Elective courses are essentially the most important means of building individual educational and professional trajectories, since they are largely associated with the choice of educational content by each high school student, depending on his interests, abilities, and after-school life plans.
Effectiveness elective courses will be achieved only if students have the opportunity to make an informed choice of an elective course. To justify the choice of an elective course, students need certain conditions. First, they must be clearly aware of their interests and plans. Secondly, students should be able to familiarize themselves in advance with the content of the proposed elective courses by studying their brief annotations in the form of educational and methodological kits. Thirdly, the teacher who will implement the elective course needs to make a presentation of the elective course so that high school students have a complete understanding of the content of the proposed elective course. The main feature of elective courses is variability, which provides the student with the opportunity to freely choose an individual educational trajectory that contributes to the professional self-determination of a high school student. Elective courses are implemented at the expense of the school component of the curriculum and are of an author's nature.
Let us briefly recall the basic information about elective courses.
The Concept of profile education at the senior level of general education, approved by order No. 2783 of the Ministry of Education of Russia dated July 18, 2002, sets out the goals of the transition to profile education, one of which is the goal of creating conditions for a significant differentiation of the educational content of high school students with broad and flexible opportunities for building individual educational programs. For this purpose, in addition to specialized general education subjects, elective courses are introduced in high school - compulsory for attending at the students' choice.
Elective courses - compulsory courses chosen by students from a component of an educational institution, included in the training profile. Elective courses serve three main functions:
are "Superstructure" of the profile coursewhen such an additional profile course becomes fully in-depth (and the school (class) in which it is studied turns into a traditional school with in-depth study of individual subjects);
develop the content of one of the basic courses, the study of which is carried out at the minimum general educational level, which allows you to maintain the study of related academic subjects at the profile level or receive additional training for passing the unified state exam in the chosen subject at the profile level;
contribute to the satisfaction of cognitive interests in various fields of human activity.
The Concept of Profile Education clearly states:
1. Elective courses - Compulsory courses of choice for students, which are part of the education profile for the upper level of school.
2. Elective courses are implemented at the expense of the school component of the curriculum, are intended to provide meaningful support for the study of basic specialized subjects or serve for intra-profile specialization of education and for building individual educational trajectories.
3. Number of elective courses should be redundant in comparison to the number of courses the student is required to take.
Elective courses should aim to address the following tasks:
promote self-determination of the student and or the choice of further professional activity;
create a positive motivation for learning on the planned profile;
to acquaint students with the leading activities for this profile;
to intensify the cognitive activity of schoolchildren;
to increase the information and communication competence of students.
The fact that the set of elective courses is determined by the students themselves puts students in a situation of independent choice of an individual educational trajectory, professional self-determination.
The main reasons for choosing, which should be considered when developing and implementing elective courses:
preparation for the Unified State Exam in specialized subjects;
the acquisition of knowledge and skills, the development of methods of activity for solving practical, life problems, leaving the traditional school "academicism";
opportunities for a successful career, promotion in the labor market;
curiosity;
support for the study of basic courses;
vocational guidance;
integration of existing ideas into a holistic picture of the world.
The ratio of the volumes of basic, specialized and elective courses in percentage can be something like this: 50-30-20.
Types of elective courses. In pedagogical practice, the following types of elective courses are conditionally distinguished.
I. Subject courses, the task of which is to deepen and expand knowledge in the subjects included in the basic educational school.
In turn, subject elective courses can be divided into several groups.
1) Elective advanced courses aimed at deepening a particular academic subject, having both thematic and temporary coordination with this academic subject. The choice of such an elective course will allow you to study the chosen subject not at a specialized, but at an in-depth level. In this case, all sections deepen the course more or less evenly.
2) Elective courses, in which individual sections of the main course are studied in depthincluded in the compulsory program of this subject.
3) Elective courses, in which individual sections of the main course are studied in depthnot included in the compulsory program of this subject.
4) Applied elective courses, the purpose of which is to familiarize students with the most important ways and methods of applying knowledge in practice, developing students' interest in modern technology and production.
5) Elective courses dedicated to the study of methods of cognition of nature.
6) Elective courses, dedicated to the history of the subject, both included in the school curriculum (history of physics, biology, chemistry, geographical discoveries), and not included in it (history of astronomy, technology, religion, etc.).
7) Elective courses, dedicated to the study of problem solving methods (mathematical, physical, chemical, biological, etc.), composing and solving problems based on physical, chemical, biological experiments.
II. Interdisciplinary elective courses, the purpose of which is to integrate students' knowledge about nature and society.
III. Elective courses in subjects not included in the basic curriculum.
Elective courses, although they differ in purpose and content, in all cases they must meet the needs of the students who choose them.
Designing elective courses. Before embarking on the process of designing elective courses for pre-profile and specialized training of schoolchildren, the teacher needs to put before himself a number of questions, the solution of which will greatly facilitate their work. These include the following:
What educational and support materials are provided for this course (in the library, at the teacher's ...)?
What types of activities are possible in dealing with this content?
What kinds of work can students do to prove their success in future learning?
What is the student's share of independence, in what way can he take the initiative?
What criteria allow you to evaluate the success in the study of this course (the grade for the course is given, but you can put a review, result in the portfolio).
How can a course study end for a student? What is the reporting form?
The answers to these questions will make it possible to optimally build the program of elective courses. At the same time, when developing an elective course program, it is necessary:
Analyze the content of the academic subject within the selected profile.
Determine how the content of the elective course will differ from the basic or profile course.
Determine the topic, content, main objectives of the course, its function within this profile.
Divide the content of the course program into modules, sections, topics, determine the required number of hours for each of them.
Find out the possibility of providing this course with educational and auxiliary materials: textbooks, reading books, didactic materials, laboratory equipment, reagents, etc. Make a list of literature for the teacher and students.
Highlight the main activities of students, determine the proportion of students' independence when studying the course. If the program involves the implementation of practical work, laboratory experiments, excursions, projects, then their description should be presented in the program.
Determine educational products that will be created by students in the process (result) of mastering the course program (Educational product is materials that will be developed by students in the course of cognitive, research activities - synopsis, theses, experiment, series of experiments, historical analysis, proof, poetry, sketches, song, photography, model, layout, diagram, computer program, etc.).
Determine the criteria to assess the success of the program.
Think over the form of reporting on the results of mastering the course program.
In pedagogical practice, the stages of designing elective courses were determined. The objectives, content and expected result of the totality of these stages represent the general technology of course design.
Elective courses are divided into the following types:
Trial
Orientation
Deepening
Corrective
General cultural
Formal structure of the elective course program
1. Title page
2. Explanatory note
3. Educational-thematic plan
6. Literature (for teachers, for students)
1. Title page
a) The name of the educational institution
b) Top right: where, when, by whom the program was approved (school, ulus, republican expertise)
c) In the center is the name of the elective course
d) The class for which the program is designed (under the name)
f) Place, year of development of the program (below)
2. Explanatory note
In an explanatory note, substantiate the need to introduce this course. Indicate the place and role of this course in specialized training. Interdisciplinary connections, learning skills, etc.
Purpose: why it is being studied, what needs of the subjects of the educational process (students, teachers, parents, society) satisfies. Orientation to individualization of learning and socialization of students, to preparation for a conscious and responsible choice of the sphere of future professional activity.
Tasks: what is needed to achieve the goal, what the teacher and students have to work on when studying the course.
Functions: studying the key problems of our time, focusing on the features of future professional activities, improving the skills of cognitive activity, supplementing and deepening the basic subject of education, compensating for insufficient training in specialized subjects.
Terms of the program: duration of training, if for 2 years (72 hours), then stages of training; if they alternate (the first half of the year, then something else), then 15-17 hours.
Basic principles of selection and structuring of material. Teaching methods (active: projects, research), forms of education (CSR, individual training, group), training mode.
Estimated results, which ZUN students will get. Toolkit for assessing learning outcomes.
3. Academic-thematic plan
List of topics and their abstract description. List subtopics (help for teachers).
Didactic materials. Key content components for each section or topic. Description of the methods and means of organizing the educational process. Description of the forms of conducting classes.
Focus on the content of the courses.
Key questions for creating programs
1. On what content of the material, and through what forms I can most fully implement the tasks of pre-profile training.
3. What textbooks and supporting materials provided this course.
4. What types of activities are possible in working with this content.
5. What types of work can students perform to confirm success.
6. What is the proportion of student independence in the work of this course. In what he can take the initiative.
7. What criteria are clear to the teacher and the student to assess the success in the study of this course.
8. How in the process of work will be recorded the dynamics of interest in the course, in the future profile.
9. How can the course study end for a student, what is the reporting form.
Requirements
1. The degree of novelty for students.
2. The motivating potential of the program (the program contains knowledge that arouses the cognitive interest of students).
3. The developmental potential of the program (contributes to the intellectual, creative, emotional development of the student).
4. Health-saving characteristics.
5. Completeness of the content of the program (contains everything necessary to achieve the planned educational goals).
6. Coherence and systematic presentation of the material.
7. Teaching methods.
8. Degree of controllability (the program specifically defines the expected learning outcomes and methods of checking their achievement).
9. Realism in terms of resources, staffing capabilities of the school.
10. Formal structure of the program.
11. Creation of positive motivation, challenge of the cognitive interest of students,
12. No duplication of the content of subjects compulsory for study according to the State Standard,
13. Acquaintance with the specifics of the types of activities, the inclusion of samples for the leading types of activities for this profile (practical orientation),
Pedagogical technologies for elective courses
As a rule, it is extremely undesirable to organize the conduct of pre-profile and specialized elective courses (excluding rehearsals) based on verbal techniques and reproductive teaching methods.
Practice shows that the most effective for elective courses are modern pedagogical technologies focused on the active activity of the student and subject-subject interaction (games, training, etc.), as well as:
- technology of educational projects.Educational project is a teaching method based on setting a socially significant goal and its practical achievement; independent productive or research activity of a student, which has not only educational, but also scientific and practical significance. The main type of educational project is practice-oriented. Criteria for evaluating the educational project: the relevance and social significance of the problem to be solved by the project; depth of study of the problem; availability and quality of a practical result aimed at solving the problem;
- technology of educational research.The main feature of research activity is the created intellectual product that establishes a specific (scientific) truth in the course of the implementation of certain research and is presented in a standard, pre-agreed form. The main criteria for evaluating educational research: scientific significance of the topic; the validity of the choice of research methods and the literacy of their use; the depth and literacy of the analysis of the results.
3.4. Selection of textbooks
The Federal Law "On Education in the Russian Federation" (Article 18, paragraph 1) in organizations carrying out educational activities, in order to ensure the implementation of educational programs, obliges to form libraries, including digital (electronic) libraries, providing access to professional databases, information reference and search systems, as well as other information resources.
The library fund must be completed with printed and (or) electronic educational publications (including textbooks and teaching aids), methodological and periodicals for all subjects, courses, disciplines (modules) included in the main educational programs being implemented.
According to the Federal Law "On Education in the Russian Federation" (Article 18, clause 4.), organizations carrying out educational activities on state-accredited educational programs of primary general, basic general, secondary general education, for use in the implementation of educational programs, choose:
1) textbooks from among those included in the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, secondary general education;
2) textbooks issued by organizations included in the list of organizations that issue textbooks that are allowed to be used in the implementation of state-accredited educational programs of primary general, basic general, secondary general education.
The competence of the educational organization in the established field of activity includes (Article 28. Clause 3, Clause 9): determination of the list of textbooks in accordance with the approved federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general , secondary general education by organizations carrying out educational activities, as well as teaching aids approved for use in the implementation of these educational programs by such organizations.
In accordance with the Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education" (Article 47. "Legal status of teaching staff. Rights and freedoms of teaching staff, guarantees for their implementation", p. 3., p. 4) Teachers enjoy the following academic rights and freedoms: the right to choose textbooks, teaching aids, materials and other means of teaching and upbringing in accordance with the educational program and in the manner prescribed by the legislation on education.
The federal list of textbooks for the 2013-2014 academic year distributes textbooks for schools operating under the Federal State Educational Standard and Federal State Educational Standard.
It should be remembered that the lists of textbooks approved for the 2013-2014 academic year orient educational institutions towards textbooks that will be used in classes that have not previously studied the subject "Informatics and ICT" in accordance with the hours of the basic curriculum. So, in the 2013-2014 academic year these are 2 or 3, 5, 8 and 10 grades. All other classes continue to study the subject along the already chosen lines of teaching materials.
IV. Organization of the educational process in the context of the transition to the federal state educational standard for basic general education
The federal state educational standard of basic general education is a set of requirements that are mandatory in the implementation of the basic educational program of basic general education by educational institutions that have state accreditation.
The standard includes demands: to the resultsmastering the basic educational program of basic general education; to the structurethe main educational program of basic general education, including the requirements for the ratio of parts of the main educational program and their volume, as well as for the ratio of the compulsory part of the main educational program and the part formed by the participants in the educational process; to conditionsimplementation of the basic educational program of basic general education, including personnel, financial, material and technical and other conditions.
The standard is the basis for the development of a system of objective assessment of the level of education of students at the stage of basic general education. The Standard is based on system-activity approachwhich provides: formation of readiness for self-development and continuous education; design and construction of the social environment for the development of students in the education system; active educational and cognitive activity of students; construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.
The educational process in connection with the introduction of the Federal State Educational Standard should have the following features:
organization at each lesson of students' activities to master new knowledge and apply it in practice;
the use of a variety of innovative techniques and teaching methods to form a system of universal educational actions for each student (personal, cognitive, regulatory and communicative);
the formation in the educational process of each student of personal, subject and meta-subject learning outcomes.
The standard is focused on the formation of the personal characteristics of the graduate ("portrait of the graduate of the main school").
The federal state educational standard defines the compulsory subject area "Mathematics and Informatics", which includes 4 subjects: mathematics, algebra, geometry, informatics.
ATTENTION!!! The name of the subject from "Informatics and ICT" is changed to the name "Informatics".
In basic school, the study of the subject "Informatics" is provided for in the 7th grade - 1 hour per week, in the 8th grade - 1 hour per week, in the 9th grade - 1 hour per week. For the purpose of in-depth study of the subject "Informatics" or building a continuous course, the study of informatics (if there are textbooks and programs) can be carried out from 5 to 9 grades(five years, 1 hour per week). Hours for grades 5 and 6 are taken from the hours of the part formed by the participants in the educational process.
The approximate computer science program of a basic school takes into account that today, in accordance with the new Federal State Educational Standard for Primary Education, by the end of primary school, students acquire ICT competence sufficient for further education. Further, in basic school, starting from grade 5, they consolidate the acquired technical (practical) skills and develop them as part of their application in the study of all subjects. The computer science course, which completes the basic school, builds on the experience of the constant use of ICT, which students already have, gives a theoretical understanding, interpretation and generalization of this experience.
Objectives of studying computer science in basic school:
the formation of information and algorithmic culture; formation of an idea of \u200b\u200ba computer as a universal information processing device; development of basic skills and abilities to use computer devices;
formation of an understanding of the main concepts being studied: information, algorithm, model - and their properties;
development of algorithmic thinking necessary for professional activity in modern society; development of skills to compose and write down an algorithm for a specific performer; formation of knowledge about algorithmic constructions, logical values \u200b\u200band operations; acquaintance with one of the programming languages \u200b\u200band basic algorithmic structures - linear, conditional and cyclic;
the formation of skills in formalizing and structuring information, the ability to choose a way of presenting data in accordance with the task at hand - tables, charts, graphs, diagrams, using appropriate software for data processing.
developing skills and abilities of safe and appropriate behavior when working with computer programs and on the Internet, the ability to comply with the norms of information ethics and law.
The formulated goals are realized through the achievement of educational results. These results are structured according to the key objectives of general education, reflecting individual, social and state needs, and include subject, metasubject and personal results. The peculiarity of informatics is that many subject knowledge and methods of activity (including the use of ICT tools) have significance for other subject areas and are formed during their study.
Educational results are formulated in an activity form, this serves as the basis for the development of control measuring materials for basic general education in computer science.
Personal results:
the formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition;
the formation of a holistic worldview corresponding to the current level of development of science and social practice;
development of a conscious and responsible attitude to one's own actions;
the formation of communicative competence in the process of educational, teaching and research, creative and other activities.
Metasubject results:
the ability to independently determine the goals of one's own learning, to set and formulate new tasks for oneself in learning and cognitive activity, to develop the motives and interests of one's cognitive activity;
possession of the basics of self-control, self-esteem, decision-making and making conscious choices in educational and cognitive activities;
the ability to define concepts, create generalizations, establish analogies, classify, independently choose grounds and criteria for classification, establish causal relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions;
Ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks;
Semantic reading;
Ability to consciously use speech means in accordance with the task of communication; mastery of oral and written speech;
Formation and development of competence in the use of information and communication technologies.
Subject results:
ability to use the terms “information”, “communication”, “data”, “coding”, “algorithm”, “program”; understanding the differences between the use of these terms in everyday speech and in computer science;
the ability to describe the size of binary texts using the terms "bit", "byte" and their derivatives; use terms that describe the data transfer rate; write integers from 0 to 256 in the binary system;
the ability to encode and decode texts with a known code table;
the ability to compose non-branching (linear) algorithms for managing performers and write them down in the chosen algorithmic language (programming language);
the ability to use logical values, operations and expressions with them;
the ability to formally execute the algorithms described using branching (conditional operators) and repetition (loops) constructions, auxiliary algorithms for simple and tabular values;
the ability to create and execute programs for solving simple algorithmic problems in the chosen programming environment;
the ability to use ready-made applied computer programs and services in the chosen specialization, the ability to work with descriptions of programs and services;
skills in choosing a way of presenting data depending on the task.
All documents of the FSES can be found in more detail on the FSES website by the link .
In accordance with the federal law "On Education in the Russian Federation" "... teaching staff are required to carry out their activities at a high professional level, to ensure the full implementation of the taught subject, course, discipline (module) in accordance with approved work program... "(Article 48" Duties and responsibilities of teaching staff ", p. 1., p. 1)
Structure of the work program by subjectdetermined by the Federal State Educational Standard and approved by the local act of the educational organization .
For teachers working in accordance with the Federal State Educational Standard, the educational organization, by a local act, approves the structure of the work program, the terms and procedure for considering work programs. An educational organization can be guided by the structure of programs of individual academic subjects, courses (clause 18.2.2. Appendix No. 1 to the order of the Ministry of Education and Science of the Russian Federation No. 1897 dated December 17, 2010 "On approval and implementation of the federal state educational standard of the main general education ").
From the letter of the Ministry of Education and Science of the Russian Federation of April 19, 2011 No. 03-255 "On the introduction of the federal state educational standard of general education" "... the programs of individual academic subjects, courses in the structure of the main educational individual academic subjects. They are developed on the basis of approximate curricula of academic subjects, which are included in the structure of the approximate basic educational program. Since the development of the main educational program of the school belongs to the competence of the educational institution, the distribution of powers for the development of individual structural components of the program is also in the competence of the school. The author's curricula of academic subjects, developed on the basis of sample programs, can be considered as work programs. The question of the possibility of their use in the structure of the main educational program of the school is decided at the level of the educational institution. "
For teachers working according to the Federal State Educational Standard, the educational organization, by a local act, approves the structure of the work program, the terms and procedure for considering work programs. This work program includes the following sections:
1. title page;
2. explanatory note;
3. requirements for the level of training of students;
4. calendar-thematic planning (educational-thematic plan);
6. forms and means of control;
7. a list of educational and methodological teaching aids.
When developing a work program, a teacher can make changes to the work program being drawn up by no more than 20% of the above programs. For example, to determine a new order of study of the material, change the number of hours, make changes to the content of the studied topic, supplement the requirements for the level of training of students.
In accordance with the Federal Law of the Russian Federation "On Education in the Russian Federation" (Article 28, Clause 3, Clause 11) archives of information about these results on paper and (or) electronic media ”, informatics teacher:
1. At the first lesson in September and at the first lesson in January, it is necessary to make an entry in the journal in the column “What was passed in the lesson” about the safety briefing.
2. Briefing on safety precautions is also carried out before each laboratory and practical work, about which a corresponding entry is made in the journal in the column "What was passed in the lesson". For example: Safety briefing. Practical work No. 1 "Getting to know the keyboard".
3. If the laboratory work is only a part of the lesson, then the students are given selective marks; if laboratory work takes the whole lesson , then grades are given to each student.
Based on the results of the GIA 2013in the Bryansk region, a number of proposals can be made to improve certain aspects of teaching computer science and ICT in basic school:
Organization matters purposeful work on systematization and generalization of educational material.
When learning new material, it is necessary to include a stage in the lesson at which complex material is being worked out taking into account differentiated approaches in learning.
When drawing up calendar-thematic planning, it is rational for the teacher to plan preparation for the GIA in the lesson (compare the topic of the lesson with the codes of controlled elements and select typical tasks from KIMs).
When drawing up a calendar-thematic planning, the teacher needs to plan for homework in addition to solving problems from the GIA.
When drawing up a work program for a subject, it is necessary to plan the development of knowledge and skills of schoolchildren on the most complex topics of the school computer science course.
Use electronic educational resources in preparation for the final certification.
The analysis of the results of the USE 2013in the Bryansk region allows us to make a number of general recommendations for improving the teaching of informatics in educational institutions:
Bibliographic index of books received in the library "School of Russia"
Bibliographic indexFolder instructively-methodical ... Methodical recommendations: a guide for teachers general education institutions ... Informatics and ICT... Grade 3: methodical ... institutions : letter ... from.. -( Training year) Instances ... teaching social studies as training thing ...
when preparing graduates for the Unified State Exam, teachers should explain in more detail to students the goals of this test and the structure of the CMM
the tasks of the demo version of the CMM should be considered only as guidelines showing approximate samples of tasks;
use modern pedagogical technologies in pedagogical activity that will help teachers to arouse interest in learning: method of projects, problem learning, differentiated learning, personal oriented learning;
when developing a work program, take into account the absence of topics in the author's programs that are checked in the exam, but are in the sample programs in the subject; these topics must be included in the study of the subject with the obligatory solution of problems;
for teachers to plan the solution of tasks from the demo versions of the Unified State Exam on the topic being studied without fail when repeating previously studied material, prepare didactic materials in the form of test tasks (computer tests and paper tests with forms);
if there is a shortage of scheduled time, use various additional homework assignments with handout training tasks; organize and conduct elective courses, vocational guidance at technical universities; organize, if possible, distance learning workshops for students during the vacation time, etc .;
during the informatics lesson, it is necessary to ensure the development of various skills, types of educational activities provided for by the requirements of the standard, so that graduates can apply their knowledge not only at the reproductive level, but also in a new situation, and also be able to solve creative tasks;
when planning a lesson, teachers need to take into account that the texts of assignments used in KIM are not offered in textbooks, therefore, it is recommended to pay attention to the formulations of problems, the level of their complexity, so that students can navigate in solving the USE assignments. To successfully solve this problem, you can use additional material (demo versions, collections of tasks from FIPI, CER, Internet resources);
tasks with a detailed answer to programming, as well as to a formalized recording of the studied algorithms at a level corresponding to the requests of universities, is performed by only a small group of exam participants, so training events for students may be useful, to which it is possible to invite teachers from leading universities in the region;
the results of the examination work are significantly influenced by the level of general mathematical training of graduates: therefore, it is necessary to pay attention to oral counting in computer science lessons when solving problems, since you cannot use a calculator on the exam, and very many graduates make mistakes in calculations;
special attention should be paid to the identified weaknesses in the training of graduates: the ability to use spreadsheets for processing statistical data, including the results of scientific research; independently develop programs in programming languages \u200b\u200bfor solving practical problems of processing data arrays; use Internet resources to search and organize information. Therefore, special attention should be paid to such sections of the content codifier as: 1.3.2. (Mathematical models), 1.5.2. (Chains (finite sequences), trees, lists, graphs, matrices (arrays), pseudo-random sequences), 1.5.6. (Sorting) 3.4.1. (Mathematical processing of statistical data), 3.5.2. (Using search engine tools, generating queries). It must be borne in mind that institutions of higher vocational education interested in applicants whose training meets the following requirements of the requirements codifier: 1.1.1 (Perform calculations in spreadsheets), 1.1.5 (Create programs in a programming language), 2.9 (Perform statistical processing of data using a computer).
general education institutions for 2012- 2013 training year, approved by the order of the Ministry of Education and Science of the Russian Federation. Educational subjects ... advice. Educational advice gives instructively-methodical instructions, serves as an advisory ...
Vaskova Irina Dmitrievna
Position: senior methodologist
Educational institution: FSKOU "North Caucasian Suvorov Military School"
Locality: Vladikavkaz
Material name: methodical development
Topic: Organization of elective courses
Date of publication: 28.07.2016
Section: complete education
Organization of elective courses
Vaskova Irina Dmitrievna, senior methodologist of the educational department of the North Caucasian Suvorov Military School of the Ministry of Defense of the Russian Federation 1. General provisions 2. Features of courses for pre-profile training 3. Characteristics of elective courses for specialized training 4. Organization of elective courses 5. Development elective course programs for basic general and elective courses of secondary general school
1. General Provisions
In accordance with the Order "On the Approval of the Federal Curriculum and Model Curricula for Educational Institutions of the Russian Federation Implementing General Secondary Education Programs", elective courses are organized for the self-determination of 9th grade pupils in relation to the major direction of their own activities at the senior level of education. Elective courses (elective courses compulsory for students to attend within a specific profile) are an important part of profile education at the senior level. In accordance with the "Concept of specialized education at the senior level of general education", the differentiation of the content of education in the senior grades is carried out on the basis of a combination of courses of three types (basic, specialized, elective), where elective courses are designed to satisfy the individual educational interests, needs and inclinations of each student, being an important means of building individual educational programs in a specialized school. Elective courses (from the Latin electus - elected, i.e. elective courses) constitute a component of the educational institution of the basic curriculum. There are no educational standards for elective courses. But elective courses for pre-profile training and elective courses for specialized training differ from each other.
2. Features of courses for pre-profile training
The time allotted for elective courses for pre-profile preparation of ninth grade students is made up of the hours of the educational institution component and the hours of the subject "Technology". As a result of studying elective courses, a 9th grade student should be ready to answer two questions: “What do I want in my in the near future? " and "Am I, am I ready to continue my studies in the chosen profile?" In the process of studying these courses, 9th grade students should be able to: - gain experience in applying efforts to master educational material and to master the competencies in demand in specialized education and post-secondary education;
- to obtain information about the importance of profile education for the further continuation of profile education, life, social and professional self-determination; - to form value orientations related to the educational profile and the corresponding directions of post-secondary education. The school must provide students with the opportunity to study several elective courses in a year, therefore, these courses cannot be large. Their optimal duration is 8-16 hours. The nomenclature of elective courses for a basic school is formed from: school profiles; electives; circles; educational and research work; subject schools; laboratory and practical part of educational programs; public inquiry; interests and hobbies of the teacher and students. There are several approaches to creating elective courses.
A fundamental approach
involves the development of the course content in the logic of the transition from fundamental laws and theories to particular laws, aimed at an in-depth study of the subject, focused primarily on gifted children in this subject area, and directly related to the specialized academic subjects of the senior school.
Methodological
an approach
based on the scientific method of cognition, the features of which are demonstrated on the basis of historical and scientific material. Hence the main goal of studying an elective course based on a methodological approach: acquaintance with the method of scientific knowledge, mastering some research skills. This approach involves the use of project-based teaching technology, the organization of laboratory-practical classes, workshops, etc.
Universal
an approach
is characterized by the grouping of content around a number of important concepts that have universal significance for science. This approach is preferable for interdisciplinary courses that consider one problem, phenomenon, concept from different angles in the light of different sciences. For him, it may be preferable to use technologies of reflective learning, critical thinking, case method, etc.
Pragmatic
an approach
presupposes the acquisition of certain knowledge and skills that provide a basic cultural level of students and are widely used in later life. For him, practical classes, a series of workshops in a specific professional field are preferred.
Activity-value
an approach
involves acquaintance with the methods of activity necessary for the successful mastering of the content of a particular training profile. There is a certain relationship
between the rational selection of methods of activity and forms of organization of the educational process, on the one hand, and the abilities and inclinations of students in a particular profile, on the other. The design of an elective course based on this approach involves taking into account the propensities of students for appropriate ways of acting. Thus, students of a natural profile are inclined to many ways of activity and to the forms of the process of teaching chemistry and biology. The humanitarian profile is characterized by such activities as drawing up notes, plans, abstracts, abstracts, and the preferred forms of training are excursions, demonstrations, discussions, role-playing games. Mathematics is characterized by drawing up diagrams, tables, finding patterns.
Competence approach
has many supporters today, and it is possible that many developers will give it a preference when developing elective courses for primary school. In this case, there may be the following sequence of actions: determination of problems that are significant for students of a given age, highlighting the necessary skills to resolve them, determining the competencies required to solve this type of problems, selecting the necessary content, developing teaching methods, developing an assessment system. Elective courses in pre-profile training are divided into subject-oriented (trial) and interdisciplinary (orientation)
.
(slide 3)
Subject-oriented courses solve the following tasks
: 1) realization by the student of interest in the subject; 2) clarification of the readiness and ability to master the subject at an advanced level; 3) creation of conditions for passing elective exams, i.e. to the most likely subjects of future profiling. For subject-oriented courses, existing teaching aids, elective programs, special courses, fragments of teaching aids for preparation for universities and classes with in-depth study of subjects can be used as teaching aids.
Interdisciplinary (orientation) courses
involve going beyond traditional academic subjects. They introduce students to complex problems and tasks that require the synthesis of knowledge in a number of academic subjects, and ways to develop them in various professional fields. The objectives of elective courses of this type can be formulated as follows: 1) creating a base for orienting students to the world of modern professions; 2) familiarization in practice with the specifics of typical types of activities corresponding to the most common professions; 3) maintaining motivation for a particular profile.
Popular science literature, media reports, the Internet, etc. are used as teaching materials for interdisciplinary courses for pre-profile training. Distinctive features of elective courses for ninth grades are their non-standardization, variability and short duration. The variability of elective courses is manifested in the fact that in the course of pre-profile training, a 9th grade student focused on a specific profile or, conversely, still hesitant in his choice, should try his hand at mastering different elective courses, of which there should be many quantitatively and substantively. The presence of a large number of courses, differing from each other in content, form of organization and technology of conduct, is one of the important pedagogical conditions for effective pre-profile training. Elective courses for pre-profile training in grade 9 must meet the following requirements: must be presented in a number that allows the student to make a real choice; should help the student assess their potential from an educational perspective
("I'll go
social and humanitarian
profile not because I have triples in mathematics, but because
intends to become a lawyer or journalist ")
; should contribute to the creation of positive motivation for learning on the planned profile, help students test themselves, answer the question:
"Can I, do I want to teach this, do this?"
At the same time, it must be remembered that excessive overloading of the course with new content may not allow the student to answer these central questions; When selecting content, the teacher must answer the questions:
"Than
will be
this course is useful for the student to make an informed choice of a profile
studying in high school? ";
promising is the use of modern educational technologies, the role of which will increase with specialized training at the third stage of secondary school; you should use the possibilities of teaching curriculum in pre-profile training by another teacher who is implementing a basic course in this or a related subject; courses should acquaint the student with the specifics of the activities that will be leading for him if he makes one or another choice (historian, philologist, physicist, etc.), that is, to influence the student's choice of a field of professional activity. They should include samples for the leading activities for a given profile (to show the specifics of this profile through activities - working with texts, analyzing sources, using legal documents, etc.) Optional courses, if possible, should be based on some kind of manual ... This will eliminate the teacher's monopoly on information. Elective courses for pre-profile training should not duplicate the basic course. They should not prepare the student for exams, but for successful high school education.
3. Characteristics of elective courses for specialized training
In grades 10-11, the number of elective courses is determined by the curriculum for each profile. The set of elective courses is determined by the school itself. Elective courses perform three main functions: 1) the superstructure of a specialized academic subject, turning it fully into an in-depth one; 2) development of the content of one of the basic academic subjects, the study of which is carried out at the minimum general educational level, which allows you to maintain the study of related academic subjects at the profile level or receive additional training for passing the unified state examination in the chosen subject at the profile level; 3) satisfaction of cognitive interests in various areas of human activity. Elective courses are characterized by the fact that from the proposed set of them, the student can choose those that are interesting or necessary to him. Once the course is chosen, it becomes the same as the normative one with the obligation to attend and report. An elective course in a specialized school is also short-term, but its volume per hour (maximum 35 hours) is higher than the recommended volume of elective courses for ninth graders (maximum 17 hours). Elective courses in high school, when students have already decided on a profile and started training in a specific profile, should be more systematic (once or twice a week), longer (at least 36 hours) and, most importantly, set completely different goals than it was in grades 9 in the framework of pre-profile training. In grades 10-11, the goal of the elective course is to expand, deepen knowledge, develop specific skills and abilities, and get acquainted with new areas of science within the chosen profile. This is the main difference between elective courses in grades 9 and elective courses in grades 10-11, and the requirements for their design and design are similar. When developing elective courses for secondary (full) schools, one should take into account the motives of students for which they choose one or another course. This can be preparation for passing the unified state exam in a subject that is studied by a student at a basic level, acquiring knowledge and skills, mastering ways of acting to solve practical, life problems, the possibility of a successful career, etc.
4. Organization of work of elective courses
1. When conducting elective courses, it is allowed to divide the class into groups. The number of students in one group must be at least 5-7 people and no more than 15-20 people. Groups can be completed by students from various 9th grades, other educational institutions, and also temporarily only for the period of a separate elective course. 2. The basic volume of pre-profile training is 68 hours, which are directed to elective courses (elective courses).
3. Courses of pre-profile training (elective courses) conducted at school are divided into three main types: 1. subject elective; 2. interdisciplinary elective courses; 3. elective courses in subjects not included in the basic curriculum.
Course objectives:
1. To give the student the opportunity to realize personal cognitive interests in his chosen educational field. 2. Create conditions for the formation of an individual trajectory of development of professional interests of students. 3. Clarify the student's readiness and ability to master the chosen subject at the profile level. 4. Create conditions for high-quality preparation for the final certification, including elective exams. 5. To form students' abilities and skills, and methods of activity for solving practically important problems (educational practice, project technology, research activity). 6. Maintain student motivation by promoting intradisciplinary specialization.
Course content:
1. Programs of elective courses go beyond traditional academic subjects, include deepening of individual topics, modular courses and provide an increased level of study of a particular subject. They acquaint schoolchildren with complex problems and tasks that require the synthesis of knowledge in a number of subjects, and methods for their development in various professional fields, contribute to vocational guidance, awareness of the possibilities and ways of implementing life plans. 2. Forms of training in elective courses can be both academic and focused on innovative pedagogical technologies (communicative, group, design and research, etc.). Course teaching can be provided by both a school teacher and a specialist of the university, sousa in the context of network interaction. 3. Software for elective courses. The implementation of the content of pre-profile training is provided by programs approved by the Ministry of Education of Russia. In the absence of programs for the profiles that were declared by the students, teaching is carried out according to the programs developed by the school teachers and approved by the scientific and methodological council of the school at the initial stage of work, then in the methodological center of the city. The elective course program must meet the following conditions: 1. Take into account the characteristics of students interested in the profile of the school. 2. To acquaint students with the methods of scientific research used in the sciences. 3. Rely on the school curriculum, but not duplicate it, but supplement and contribute to the formation of research skills. 4. To aim at preparing for the exam, olympiads.
5. Pay attention to the formation of skills such as note-taking of educational material, observation, analysis, generalization, reflection, systematization. Elective courses are taught according to a special schedule, which students get acquainted with 3 days before their start.
Methodological support of the elective course includes:
1. Course program, student manual, teacher materials, reference books. 2. A system of creative assignments for students, creative work of students completed in previous streams, materials to assist students in conducting educational practice, project activities, research. 3. Equipment for experiments, design activities. 4. Pedagogical tools for running courses (including development for teachers of the city, region, etc.). The effectiveness of teaching a specific elective course can be confirmed by: 1. Analysis of grades in subjects related to the elective course. 2. A quantitative analysis of the points scored by students during classes. 3. A quantitative analysis of the project activities of students, the number of research work carried out in the elective course. 4. Conducting a survey of students, teachers, the purpose of which is to study the level of student satisfaction with elective courses. 5. The results of the participation of schoolchildren in Olympiads, conferences, and competitions. Achievements of students in elective courses are recorded in the individual cumulative assessment - portfolio
5. Development of programs of elective courses for the main general and
elective secondary school courses
Training program
- a normative document that reflects the goals, content, features of assessing the effectiveness of the results of the learning process of a particular training course
Requirements for elective courses
1. Redundancy (there should be a lot of them). 2. Short duration (6-16 hours). 3. Originality of content, title. 4. The course must end with a certain result (creative essay, project ...). 5. Non-standardization. 6. Elective courses can be designed for teachers, due to the fact that these courses are formed through the school committee of the UP.
Designing elective courses programs
On what content material and through what forms of work it is possible to most fully implement the tasks.
How will the content of elective courses differ from the basic course? (Avoid duplication.) What educational and support materials are provided for this course? (In the library, at the teacher's ...) What types of activities are possible in working with this content? What types of work can students do to prove their success in future learning? What is the share of the student's independence, in which he can take the initiative? What are the criteria for assessing progress in this course? (The grade for the course is not put, but a review, result can be placed in the portfolio.) How can the course study end for a student? What is the reporting form? Elective courses programs for basic and elective courses for secondary (complete) schools have similar
structure:
• title page; explanatory note; • content; approximate planning of educational material; methodical recommendations; application. Consider the requirements for each of the elements of the elective course program.
Title
sheet
contains data about the organization in which the course is developed, for example, the name of the educational institution; information about where, when and by whom the program was approved; title of the elective course; the class for which the program is designed; name and position of the program developer; the name of the city (settlement) and the year the program was developed.
Explanatory note
should contain the following information: Relevance of the program, justification for the need for the program (arguments about the importance of the studied component, lack of study in the basic course, age appropriateness, connection with science ...). The goals and objectives of the program (development of interest, assistance in choosing a profession ...), the goal should reflect the result (create a project ...). Justification of the selection of the content of its logic (the elements of the program should be interconnected, the content should be highlighted). General characteristics of the educational process (... provides for the psychology of the classroom-U. c / o, modular training ...). Indication within subject and interdisciplinary connections. Information about the students for whom the program is intended. Characteristics of time and material resources (the program provides for standard equipment, needs excursions ...). Technical instructions to the text of the program (for all one text, advanced level - another). Information about program approbation.
The length of the explanatory note should be small, but it should contain the information necessary and sufficient for the teacher and student to have a complete picture of the proposed elective course.
Content part
A sequential list of topics with their brief content, indicating the time required to study them. List of demonstrations, practical and laboratory work, excursions.
Methodical part
Methodical recommendations. Requirements for the level of ZUN obtained as a result of training. Development of competence. Teaching technologies and methodology for each topic are presented in more detail. Criteria for the effectiveness of program implementation. Forms and methods of control. List of recommended literature.
application
Thematic planning. Didactic material. Diskettes with electronic presentations.
Examination of the program
The examination of the program can be carried out at the method council of the school municipal level.
Criteria for evaluating the elective course program
1. Relevance of the content of the program. 2. Motivational potential (how interesting). 3. Diagnostic and procedural goal-setting. 4. Compliance of the content with the goals set. 5. Systematic content (logical harmony). 6. Invariance of the content (the content is the same, but the methods of implementation for different
Content
elective courses for basic and elective courses for secondary (complete) schools are described according to the same scheme. It includes a list of topics with an approximate distribution of time by topic and their abstract description. However, the content of this section in different programs will be different, since differences in the functions of elective courses for basic and elective courses for secondary (full) schools determine differences in their content. The content of the elective course for grade 9 should correspond to the cognitive capabilities of ninth-graders and at the same time develop his educational motivation and prepare him for the conscious choice of the profile of further education in secondary (full) school. The content of the course can be: a) an extended, in-depth version of a section of a basic academic subject (Mechanics, International Relations, Oceans, etc.);
b) an introduction to one of the related sciences and professions (astronomy, archeology, journalism, etc.); c) a set of fragments from various sections of one or more subjects, if the course is focused on a certain level of generalization (for example, "Natural science") or mastering a certain type of activity (for example, "Experiments in physics, chemistry, biology", "Working with information sources" ). The content of an elective high school course depends on its type. You already know that elective courses can be subject and interdisciplinary. Subject elective courses, in turn, can be divided into several groups: 1) advanced-level courses aimed at deepening a particular academic subject, having both thematic and temporary coordination with this subject (the choice of such an elective course will allow you to study the chosen subject not on profile, but at an in-depth level; in this case, all sections deepen the course more or less evenly); 2) courses in which individual sections are studied in depth that are included in the compulsory program of this subject; 3) courses in which individual sections of the main course are studied in depth, which are not included in the compulsory program of this subject; 4) applied elective courses, introducing students to the most important ways and methods of applying knowledge in practice, developing students' interest in modern technology and production; 5) courses devoted to the study of methods of cognition of nature; 6) courses in the history of science, technology, art, religion; 7) courses, during the study of which students get acquainted with methods of solving problems (mathematical, physical, chemical, biological, etc.), composing and solving problems on the basis of a physical, chemical, biological experiment. The description of the content of the elective course is drawn up in a form traditional for the academic subject. Let us illustrate this position with a few examples.
Methodical
recommendation
to an elective course are an optional (optional) part of the program and represent a very concise presentation of the forms, methods and teaching aids recommended by the author. When working with programs of elective courses that contain methodological recommendations, it should be borne in mind that these are recommendations, and not instructions, and even more so not requirements for the teacher.
Recommended reading
it is usually indicated at the end of the program and can be given as a single list or separate lists for the teacher and for the students. When compiling such lists, the availability of literature for the school should be considered. It is unlikely that a teacher and even more so a student will be able to find a book published in a small print run in the mid-50s of the XX century. The curriculum of traditional curricula includes requirements for the level of training of students, sometimes recommendations for assessment are provided
knowledge and skills of schoolchildren. A feature of elective courses for basic and elective courses for secondary (complete) schools is that neither knowledge nor skills acquired by students are formally assessed. But this does not mean at all that the results of educational work remain outside the teacher's field of vision. A qualitative assessment of the student's success in mastering the content of an elective course should always be, since it has a huge educational and motivational potential.
1.How to develop an elective course program.
When developing an elective course program, you must:
Analyze the content of the training course within the selected profile.
Determine how the content of the elective course will differ from the basic or from the profile course.
Determine the topic, content, main objectives of the course, its function within this profile.
Divide the content of the course program into modules, sections, topics, allocate the required number of hours for each of them.
Find out the possibility of providing this course with educational and auxiliary materials: textbooks, didactic materials, manuals, etc. Make a list of literature for the teacher and for the students.
Highlight the main activities of students, determine the proportion of independence, creativity when studying the course. If the course program involves the implementation of practical work, excursions, projects, then their description should be presented in the program.
Think over what educational products will be created by students in the process of mastering the course program.
Determine the criteria to assess the success of mastering the course program.
Think over the form of student reporting on the results of mastering the course program: project, abstract, presentation, test or control cut.
2. Algorithm for developing an elective course program.
Explanatory note
It substantiates the relevance and importance of the course. Goals are formed as the intended end result of its development, tasks that determine the ways to achieve goals, requirements for the knowledge and skills of students. A description of the structure of the course program, its features, forms of control, the ratio of hours of theoretical and practical parts is given.
2. Academic-thematic plan:
Number of hours
Form of conducting
Educational product
Total
Lectures
Practice
Educational product - these are materials that will be developed by students in the lesson in the course of cognitive, research activities. The educational product of the student is: a synopsis, theses, an experiment, a series of experiments, a historical analysis, one's own solution to a scientific problem, a proof of a theorem, poetry, fairy tales, essays, painting, graphics, music, song, dance, embroidery, photography, composition, computer program and dr.
3. Content of education
A complete, detailed description of each topic of the program is given. It should be borne in mind that the content of education is not only knowledge that students should receive, but also the experience of cognitive activity, its known methods, creative activity, experience of emotional and value relationships. Mastering these types of wholesale allows students to form the ability to culturally related activities.
4. List of literature for teachers and students .
5. Applications.
Topics of creative work, projects, plans for practical and laboratory work, excursions, etc.
3.Schema - outline of the elective course program.
Explanatory note
The course program "_____" is designed for
deepening knowledge on ______ (subject);
Role of this course in the professional development of a student, in the development of his personality.
The purpose of this course:
familiarize __________________;
develop skills _________________________;
to achieve the goals, it is necessary (tasks):
deepen theoretical knowledge about ___________________;
improve students' skills and abilities ________________;
build skills _________________________;
prepare students __________________________.
The program aims for the further development of __________ students' competencies.
The course is based to _______________ (theory, concepts, ideas). The course is associated with sections of _______________ (one school discipline or several).
The course is calculated for _____ hours, but his program can be adjusted (how). For example, taking into account the characteristics of the school, class, the level of training of students. The teacher can independently allocate hours and choose specific forms of classes. In addition, studying the course will help the teacher prepare students for completing the exam tasks related to ________________ (specify the type of assignments).
Academic-thematic plan
Section.Topic of the lesson.
Number of hours
Form of conducting
Educational product
Introductory assignment
A game
Draft training program
Section 1
Lesson topic
Lecture
Abstract
Lesson topic
Group workshop
Completing the task (what kind)
Section 2
Lesson topic
Lesson
Table "____"
Lesson topic
Laboratory work
Drawing up a reference outline on the topic ____
Lesson topic
Discussion
Development of original ideas for _______
Section 3
Lesson topic
Seminar "___"
Study design
Lesson topic
Study
Scientific text on the topic _____
Meeting with representatives of the professions ... ..
Round table or excursion
Professional communication experience
Compilation and presentation of a collection of creative works. Exhibition of works.
Practical work... Presentation.
Collection of the best works.
Exhibition of the best works.
Applications
theme and methodology of the game (introductory lesson);
tasks for the workshop (lesson number 3);
laboratory work plan (lesson number 5);
questions for discussion (lesson number 6);
plan of a seminar lesson (lesson number 15);
research topics and methods (lesson number 16);
Thus, the preparatory (propaedeutic) stage will allow differentiating the array of students, in accordance with their need for various options for pre-profile training.
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