasks. Only generalized knowledge as a whole should be the same for everyone, but different in details, depending on the subjective interests of students.

Integration is the unification of separate parts into a single whole.

In the course of implementing the integration of the educational space, it is necessary to solve a number of problems:

The problem of creating an integral educational space as a condition for the development of the child's personality;
The problem of the relationship between cognitive and practical activities, i.e. application of school knowledge in real life child;
Identification of the early creative giftedness of the child, in order to develop his versatile creative abilities;
The problem of early career guidance;
The problem of development of children with handicapped health;
The problem of shortage of teaching staff in general education schools;

The problem of creating integrated educational programs;
The problem of scientific, methodological and regulatory support for integration processes;
The problem of teaching teaching staff on the integration of additional and basic general education.

The integration of additional and basic general education is carried out in three aspects:

Integration of activities of institutions of additional and basic general education;
Integration in the system of an educational institution;
Integration of the activities of management bodies of institutions of additional and basic general education.

MAIN LINES OF CO-ORGANIZATION IN THE PRIMARY SCHOOL:

1.Basic and additional education:

integrated lessons(lesson-performance, lesson-game, lesson-concert),elective courses, electivesheld in school time, but on the basis of the principles of additional education of children;
creative rethinking curriculum and transition to developmentcopyright educational programs.

2.Extracurricular and educational activities in their free time from the main lessonsand as a continuation of educational activities, but with the expansion of the content of one or another school subject(electives, special courses, subject circles, etc.), conducted by teachers - subject teachers of senior levels.

3. Additional education and extracurricular activities(concerts, exhibitions, competitions, and other general school affairs of a mass nature, holidays) during extracurricular hours,through the involvement of not only those children who go to various creative associations, but also their leaders, teachers-organizers, teachers, everyone.

MAIN FEATURES OF AGREED JOINT ACTIVITIES:

common goal participants included in the activity;
general motivation for activity;
association, combination or conjugation individual activities (simple, private) into a single whole;
division of a single process of activity into separate functionally related operationsand their distribution among the participants;
coordination of individual activities of participants,
adherence to a strict sequence of operations in accordance with a predetermined program ( management);
single final cumulative result;
single space and simultaneity of individual activities performed by different people;
conscious change (development)in the sequence of obtaining intermediate results while maintaining orientation

a) Interaction of institutions of additional and basic general education:

Information support of institutions of additional and basic general education regarding each other's activities;
Awareness by the subjects of the need for integration and motivation to participate in it;
Organization of joint affairs by institutions of additional and basic general education;
The presence of humanistic relations between the subjects of activity.

b) Activities of the educational institution:

Whether the institution has a goal of participating in joint activities with other institutions;
Interpenetration of areas of activity of educational institutions of different types;
Creation of educational complexes;
Integrity of perception by the subjects of activity of a single educational space;
The presence of emotional unity of the participants in the interaction.

v) Development of students' education:

Motivation of students to participate in the integration of institutions of additional and basic general education;
Enriching students with knowledge and practical experience through participation in the joint activities of educational institutions;
Use of knowledge and experience gained in the joint activities of educational institutions in the process of student participation in educational and extracurricular activities;
The ability of students to build an individual educational route within the educational space of an institution, district.

G) Development of professionalism of teachers:

Motivation of teachers to participate in the integration of institutions of additional and basic general education;
Enriching the teacher with knowledge and practical experience through participation in the joint activities of educational institutions;
The use of knowledge and experience gained in the joint activities of educational institutions in the process of organizing educational and extracurricular work by the teacher;

The integration of basic and additional education inevitably expands the subject of the studied material, necessitates more deep analysis and generalizations of phenomena.

The direction of integration is diverse. The educational programs of pedagogical workers are not traditional models for the transfer of knowledge, skills and abilities, but are pedagogical technologies for the development of a personality and the formation of a mechanism for its self-realization. This takes into account three levels of effectiveness of the educational process. This logic of building the educational process underlies long-term, integrated, multi-level, complex programs, the implementation of which creates conditions for meeting the educational needs of both gifted children and those showing ordinary abilities.

Using the example of our institution, the integration of the educational process can be recalled when conducting integrated classes - physical education lessons in elementary school and rhythmoplasty classes in the CTC. The expediency of conducting such forms of training is determined by:

Insufficiency of physical activity for the full development of the musculoskeletal system and the muscular-tendon system;
Increasing the level of information content and strengthening intellectual development;
The need to develop a conscious approach to your body, the processes taking place in it, the ability to control it.

Lessons labor training, arts, natural sciences, history in the system of additional education can get excellent conditions for the development of the personality, its creative potentials, to test the received theoretical knowledge, skills and abilities in conditions close to real life situations.

If this approach is preserved and developed, then the pedagogical potential of additional education will increase, which can not only influence the personal development of a growing person, but also the formation of a certain lifestyle of the child.

3.1. Basic models of integration of basic and additional education of children.

First The model is characterized by the fact that the set of circles, studios, sections is, in fact, random, since it is determined not so much by the needs of the children as by the opportunities available at the school.
Second the model is distinguished by the internal organization of each structure of the school and additional education, although it does not yet function as a single managed system.
Third the model is built on the basis of close interaction between a general education school and one or more institutions of additional education for children.
4th the model is an organization of additional education for children in a general education school operating in a full-time system.

3.2. Integration options

Internal integration of basic and additional in the conditions of an institution of additional education for children
Internal integration of the main and additional in the conditions in the conditions of a general education school (elementary, secondary, etc.)
Internal integration of the main and additional in educational space cities (territories)

Intradepartmental integration in additional education

External integration of basic and additional in the conditions of an institution of additional education for children
External integration of the main and additional in the conditions of a general education school (elementary, secondary, etc.)
External integration of the main and additional in the educational space of the city (territory)
Interdepartmental Integration

In this regard, it is advisable to single out groups of criteria for the implementation of the tasks set:

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.

3.4. Integration results.

improving the quality of education;
the transition from disparate forms of general and additional education to an integral educational system in the conditions of a general educational institution;
updating the content of general and additional education programs;
formation of sustainable interest and motivation of children in their own learning activities;
optimization of the educational process.

3.5. Opportunities of schools and institutions of additional education for children in the implementation of new educational goals.

Interaction with the external environment

Organization of interaction with children

Conclusion

From all of the above, a conclusion should be drawn. If there are advantages from the integration of additional and general education, and one of the most important advantages is the development of personal motivation and the satisfaction of the interests of students, then the development of integrated additional education will allow self-fulfillment not only for students, but also directly for teachers.If this approach is preserved and developed, then the pedagogical potential of additional education will increase, which can not only influence the personal development of a growing person, but also the formation of a certain lifestyle of the child. This is due to the fact that in extracurricular additional education, not only educational, but also other social needs of children are satisfied.

5.Applications

Application No. 1 Scheme 1

Scheme 2

Scheme 3

Scheme 4

Appendix No. 2 Scheme 1

Scheme 2

Application No. 3

Table 1

Some distinguishing features of common and different in basic and additional education.

Component you are educational process	General education	Additional education
1.Purpose	Social and professional self-determination of a schoolboy through adaptation to curricula, state educational standards	Social and professional self-determination of the student through the creation of conditions for self-education, self-knowledge, self-improvement and self-realization in activities interesting for the individual.
2. Tasks: a) learning b) development c) education	Train on the basis of the requirements of state arr. standards; develop an interest in self-education and self-development; develop motivation for self-improvement.	Train modern technologies self-education, self-development and self-improvement; to bring up the motivation for self-realization in vigorous activity in the interests of the Person, society and the state.
education vaniya, deed- shadows	ZUN D Z-knowledge, Y-skills N-skills D activity	D R ZUN + MCS D -activity, R-reflection, Z-knowledge, S-skills, S-skills, M-skill, C - moral values, C - inclinations and abilities
4. Principles	General pedagogical	General pedagogical + principles of love, beauty and freedom
5.Basic cognition	Representation - external perception of subject content, which is formed in the process of passive-contemplative perception of subject content (listening, seeing, reading) Its features: formality, speculation, dosage, subject-thematic dismemberment.	concept - understanding the essence of the matter (project activities for a specific subject content). It is formed in the process of design processing of the subject content into the essence of the designed object. Its features are pithiness, concrete-sensual form, practicality, syntheticity, unlimitedness.
6. Resource support of the educational process	The presence of a typical material-technical and program-methodological base, the quality and volume of which are determined not only by the requirements of life, but by the financial capabilities of the educational authorities.	The use of a diverse material, technical and program-methodological base, focused on individual abilities, corresponding to current labor market standards and developing on an investment basis and on grants from various funds
7. Evaluation criteria	Requirements of state educational standards	Cognitive: participation in prestigious conferences, rallies, competitions, etc. Motivational-personal: belonging to prestigious associations, clubs, scientific and sports societies, to the composition of national teams, etc.; Activity-practical: self-affirmation in prestigious activities, the level of personal development
8. Evaluation indicators	Five point system. Subjective praise, recognition of teachers, classmates	Ranks of laureates, diplomats, sports categories and titles, champions and champions
9.Result- tat education	The level of education, development and upbringing, fixed in the state educational standard	The level of training, development and education possible during the work of an interested person (personal inclinations, talents and abilities)
10.Connection to the labor market	Knowledge in subjects is self-valuable, although it remains external in relation to the potential abilities of the student, to mastering by him the types of work that are in demand on the market	Knowledge in subjects is not so much valuable in itself as it is a means of developing the abilities of self-education and mastering specific types of activities that are in demand on the labor market

Lost Svetlana
Integration of general and additional education

KSU "The House for arts and crafts for children" Akimat of Fedorovsky district

Report:

« Integration of common and

additional education»

Compiled by Poterailo Svetlana Sergeevna

teacher additional education.

Talents cannot be created, but culture must be created,

that is, the soil in which to grow and thrive

talents are possible. Sometimes our work is justified.

Heinrich Neuhaus

Additional education children - a purposeful process of education, personal development and learning through the implementation additional educational programs, rendering additional educational services and information educational activities outside the core educational programs for people.

Having studied the instructive-methodical letter, and in particular the features of the schools of the Republic of Kazakhstan, I was attracted by the fact that, the peculiarity additional education of children in general education schools of the Republic of Kazakhstan are due to the need for closer integration of general secondary and additional education.

The innovative nature of changes in content and technology in the modern school can be greatly enhanced by additional education, the nature of which implies freedom of choice of activities, high motivation of students, and, therefore, real creative self-expression of the individual. Under the conditions of introduction educational standards of the new generation relevance of inclusion additional education children in the structure of the main general educational programs is associated with the need to strengthen the variable component education, contributing to the practical application of knowledge, skills and abilities acquired at school, stimulating the cognitive motivation of students.

Primary Integration, main and general secondary education and additional education children allows to bring together the processes of education, training and development, which is one of the most difficult problems of modern pedagogy.

The need to develop this direction is based on the idea of maintaining a unified educational space.

In the process of organizing training in a school lesson, it is possible to use technologies inherent in the system additional education. These are complex classes, educational projects, discussion technologies, games. They, as a rule, involve going beyond the lesson itself, providing for independent individual and group activities of students directly under the guidance of a teacher. At the same time, the school lesson is being continued in the process of implementation. additional educational programs both at the level of expanding and deepening the content of the material, and by working out individual elements of the content of the school lesson in diverse forms of extracurricular activities.

Subject teachers can lead circles, sections, studios, clubs on interests, sport sections, training courses, organize educational, competitive, entertainment programs, excursions, etc. according to their profile during extracurricular hours. For example, I work as a technology teacher at a school. In one hour of the lesson, we go through only the basics of applied art, and at the circle the pupils open up completely. They choose the technique they like (beading, newspaper weaving, decoupage, tailoring of Kazakh national products, etc.) and do their work carefully, while developing perseverance, patience, and aesthetics of product design. They prepare school and district exhibitions, participate, win prizes with their works in competitions, give their products to relatives and friends, thereby saving the household budget in purchasing gifts. So way, to ensure full employment coverage of children outside school hours, including on the Sabbath, it is necessary to effectively use the potential of subject teachers.

Another content update feature education This is a transition to a 5-day school week. The student has more free time. The basis for organizing the educational process on the Sabbath should be additional education.

1) creating a wide general cultural and emotionally colored background for a positive perception of values education and more successful development of its content;

2) implementation "unobtrusive" upbringing due to the inclusion of children in personally significant creative activities, in the process of which "imperceptible" the formation of moral, spiritual, cultural guidelines for the younger generation;

3) the orientation of students showing special interest to certain types of activity (artistic, technical, sports, etc., to realize their abilities in organizations additional education for children;

4) compensation for the absence of certain training courses that students need to determine individual educational path, concretization of life and professional plans, the formation of important personal qualities.

In terms of implementation national idea"Mgilik El" conducted by school teachers and educators additional education work should be aimed at the formation of a person educated who has developed leadership qualities, is ready to independently make decisions in a choice situation, is capable of cooperation and intercultural interaction, and has a sense of responsibility for the fate of his people.

It is important that our children are brought up in the spirit of national ideology and cultural traditions. The ideological component must be present in all ongoing events

For teachers and educators additional education actively recommended address To methodological fund republican exhibitions, to use exhibition material in professional activities.

Teachers of children's folklore groups of schools to continue work on the study national characteristics and traditions of the Kazakh people, the preservation and development of the regional folklore traditions: song, dance, folk crafts, etc. In the classroom, special emphasis should be placed on explaining to students humanistic value landmarks: honoring a woman-mother, respect for elders, diligence, the desire to live in harmony with society and nature, etc.

Teachers of school associations of theatrical creativity should pay special attention to the search for dramatic material of high moral content, given modern tendencies development of children's theatrical creativity, development interactive types of theater.

Teachers of school circles and associations pictorial and arts and crafts, it is necessary to continue work on developing a culture of creativity, fostering a sense of beauty.

As practice shows, classes are a powerful mechanism for spiritual and moral education. fine arts , choreography, music. The structure of a number of independent competitions and exhibitions could be combined general the idea of presenting "Through art - to peace and mutual understanding". For 2017-2018 academic year I, as the head of the circle, held school competitions in the following nominations:

1) « National traditions and rituals"(participants of the competition presented a description and demonstrated national rituals, as well as spoke about the traditions of their people); Received diplomas

2) "Decorative and applied art "Temple of Traditions"(the authors took part in the competition program of this nomination creative works(soft toys, embroidery, patchwork, knitting, decoupage, beads, woodcarving, etc.). So the participants were awarded certificates and letters of thanks.

3) "Dishes national cuisine» we planned to hold this competition with the pupils on April 28 on the eve of the celebration of May 1, the day of unity of the peoples of Kazakhstan

From all of the above, a conclusion should be drawn. If there are benefits from integration of additional and general education, and one of the most important advantages is the development of personal motivation and satisfaction student interests, then the development integrated additional education will allow self-realization to the full not only for students, but also directly for teachers. If this approach is maintained and developed, the pedagogical potential will increase. additional education, which can not only influence the personal development of a growing person, but also the formation of a certain child's lifestyle. This is due to the fact that in extracurricular additional education satisfied not only educational but also other social needs of children. Additional education children can act as a binder integrative a link between the world of childhood and the developing personality of a growing person at school.