Forms and types of extracurricular activities. Types of extracurricular activities in biology

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Lecture Extracurricular, extracurricular and extracurricular work in biology.

Today we need to understand these three concepts. How do they differ, what types of work are there. Let's think about it together first.

Extracurricular work is a form of organizing students to perform outside of class mandatory related to the study of the course practical work on individual and group assignments given by the teacher. Extracurricular work is mandatory for all students, it is assigned, and most importantly, then checked by the teacher. The organization of this kind of work is dictated by the need to conduct long-term observations of natural objects. It happens that in order to see the results of experiments, they need to be laid several days before the lesson. The teacher gives assignments to students in a timely manner. Examples of such experiments:

Botany

- germination of pea seeds – 2 days

- germination of wheat grains – 4-5 days

- pumpkin seed germination – 5-6 days

- formation of starch in the leaf during photosynthesis – 2-3 days

- movement of water with mineral salts along the stem – 3 days

- development of roots in the stem cuttings of Tradescantia – 5-7 days

- development of roots on a begonia leaf – 2 months

- growing a moss seedling from a spore – 15-20 days

- disintegration of the lichen thallus into algae and fungus - 7 days

In zoology

- different phases development (metamorphosis in beetles - mealworm)

- development of the fruit fly Drosophila

- reproduction of aquarium fish

- behavior of domestic animals (cats, dogs, parrots)

- spider behavior

- development of reflexes in birds (using the example of winter feeding of tits and sparrows)

Such observations can be carried out in a living area, at home or in nature. Sometimes tasks need to be rescheduled for the spring-summer period, then they need to be accompanied by clear instructions. Students should keep their entries in a journal.

Extracurricular work has great importance:

- develops independence

- instills interest in biological objects and natural phenomena

- schoolchildren master research skills

- develops accuracy and hard work

The teacher has the opportunity to enrich the biology classroom with various objects by giving students individual assignments for the summer. But summer assignments should not just be the collection of any biological material. Students must have a task and reflect on its completion. The teacher explains that we need to strive for the quality of the collected material, and not for its quantity. It is necessary to prepare well and correctly (fix or dry the object).

IN modern program Biology lessons are given only one hour a week, but there are schoolchildren who are interested in biology. And their interests are much broader than software. It is the teacher’s task to maintain such interest, consolidate and develop it. It is difficult to do this within the framework of academic classes, so extracurricular naturalistic and environmental work is carried out, which is voluntary.

Extracurricular activities is a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative initiative in expansion and addition school curriculum in biology.

What do you think extracurricular activities in biology should be like?

The use of tasks related to conducting observations and experiments in extracurricular activities contributes to the development of research skills. At the same time, it is necessary to orient children to clearly document the progress of observations and their results.

Properly organized extracurricular activities does not overload students. At the same time, it is necessary to warn teachers against making mistakes in organizing extracurricular activities like school lessons and other compulsory classes, and against turning extracurricular activities into a kind of additional biology lessons. Extracurricular activities should arouse naturalistic interest among schoolchildren, activate their creative abilities and at the same time contribute to their relaxation. That's why Extracurricular work should be varied, versatile and not duplicate academic work at school.

A significant place in extracurricular activities is given to labor: making collections, herbariums, crafts from natural materials, etc., which is of great educational importance. It introduces schoolchildren to various feasible labor: preparing the soil, conducting experiments and observing plants, caring for them, planting trees and shrubs. preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for the assigned task, the ability to complete the work started, and contributes to the development of a sense of collectivism.

The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

Extracurricular activities can be classified according to different principles:

ü taking into account the number of participants in extracurricular activities, individual, group and mass (frontal) types of extracurricular activities are distinguished (Table 5);

ü on the implementation of classes within a time frame - episodic (evenings, hikes, Olympiads, conferences) and permanent (clubs, electives, societies);

Table 5. Extracurricular activities in biology

Organization of the lesson	Types of activities
Group classes	Circle work. Expeditions. Hiking in nature. Electives
Mass classes	Watching movies. Participation in the Olympiads. Excursions and hikes into nature. Scientific evenings, conferences. Exhibitions of student work. School-wide campaigns: “Harvest Day”, “Bird Day”, “Biology Week”, “Ecology Week”. Publishing magazines, wall newspapers, albums
Individual sessions	Scientific research and experiments on the topic (for example, “Phenological phenomena in the life of birds”, “Study of pollution in the area adjacent to the school”). Preparation for the Olympics. Extracurricular reading. Research work in nature, in a corner of wildlife

It is important to provide a comprehensive combination various forms in an appropriate sequence.

Customized form extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.

Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of domestic and extracurricular work.

The most common types of individual extracurricular work include experiments and observations of plants and animals in nature, at a training and experimental site, in a corner of wildlife, making artificial nests and observing their settlement, self-observation, making visual aids, preparing reports, abstracts, and much more. other.

When conducting individual work, it is very important to take into account individual characteristics students to deepen and develop their interests in relevant areas. Extracurricular activities can also contribute to choice future profession, have a direct impact on the profile orientation of education at school, on the choice of specialty and on post-school education.

Mass episodic classes are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.

Involved in mass work large number of students- parallel classes, the whole school. It is characterized by a socially useful orientation. Typically, schools carry out such types of mass work as school biology olympiad, (School biology olympiads are held annually in several rounds. A week before the appointed date, an announcement about the procedure for holding it, a list of recommended literature and requirements for written works that are submitted to the Olympiad are posted.)

Biology Weeks, (Biology week at school is a complex event that combines various forms of extracurricular work: evenings, conferences, assignment competitions, newspapers, essays. Holding a biology week at school allows you to show how academic and extracurricular work in the subject is organized at school. This is a display of achievements in the subject, as well as the promotion of biological knowledge.)

Health Week, Bird Day holiday, "Earth Day", campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding of birds; making and hanging bird nests.

Occasional events may also be group. To carry out such work, the teacher selects a group of students interested in biology and instructs them to select specific material, publish a thematic wall newspaper, prepare and conduct reports, artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.

Occasional group extracurricular work is also organized in connection with the teacher’s desire to study more deeply the living nature of his region, for example, to conduct an inventory of tree and shrub vegetation, to find out the species composition of birds inhabiting areas near water bodies; study the daily activity of animals of various species, the “biological clock” of plants. The need to organize such occasional group work usually arises when there is no circle of young naturalists at school.

One of the important group forms of extracurricular education is biological circles.

Biology club is an organizational center for extracurricular activities.

Principles of organizing youth circles

Accept everyone into the circles, including those with low academic achievements and those who are not sufficiently disciplined. The latter often begin to take an interest in biology and behave much better than in class. Therefore, work in a circle should also be considered as a means of education.

The number of students in a circle should not exceed 15 people. If there are more people willing, then 2 groups will be organized.

The work of the circle should be carried out by student self-government. Therefore, it is necessary to elect the active members of the Council for self-government: a headman, 3-4 level assistants to the headman, an editorial board for publishing a newspaper, newsletters, announcements about the start of a circle, etc.

The leaders of the circles should be subject teachers, and in the lower and middle grades there could be high school juniors in grades 10-11.

Drawing up a work plan for the circle, taking into account local history, ecology, environmental protection and especially nature-enhancing activities.

The number of club classes is from 2 to 4 per month.

Summing up the work of the circle after studying the topic, or for a quarter, half a year, or a year. The most effective and visual is reporting and summing up in the form of scientific evenings, conferences, role-playing games, exhibitions, competitions, olympiads, writing and defending abstracts, reports, naturalistic campaigns, etc. So, when summing up the results, group youth work turns into mass and into socially useful work.

Planning the work of the circle.

When drawing up a plan, one should proceed from the protection, enrichment and study native nature and conducting research activities in the form of experiments with plants. In this regard, it is advisable to plan the following topic sections:

Nature conservation of the native land:

a) identification of natural objects to be protected (century-old oaks, rare plants, animals, protected parks, etc.);

b) protection of birds, fish, animals (making feeders and feeding birds and animals in winter - 7-8 tits out of 10 die in winter);

c) the work of “green” and “blue” patrols.

Enriching the nature of the native land:

a) the spread of beneficial animals to new habitats (but not ants, bedbugs and the Colorado potato beetle!);

b) growing less common plants in their gardens and the school educational and experimental site (varieties of cabbage, Japanese Daikon radish, etc.);

c) landscaping of the native land (planting gardens, public gardens, parks, flower beds near the school, in the village).

Studying the nature of your native land:

a) excursions, hiking trips, travel around the native land (all clubs at all times of the year, especially during the summer holidays);

b) collecting literary information about the nature of the native land and studying it;

c) creation of school local history museums;

d) research activities in the form of experimentation at the school educational and experimental site, in individual vegetable gardens, garden plots.

The work plan for the circles is drawn up for six months or a year.

Requirements for the work of youth circles.

In order for youth work to be pedagogically effective, the teacher must remember the requirements that must be presented to it:

a) work started should always be completed, analyzed and summarized.

b) young people must always and purposefully be interested in this work.

c) the leaders of youth circles should always and in everything be positive example for young people.

It is very useful to end many topics of youth activities with socially useful work (forest and garden week, Bird Days, To develop social and labor skills, it is advisable to conduct mutual visits to youth circles from different schools, hold conversations, show the work of the circle, exchange experiences, hold joint youth evenings, exhibitions, expeditions, hikes, etc. Interesting and valuable results are obtained by correspondence with circles in other districts, regions of the country and the exchange of stepsons with seeds and cuttings of especially new, valuable, rare, and exotic plants for a given area.

Biological circles can be divided into groups according to their content:

1. Entertaining. Their main task is to attract students to study biology and instill interest in the subject. They form only a superficial interest in biology, without in-depth study of any issues.

2. Clubs, the content of which corresponds to the main course program. The task of these clubs is to improve the knowledge and skills of students acquired in class.

3. Mugs. On which students are presented with practical problems related to the formation of skills, abilities and knowledge on certain issues (flower growers, phenologists, aquarists).

4. Clubs devoted to special issues of biology studied in lessons (ornithologists, entomologists). These circles promote in-depth study of some narrow section of biology.

Behind last years in the development of circle work there have been increasing trends environmental and local history work; their scientific level has increased.

A special type of extracurricular activity is electives. Small groups of students of 15–17 people work according to programs or according to the teacher’s original programs. The purpose of elective classes is to give students deeper knowledge on specific topics biological science, significantly exceeding the scope of the school curriculum.

Optional classes, the second type of group classes, are also based on a voluntary basis. They differ from youth circles in that they must be conducted with small groups (no more than 10-15 people) of students according to special, more complex, in-depth and expanded programs of the Ministry of Education or according to programs drawn up by the head (teacher or specialist) of the elective.

The purpose of optional training is to give students knowledge and practical skills in various sections of biological, agricultural, methodological, and pedagogical science in a volume significantly exceeding the school curriculum. It is also of great importance for the professional guidance of students, since only those who intend to work in agriculture or continue their education in special educational institutions (agricultural, pedagogical, biological, medical, etc.) are enrolled in elective classes. In other words, the most appropriate electives now are the following profiles: biological, pedagogical, agronomic (field growers, vegetable growers, gardeners, beekeepers, machine operators, farmers, entrepreneurs, managers, livestock breeders), medical, environmental.

Class attendance is required for registered students. They are held according to a fixed schedule and the work of the leader-teacher of extracurricular activities is paid. It is very advisable that elective activities are carried out not only by school subject teachers, but also by invited scientists from universities and research institutes, experimental stations, highly professional production specialists - agronomists, livestock specialists, engineers, doctors, etc. The results of the elective activities may not be only the training of field farmers, livestock breeders, machine operators, drivers, projectionists, photographers and other specialists, but also the production of equipment for a biology classroom, a living corner, a school educational and experimental site. In short, the forms of extracurricular and youth work are diverse, voluminous and significant from an applied and pedagogical point of view, because here there is not only the deepening and expansion of knowledge and the formation of skills, but also education in labor, moral, aesthetic, as well as instilling a sense of pride in oneself, one’s school, etc. Elective classes impose increased responsibility on the teacher, because here particularly interested and gifted students are eager to gain new, relevant, original knowledge. It is bad and unacceptable for electives to turn into additional extracurricular activities, for example, solving problems, examples, exercises, preparing for tests, tests, exams. Unlike regular subject classroom lessons, elective classes should be dominated by more active forms preparation: lectures, seminars, business and role-playing games, independent laboratory and practical work with literature, not only educational, but also special additional, writing and defending abstracts and, finally, independent performance of practical and especially research experimental work. All this together contributes to the development and formation of skills to independently and creatively apply the knowledge acquired in the elective course in practice, in life.

Students cannot be forced to attend subjects that they have not chosen themselves. But some teachers force students to attend their electives. Often such teachers do not give high grades (4 and 5) in the quarter to students who do not attend their extracurricular classes. The reason is that he doesn’t take electives, which means he’s not interested in the subject, and therefore doesn’t deserve more than a C. This is unacceptable and unpedagogical.

A group of “assistants” is created in order to equip and maintain in proper order a biological laboratory, a living corner, and a school educational and experimental site. Undoubtedly, they should do what is within their power and is organically connected with the process of teaching biology. In particular, they produce teaching aids, devices, tools, equipment, and tables. Prepare handouts, cages for small animals (rabbits, birds, etc.), shelves for indoor plants - Environment Day;

The effectiveness of any environmental action depends on the quality of its implementation on the ground using local history material.

All of the above forms and types of extracurricular work in biology are interconnected and complement each other. There is a certain pedagogical pattern in the emergence and development of the relationship between them. An interest in working with living organisms usually arises among schoolchildren when completing individual assignments. Having successfully completed certain teacher tasks, they usually ask for additional extracurricular work. If there are several such schoolchildren in the class, the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take an active part in the preparation and conduct of mass naturalistic events.

The use of the results of individual, occasional group and circle work in lessons (for example, demonstrations of manufactured manuals, reports of observations, reports prepared on the basis of extracurricular reading) contributes to the involvement of students in extracurricular activities who have not previously shown sufficient interest in it. Often, some schoolchildren who initially took passive part in mass extracurricular work on landscaping the school grounds, making bird houses, as listeners, subsequently become either young naturalists, or are actively involved in individual or group episodic work carried out on the instructions of the teacher.

A study of the experience of schools shows that extracurricular work in biology is carried out in all its forms. Almost every school has a naturalistic club, various public events are held, and individual and group occasional lessons are organized. However, extracurricular work often comes down to organizing exhibitions of students’ summer work, holding competitions, Biology Week, and Bird Day. The rest of the time is usually spent caring for indoor plants, issuing newsletters based on the use of materials from popular science periodicals, and holding “Entertaining Biology Hours.” Meanwhile, the specificity of extracurricular work in biology - the science that studies living things - is associated with such types of work that include independent research by schoolchildren, put them in the position of discoverers, and arouse real interest in the knowledge of nature.

All types of extracurricular activities are outside the scope of academic work in biology. However they are integral part the entire educational process, the most important means of education and development of students of different classes. The organization of this work in school serves as one of the criteria for the creative work of a teacher, an indicator of his pedagogical skills and professional responsibility.

Reasons for identifying forms of extracurricular work.

The comprehensive school has accumulated extensive experience in extracurricular work in biology, which is reflected in special methodological publications, as well as in the chapters of general and specific methods of teaching biology. In some of them, along with revealing the content and organization of extracurricular work, its forms and types are considered.

The circle of young naturalists is generally recognized as the main form of extracurricular work. There are discrepancies in the identification of other forms. Along with the circle, forms of extracurricular work include, for example, extracurricular reading. The most acceptable selection of forms was proposed by N. M. Verzilin. In the book “General Methods of Teaching Biology” (M., Prosveshchenie, 1974), the author classifies individual, group and mass classes as forms of extracurricular work. At the same time, the circle of young naturalists in the proposed system is presented as a type of group form of extracurricular activities.

When identifying forms of extracurricular work, one should proceed both from the number of students taking part in extracurricular work and from the principle of systematic or episodic implementation. Taking into account the above, it would be more correct to distinguish 4 forms of extracurricular work in biology:

1. Individual lessons;
2. Group episodic classes;
3. club activities;
4. mass naturalistic events.

It is hardly advisable to single out extracurricular reading or extracurricular observations, the production of visual aids and other work carried out by students on the basis of their voluntariness as independent forms, since it is used both in individual and in occasional group, circle and mass forms of classes.

Characteristics of forms of extracurricular work in biology.

Individual forms of extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.

Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of homework and extracurricular activities.

Group occasional lessons are usually organized by the teacher in connection with the preparation and conduct of school public events, for example, the school biology Olympiad, Biology Week, Health Week, and the Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, instructs them to select certain material, publish a thematic wall newspaper, prepare and conduct reports, and artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.

The circle of young naturalists is the main form of extracurricular activity. Unlike an episodic naturalistic group, circle activities bring together schoolchildren who systematically carry them out over the course of a year or even several years. The composition of the circle is usually stable and can include both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age or level of preparedness, but by their inclinations and passion for youth activities.

The naturalistic circle is characterized by such types of work as experiments and observations (in a natural setting, at a training and experimental site, in corners of wildlife); excursions in nature and agricultural production; participation in nature conservation; publishing handwritten journals; production of visual aids. The circle of young naturalists is the organizer of all extracurricular mass biological events.

In the practice of schools, various naturalistic circles take place. Some of them include a variety of biological topics, others are quite narrow in the content of the work. Thus, along with circles for young botanists or experienced plant growers, there are often indoor floriculture circles or even cactus clubs.

When determining the content of the circle’s work, it is most advisable to proceed from the fact that every schoolchild who is interested in biology should have a comprehensive knowledge of living nature. Therefore, narrow specialization at the very beginning of circle work is premature. The practice of many teachers shows that circle work at school is more successful if the circle members, who first become familiar with the possible variety of problems, then, in the process of classes, consciously choose a direction for themselves that is more consistent with their interests.

Mass naturalistic events are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.

A large number of students are involved in mass work - parallel classes, the entire school. It is characterized by a socially useful orientation. Typically, schools conduct such types of mass work as biological olympiads; theme nights dedicated to the Day health, Bird Day, Garden Week, Forest Week; campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding of birds; making and hanging bird nests.

In schools where extracurricular work in biology is well established, all of its existing forms. Carrying out public events is necessarily associated with both individual and group episodic and circle work of students.

Types of extracurricular activities are also interconnected and complement each other. Thus, in the process of conducting observations and experiments on plants and animals or self-observations, schoolchildren have various questions, the answers to which they find in popular science and scientific literature, and then after working with it (extra-curricular reading) they again turn to experiments and observations for clarification, visible reinforcement of knowledge obtained from books.

Municipal treasury educational institution

Oktyabrskaya secondary school

Manturovsky municipal district

Kostroma region

Municipal competition of methodological developments on the topic:

"Birds are our feathered friends"

Extracurricular activity in biology

"Familiar Strangers"

teacher of biology and geography

MKOU Oktyabrskaya secondary school

Oktyabrsky village

2015

Extracurricular activity in biology (7th grade)

Subject : Familiar strangers

Target: generalize and deepen knowledge about birds of the Kostroma region

Tasks:

Educational: generalize and systematize knowledge about birds of your native land

Developmental: develop the ability to analyze, compare, develop thinking, attention, memory, and practice skills in working with drawings.

Educational : bring up careful attitude to nature, to birds, love for the native land, ecological culture.

Relevance of the lesson:

Developing cognitive interest in one's subject is one of the main tasks facing a biology teacher. This includes a huge number of different forms of activity in the classroom and extracurricular activities. Game tasks always arouses the interest of students. The event is aimed at developing the skills to apply knowledge when performing various tasks, analyze, compare, summarize data, and think logically and critically.

Methods and forms:

Student learning is collaborative; The individual characteristics of students are taken into account. During the event, it is planned to use innovative and traditional methods and forms: verbal (information, discussion), information and communication (work with tasks, text, drawings) . Students work in groups and individually. Equal interaction between all participants is assumed.

The target audience: 7th grade students

Means of education : computer, multimedia projector, screen, presentation, handouts, barrels with numbers, images of birds, poems about nature, audio recording with bird voices.

Progress of the lesson

Today, guys, we are conducting an extracurricular biology lesson “Familiar Strangers” to test your knowledge about the birds of the Kostroma region. (SLIDE 1)

Why is the lesson called “Familiar Strangers”?

Because we will meet famous birds, but every bird always remains a mystery to us.

I would like to start the lesson with the poems of Nikolai Grishin.

1 student

Love the forest and take care

Their songs have sound threads

They originate from forests.

2 student

Oh, how similar the birds' trills are,

Interrupted forest dreams,

To the ringing of birches, to the whisper of spruce,

To the rustle of willow and pine.

3 student

It seems like I'm in love forever

Transparently clean, like rivers,

And thin, like streams.

4 student

How would it be the world is uninteresting,

If only the birds would not sing in the forests

After all, a man without bird songs

He won't learn to sing on his own.

5 student

And who has been soulless towards forests since birth,

Let him cut down one tree,

He wounds his mother - nature

And he impoverishes himself.

The world of birds is very diverse. In total there are about 9 thousand species of birds. Of these, 107 bird species are protected. What beautiful and unique, and most importantly defenseless creatures birds are. There are very large birds, and there are also tiny ones. There are birds that fly above the clouds, and there are birds that don't fly at all. Some birds live only in the forest, others in the water. Some birds feed on fish, others on insects. There are birds of prey that eat other birds and animals, and there are also “vegetarians” who eat only plant foods.

But all these birds are our true friends.

2 teams take part in our game.

Each team must come up with a name related to the world of birds.

1 COMPETITION “DEFINE” (SLIDE 2)

There are birds in front of you

1. owl 5. falcon

2. eagle owl 6. bullfinch

3. golden eagle

4. hawk

1 task. Are only birds of prey represented here? Is it so?

+ (No. The bullfinch is not a bird of prey)

Task 2. Birds of prey benefit by destroying a large number of rodents Are all these birds beneficial? Explain your answer.

+ (No. The hawk destroys chickens, geese, ducks, hares)

3 task. Some birds of prey are domesticated and used for hunting. Which birds are presented? And for hunting whom?

+ (Berkuts - for hares, falcons - for ducks)

4 task. Which bird is a songbird?

Bullfinch

2 COMPETITION “WHO IS BIGGER?” (SLIDE 3)

Write down who has the most names of birds living in Russia (Time 1.5 minutes)

3 COMPETITION “HOLIDAY DINNER” (SLIDE 4)

There is a menu in front of you. Choose a festive dinner for the birds: woodpecker, black grouse, falcon, owl, tit, eagle (each team is given a table on pieces of paper)

MENU:	Bird
Black bread
Harvest mouse
Mosquitoes
Millet
Pine and spruce seeds
Small birds
Insects
Lingonberries and blueberries
Salo

(Write down your answer)

4 COMPETITION “ENCRYPTION” (SLIDE 5)

The names of which birds are encrypted here

NARVAO - crow

RVAKYAK - mallard

KACHYA - seagull

VERTEET - black grouse

KAISO - polar cod

5 COMPETITION “GUESS” (SLIDE 6)

There are birds in front of you

tit

finch

rook

stork

martin

cuckoo

1 task . Do all birds winter in our area?

+ (No. The stork, swallow, rook do not hibernate)

2 task . Which of these birds is considered the “harbinger of spring”?

Rook

3 task. In the spring, all these birds build nests. Is it so?

+ (No. Stork, cuckoo)

6 COMPETITION “NUMBERS FROM A BARREL” (SLIDE 7)

(teams take turns pulling out barrels with question numbers from the box)

1. Everyone knows that birds hatch their chicks, but can birds hatch their chicks?

Yes. Owls and other birds of prey incubate a clutch from 1 egg

2. Which birds have their chicks growing in the ground?

In swallows, kingfishers, i.e. in all birds nesting in burrows

3. In a moment of severe shock, a hazel grouse (for example, if it falls into the claws of a hawk) feathers fall out profusely. How can this feature be explained?

The adaptability of birds, because the predator has only feathers left.

4. All schoolchildren who have studied know that the geese saved Rome. ancient history. When the Gauls tried to attack the Roman fortress at night, the geese started screaming. The Romans woke up and repelled the enemy attack. How to explain the behavior of geese?

With loud cries, geese warn their fellows of danger.

7 COMPETITION “BEAKE” (SLIDE 8)

It is believed that the shape of the beak can be used to determine what a bird eats. Here are the types of beaks. Determine what food each beak is adapted for.

8 COMPETITION "TRICKY QUESTION" (SLIDE 9)

1) Which bird has the fastest speed? (swift 144 km/h)

2) What bird throws its chicks into other people's nests? (cuckoo)

3) Which bird hatches its chicks in winter? (crossbill)

4) Which bird has 40 letters “a” in its name? (magpie)

5) Black, agile, shouts “krak”, enemy of all worms (rook)

6) Silent during the day, screams at night. (owl)

7) What is the bird’s body temperature (40, 42 degrees)

8) In the middle of the trees, blacksmiths forge (woodpecker)

9 COMPETITION "MUSICAL" (SLIDE 10)

The jury sums up the final results

(Awarding teams with diplomas)

Today we remembered birds. We learned something new about our feathered friends. How much they mean to us, both small and large, but how many of them have already been destroyed. You all know about the “Red Book”. It contains endangered or extinct species of plants and animals. The Red Book also appeared in the Kostroma region. 56 species of birds are included there. This is……..(SLIDE 11)

I hope that you will do everything in your power to this book was not replenished.

Oh, how much life there is in a bird's agility,

In that unquenchable, ringing one,

Love the forest and take care

He will repay you with kindness.

Methodological development

Extracurricular work in biology

Fedorova Sofia Andreevna

Plan

Introduction

1. General characteristics of extracurricular work in biology

1.2 Educational importance of extracurricular activities in teaching biology

2. Forms and types of extracurricular activities

Conclusion

Literature

Application

Introduction.

Biology is perhaps one of the most interesting subjects in the school course. After all, it is in biology lessons that teachers try to instill in students a conscious attitude to work, develop the necessary practical skills, the desire for independent acquisition of knowledge, and, of course, the development of interest in research activities.

School biological disciplines are of great importance in the formation of a comprehensively developed personality. Biology lessons, laboratory classes, practical work make it possible to equip students with deep and lasting knowledge about living nature, as well as to form their scientific and materialistic views on nature. In the process of teaching biology, schoolchildren develop patriotic feelings and aesthetic tastes. Along the way, schoolchildren develop a love for nature and the living world, and a desire to preserve and protect them.

In developing students' interest in biology, a significant place is given to extracurricular activities, which are conducted by each biology teacher in different ways. Some work in additional electives and clubs, others give independent biological tasks to students, but main feature extracurricular work - its complete design taking into account the interests and inclinations of students. Along with this, extracurricular biology classes provide an unlimited opportunity for the development of creative activity in schoolchildren.

Developing interest is difficult process, including intellectual, emotional and volitional elements in a certain combination and relationship.

All teachers know that students' interests are very diverse. They completely depend on the individual characteristics of the individual, as well as on the influence external factors(schools, families, friends, radio, television and now the Internet, which has become firmly entrenched in our lives, etc.). Interests can vary not only in nature, but also in duration, intensity, persistence and focus. Sometimes interest takes on the character of an inclination.

This is often facilitated by extracurricular activities, especially if they encourage students to creative exploration, to the practical application of acquired knowledge (for example, when conducting experiments in a corner of wildlife, on a school site, etc.), to reading popular science literature on biology .

How can we awaken in the younger generation an interest in living things, in caring for their preservation and increase? How to instill from early childhood a caring attitude towards nature, its vast flora and fauna?

This is largely facilitated by non-traditional forms of education (various holidays, themed evenings, role-playing games, quizzes, etc.), which improve self-education skills, practical skills of students, and broaden their horizons.

The development of external feelings was given great importance by the great methodologists of the past in our Russian school. Regarding this, the famous methodologist A.Ya. Gerd wrote: “There are many people with healthy senses, but who have not used them not only for their comprehensive and complete development, but also for receiving outside world clear, distinct, figurative representation. Is successful activity in the outside world possible without such an idea? A person with subtle external feelings has enormous advantages in comparison with a person with unsophisticated feelings. He is incomparably more insightful and resourceful, delves deeper into everything, and therefore works more thoroughly: he derives greater benefit from everything, finds interest and takes an active part in where others remain completely indifferent.”

Target: study the methods of teaching extracurricular work in biology at school.

Tasks:

Give a general description of extracurricular work in biology at school.
Consider the forms and types of extracurricular activities.
Consider the content and organization of extracurricular work in biology at school.

1. General characteristics of extracurricular activities

Educational tasks school course biology are most fully resolved on the basis of the close connection of the classroom teaching system with the extracurricular work of students. The knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms of educational work find significant deepening, expansion and awareness in extracurricular activities, which have a great impact on the overall increase in their interest in the subject.

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts extracurricular activities should be considered one of the components system of biological education for schoolchildren, extracurricular work - to one of the forms of teaching biology, and extracurricular work in biology - to the system of additional biological education for schoolchildren.

Extracurricular work in biology is carried out during extracurricular hours. It is not compulsory for all schoolchildren and is organized mainly for those who have an increased interest in biology. The content of extracurricular work is not limited to the framework of the curriculum, but goes significantly beyond its boundaries and is determined mainly by schoolchildren by those interests, which in turn are formed under the influence of the interests of the biology teacher. Very often, for example, teachers interested in floriculture engage schoolchildren in studying the diversity and growing of ornamental plants, and teachers interested in bird biology subordinate almost all extracurricular work to ornithological topics. Extracurricular activities are implemented in its various forms.

Extracurricular work, like extracurricular work, is carried out by students outside the lesson or outside the classroom and school, but always according to the teacher’s assignments when studying any section of the biology course. The content of extracurricular work is closely related to the program material. The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer biology assignments provided for in the curriculum (grades 6 and 7), as well as all homework of a practical nature.

Extracurricular work of students, in contrast to extracurricular and extracurricular activities, is carried out with extracurricular institutions (stations for young naturalists, institutions of additional education) according to special programs, developed by employees of these institutions and approved by the relevant public education authorities.

1.2 Educational importance of extracurricular activities in teaching biology

This significance has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities to use observation and experiment - the basic methods of biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. Students conducted, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly or an ordinary mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.

In the process of extracurricular work, performing various experiments and making observations, protecting plants and animals, schoolchildren come into close contact with living nature, which has a great educational influence on them.

Extracurricular work in biology makes it possible to more closely connect theory with practice. It introduces schoolchildren to various feasible labor: preparing the soil, conducting experiments and observing plants, caring for them, planting trees and shrubs. preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for the assigned task, the ability to complete the work started, and contributes to the development of a sense of collectivism.

If extracurricular work is related to the production of visual aids from materials collected in nature, as well as dummies, tables, models, the organization of biological Olympiads, exhibitions, the publication of wall newspapers, it causes the need for schoolchildren to use popular science and scientific biological literature, and introduce them to extracurricular reading .

The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

Thus, extracurricular work in biology is of great importance both in resolving the educational tasks of the school biology course, and in resolving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy a prominent place in the activities of every biology teacher.

2. Forms and types of extracurricular activities

Reasons for identifying forms of extracurricular work.

1) Individual lessons;

2) Group episodic classes;

3) club activities;

4) mass naturalistic events.

Extracurricular work in biology is carried out in most schools in all the forms that we have given above (Diagram 1).

Scheme 1. Forms and types of extracurricular work in biology. (Nikishov A.I.)

Characteristics of forms of extracurricular work in biology.

Customized form extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.

Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of homework and extracurricular activities.

Group episodic classes usually organized by a teacher in connection with the preparation and holding of school public events, for example, the school biology Olympiad, Biology Week, Health Week, and the Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, instructs them to select certain material, publish a thematic wall newspaper, prepare and conduct reports, and artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.

Circle of young naturalists - the main form of extracurricular activities. Unlike an episodic naturalistic group, circle activities bring together schoolchildren who systematically carry them out over the course of a year or even several years. The composition of the circle is usually stable and can include both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age or level of preparedness, but by their inclinations and passion for youth activities.

Mass naturalistic events are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.

A large number of students are involved in mass work - parallel classes, the entire school. It is characterized by a socially useful orientation. Typically, schools conduct such types of mass work as biological olympiads; themed evenings dedicated to Health Day, Bird Day, Garden Week, Forest Week; campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding

birds; making and hanging bird nests.

In schools where extracurricular work in biology is well established, all its existing forms take place. Carrying out public events is necessarily associated with both individual and group episodic and circle work of students.

Main directions of extracurricular activities.

The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them with various types of activities. Therefore, it cannot be turned into additional classes for students in the sections of biology studied at school, carried out like cool lessons, laboratory and other required classes. To a certain extent, extracurricular work in biology should be a break for schoolchildren from compulsory classes. When organizing extracurricular activities, you should always take into account the age characteristics of children. “A child demands activity incessantly and gets tired not of activity, but of its monotony and one-sidedness,” wrote K. D. Ushinsky.

The accumulated experience of extracurricular work in a comprehensive school shows that it should be based on independent, predominantly research-based activities of students, conducted under the guidance of a teacher: independent experiments and observations, work with reference books, keys, magazines, popular science literature.

Extracurricular work with botanical content, carried out primarily with students in grades V-VI, should include observations and experiments on the study of the structure and physiology of plants; familiarization with the diversity of the plant world and the importance of wild plants in human life, with seasonal phenomena in the life of plants, classes in indoor floriculture, etc. Among public events of a botanical nature, Garden Week, Forest Day, Harvest Festival, etc. are of great importance.

The main content of zoological extracurricular work should be associated with classes for schoolchildren to study the species composition of the most common animals of the local region, identify animals that harm agriculture and forestry, and measures to combat them, familiarize themselves with rare animals and methods of their protection. Of great interest is the work on creating a zoological corner of wildlife, caring for and observing their inhabitants, and taming them. Among the mass events of a zoological nature, children are of great interest in the work of attracting and protecting birds and protecting anthills.

Extracurricular work on human anatomy, physiology and hygiene, carried out mainly with students of the VIII grade, usually includes: experiments and introspection, clarifying the importance of organ exercises on their development; experiments elucidating the influence of various environmental factors on the activity of organs; conducting propaganda among schoolchildren and the population healthy image life; explanation of the emergence and spread of various types of superstitions.

Extracurricular work in general biology is associated with the study of heredity and variability, the struggle for existence in the plant and animal world, the interrelations of organisms in specific habitats, etc. When specifically determining the content of extracurricular work in biology, first of all, preference should be given to those types of work that have useful significance and make it possible to carry out connection between theory and practice, implement the research principle. The content of extracurricular activities should be accessible to everyone age group students.

The right to participate in extracurricular activities. Schoolchildren interested in biology do extracurricular activities.

According to many teachers and methodologists, less than satisfactory performance in some subjects cannot be an obstacle to admission to the club. There are many examples when schoolchildren do not participate in any subject clubs and do not perform well in one or more subjects. They devote all their free time to the street. Students who perform poorly in any subject, but are interested in extracurricular work in biology, may not become biologists in the future; it is important that they become people who love motherland, nature. A person of any specialty should treat nature with interest and love and show a desire to protect it.

Organization of individual and group episodic extracurricular work in biology.

Schoolchildren's extracurricular work in biology can be successful if it is constantly guided by the teacher. Management individual work individual students interested in biology is that the teacher helps them choose or clarify the topic of classes, recommends reading relevant literature, developing a methodology for conducting an experiment or observation, is interested in the progress of the work, advises how to overcome certain difficulties encountered, etc. Results Experienced teachers then use individual work as an illustration when presenting new material in biology lessons, in notes on wall newspapers on biology, and on stands in the biology classroom.

The activation of individual extracurricular work is facilitated by specially issued bulletins under the guidance of the teacher: “What can be observed in nature in spring”, “Entertaining experiments with plants”, bulletins with annotations of popular science literature, book exhibitions, best works students.

In biology lessons, the teacher can invite students to observe this or that phenomenon outside of class time, provide additional information about the animal or plant and tell them where they can read more about them. At the same time, in the next lessons you should always find out which of the students carried out the recommended observation, read the book, made a visual aid, etc., encourage them and involve them in other work.

For group episodic work The teacher attracts several students interested in biology at the same time, often from different classes. He sets a task for them, for example, to prepare and conduct Bird Day, and then gives them various assignments: one - to compile reports on the importance of birds in nature and the need for their protection, quiz questions; for others - to select drawings depicting birds and design montages; the third is to compose a literary montage of their poems about birds, etc. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a holiday.

In a similar way, classes are organized for a sporadically working group of students to prepare and conduct biological KVN, hours of entertaining biology and other mass biological events.

Organization of extracurricular club activities.

Club work can unite, for example, botanists, zoologists, physiologists, and geneticists. Circles for young naturalists are organized in different ways. In some schools they bring together schoolchildren who have already been involved in individual or group episodic work, in others - students who have not previously participated in any forms of extracurricular work. The organization of a circle can be preceded by a well-organized excursion into nature, after which the teacher invites interested schoolchildren to unite in a youth circle. The desire of schoolchildren to work in a youth circle often manifests itself after they have completed extracurricular activities or an interesting public event, for example, the Forest Festival or Bird Day.

Charter of the circle. The Young Naturalists Club is a voluntary organization. However, having joined it, students must follow certain rules (the charter, the commandments of the youth), which are developed and accepted by the circle members themselves at one of the first gatherings. The content of such a youth document may vary.

Active circle. The success of the circle largely depends on its assets (headman, secretary, those responsible for the household, wall seal), which are chosen at one of the first circle lessons.

The head of the circle convenes youth meetings, presides over them, monitors duty in the corner of wildlife, maintains a general diary of work, and monitors the performance of duties by other members of the circle activists.

The circle secretary compiles and posts duty lists, notes the presence of youth members at circle meetings, finds out the reasons for absence, and keeps brief minutes of meetings.

The person responsible for the circle’s economy monitors the availability of animal feed, its correct consumption, is responsible for the safety of equipment, the youth library, etc.

The person responsible for wall printing, together with members of the editorial board, selects material for a wall newspaper or handwritten magazine and monitors their timely release.

The leader of the circle should develop in every possible way the initiative and independence of the circle’s active members, and consult with them in resolving certain issues.

Diversity of naturalistic clubs by age and number of students. The youth circle should unite mostly students of the same age. If students of different classes work in a circle, then it is advisable to divide them into sections. Thus, circle members from class VI can be combined into a section with a botanical content of work, circle members from class VII - into a section with a zoological content of work. If the school has one biology teacher, then it is better to organize a general naturalistic circle with sections. You can have one club at school with sections that differ in the complexity of the content of the work.

Planning the work of the circle. Of great importance in the activities of the circle is the careful development of a work plan, which can be drawn up for a year, six months or a quarter. It should reflect all types of work of the circle. When drawing up such a plan, circle leaders usually take into account the interests of young people, their cognitive research abilities and capabilities.

It is advisable to reduce any work of the circle members to a specific topic. For example, if a group decides to do some landscaping at the school, then they should take the topic “Reproduction indoor plants and caring for them,” and if there is a desire to purchase any animals for a corner of wildlife, the work plan includes the topic “Keeping small mammals in captivity.”

Organizing the work of circle members on planned topics.

When organizing the work of circle members on any topic, many teachers adhere to the following order of work.

An introductory (orientation) lesson, usually of a theoretical nature.
Independent work of circle members (mainly research-oriented).
Reporting lesson.
Publishing a wall newspaper, organizing an exhibition based on the results of the work.

Scheme of work of the Youth Circle (Verzilin N.M., Korsunskaya V.M.)

At the introductory lesson, the goal of the upcoming work is set for the young nativists and its content is revealed. In this case, you can use educational films, filmstrips, name available literature related to the topic under consideration, etc. After preliminary familiarization work, individual or group tasks for independent research work, instructions are provided for execution.

Independent work of young people on the topic under consideration consists of conducting experiments and observations in nature, corners of wildlife, working with popular science literature, followed by compiling abstracts, and producing visual aids. Although the circle members then complete the tasks taken during the introductory lesson independently, they can always get additional clarification from the circle leader, who should be interested in the progress of their independent work.

At the reporting lesson of the circle, the young natists report on the work done, show collections, photographs of the objects being studied, and read out the records of the observations carried out. At the same lesson, the editorial board of the circle is entrusted with publishing a newspaper based on his materials.

General meetings of the circle at school are usually held once a month, and independent individual or group work of young nativists on tasks chosen by them - for the entire time necessary to complete them.

Extracurricular work remains interesting for students only if they do not feel stagnation or monotony in it. Therefore, it is necessary to gradually lead the circle members from performing simple experiments and observations to conducting more complex ones of a research nature.

Of great importance in the development of circle work at school is the organization of encouraging young people, which is expressed primarily in recording the completion of useful tasks by them in the general diary of the circle and the systematic “publication” of records in the press.

Massive extracurricular activities.

These are, for example, biology Olympiads, evenings, holidays, hours of entertaining biology, nature conservation work. They are organized by a biology teacher with the help of circle members or a group of students not formalized in a circle, the student activists of the school.

School biology olympiads are carried out in two rounds. Usually, a month before the Olympiad, a group of young people publishes a bulletin about the procedure for holding it, and posts a list of recommended literature.

The first round of the Olympiad takes place in writing using several options, including 2-3 questions each requiring short, specific answers. For the second round of the Olympiad, the young people prepare living and fixed natural objects, stuffed animals, tables, drawings and photographs of plants and animals, and anatomical preparations. All this is placed in departments: “Botany”, “Zoology”, “Human Anatomy and Physiology”, “General Biology”.

In each department, Olympiad participants take tickets with one question or task, requiring them to name a plant, animal, or say whose footprints are shown in the picture, or to briefly talk about some object or phenomenon.

The first round of the Olympiad can also be held in absentia. At the same time, in a specially issued bulletin, students are asked to name biological objects depicted in drawings and photographs, indicate, for example, what types of animals the tracks, chews or other manifestations of life belong to, name certain organs and talk about their functions in the body. The literature is indicated in the bulletin. Students put written answers to questions in a box, and then they are evaluated by a teacher and a jury selected from the youth students.

The winners of the school Olympiad are candidates for participation in the regional or district Olympiad.

Biological KVN, which have become widespread in schools, are carried out following the example of television KVN. To conduct KVN, two teams are usually selected from several classes (preferably parallel), each of which, 2-3 weeks before the start of the competition, prepares a biological greeting for the opposing team, questions, riddles, poems and stories about wildlife.

The presenter from among the youth members also prepares for KVN in advance. to evaluate the work of the teams during the competition, a jury is elected, which includes the leader and activists of the youth circle, class teachers students, takes an active part in KVN, chairman of the school’s student body. The teacher - the organizer of KVN - supervises all the work. He recommends relevant literature to the participants, inquires about the progress of the preparation of the game, conducts consultations, and gives advice on how to implement certain ideas of the teams in the most interesting way possible.

Fans are invited to biological KVN - all interested school students. The date of the KVN is announced in advance: a colorful announcement is posted in the school lobby.

Hours of entertaining biology usually organized by classes or in parallel classes. The duration of one lesson is an academic hour.

Each hour of entertaining biology (botany, zoology, etc.) is prepared in advance by club members or individual students under the guidance of a teacher. They select the necessary information from the recommended literature, compile it, and prepare visual aids. When classes are given game uniform conducting (for example, in the form of a trip), prepare presenters.

During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared circle members provide interesting information about plants (for entertaining botany), about animals (for entertaining zoology), etc.

The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.

Various biological evenings, for example, “Forest Treasures”, “Journey to the Homeland of Houseplants”, “How Superstitions Are Born”, etc. Each evening is preceded by a lot of preparatory work: a program for the evening is developed, topics for reports and messages are distributed among the organizers, its entertaining part (questions) is prepared quizzes, biological games, crosswords), amateur performances (poems, dramatizations), decoration, an exhibition of naturalistic work by students.

The value of such preparation for evenings lies primarily in the fact that schoolchildren are introduced to independent work with various popular science and reference literature (at the same time their biological horizons are expanded), they comprehend and creatively process the information they find. It is important that at the same time one of the most important tasks of the school is realized, related to the development of creative activity and independence of adolescents, the ability to navigate the flow modern information. In cases where the teacher uses ready-made scripts and invites students (speakers, presenters) to memorize this or that text and retell it in the evening, the educational effect of the evenings is small.

In conducted by the school mass socially useful events All schoolchildren take part in nature conservation and landscaping of the school grounds. This work is organized by the school administration, biology teacher, class teachers, youth teachers, and school student activists.

Before each mass socially useful campaign, members of the circle find out the volume and nature of the work, receive the necessary instructions, acquire the appropriate skills, and then, having been distributed among classes, introduce schoolchildren to the upcoming work and help them during it.

Observation diary. In the process of extracurricular work, it is necessary to develop among the circle members the ability to conduct and make sketches of observed phenomena. The diary should be the property of every observer, both those conducting individual experiments and observations, and those working on any general topic.

Observation records make it possible to thoroughly understand the observed material, identify unclear issues, allow you to find mistakes made, and draw the necessary conclusions.

Keeping a diary is difficult, especially for a novice nature researcher. Many schoolchildren cannot, and therefore do not like, write down observations. More often this happens due to ignorance of what needs to be noted in the observation diary.

Particular attention should be paid to keeping an observation diary. To do this, the instructions in the assignments need to indicate what exactly they should write down. It is useful to get acquainted with observation diaries as often as possible and note what is missing in them, what notes could be made based on what you saw. During club classes, it is advisable to read out entries from good observation diaries. This work is also facilitated by the organization of special competitions for the best observation. Participants in the competition are asked to observe one animal in a corner of wildlife or the development and growth of a plant grown in a biology classroom, and write a story based on the observation.

Good records of observations should be constantly placed in the Yunnat wall newspaper.

Extracurricular activities are varied and therefore no single form of journaling can be adopted.

While working, it is often difficult to describe what you see. Therefore, it is useful to recommend that schoolchildren make sketches along with recording observations. It is very useful to place photographs of observed objects in your diaries.

Wall newspaper, newsletters, montages.

A large role in the organization of extracurricular work in biology and the connection of circle members with other schoolchildren belongs to the Yunnat wall press - Yunnat newspapers, bulletins, and montages. The main drawback in this type of activity of the circle members is often manifested in the fact that they copy interesting information from magazines and other popular science literature into “their newspapers,” almost without reflecting in the wall press the work of the circle as a whole and the work of individual youth members. At the same time, information about the activities of the biology club must be included in the school seal. If, for example, work is planned to collect seeds and fruits of trees and shrubs, then the press should contain notes about its socially useful significance. Then, in the next issue of the newspaper, a series of notices should be given about the achievements of the school and the diligence of individual students in this type of activity. The school press should also reflect the results of all independent research of the circle members.

Exhibitions of student work.

Exhibitions of the best works of students are of great importance in developing interest in extracurricular work in biology. It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or the beginning of the school year.

The exhibition may display student observation diaries, photographs taken in nature, collections and herbariums, grown plants, etc. The exhibition may be called, for example, “ Summer work students”, “Gifts of Autumn”, “The work of young naturalists in a forest nursery”, etc. Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its performer.

The exhibition is organized in the biological laboratory or in the school hall. It should be open to everyone (both students and parents) after school hours. Young people should be on duty at the exhibition. To get acquainted with the work of students, it is useful to select guides from among the best young people. It is useful to have a book of reviews in which the work of the circle of young naturalists and individual circle members will be assessed.

Conclusion

“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative activities in order to expand and supplement the school biology curriculum.” The extracurricular form of classes opens up wide opportunities both for the manifestation of the teacher’s pedagogical creative initiative and for the diverse cognitive initiative of students and, most importantly, for educating them. In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in surrounding nature, learn to apply the acquired knowledge in practice, they develop a natural-scientific worldview. Also extracurricular forms classes contribute to the development of initiative and collectivism.

In all types of extracurricular activities, a single principle of educational training is carried out, carried out in the system and development. All types of extracurricular activities are interconnected and complement each other. During extracurricular activities, there is direct and feedback communication with the lesson. Types of extracurricular work make it possible to lead students from individual work to team work, and the latter acquires a social orientation, which is of great importance for education.

Extracurricular activities, conducted as part of the entire teaching process, develop students’ multifaceted interests, independence in work, practical skills, their worldview and thinking. The forms of such activities are very diverse, but in terms of content and methods of implementation they are related to the lesson; During the lesson, students develop an interest that finds its satisfaction in one form or another of extracurricular activities and again receives development and consolidation in the lesson.

Students' interests are often extremely narrow, limited to collecting and an amateur attitude towards individual animals. The teacher’s task is to expand the interests of students, to educate educated person who loves science and knows how to explore nature. When conducting experiments and long-term observations of natural phenomena, schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.

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Updated: 03/28/2019 21:49

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Changes taking place in society determine new requirements for the domestic education system. Successful self-realization of the individual during the period of study and after its completion, its socialization in society, active adaptation in the labor market are the most important tasks of the educational process.

In the school education system, the biological cycle of disciplines occupies a special place and makes a significant contribution to comprehensive development personality, forms a modern natural science picture of the world among the younger generation. Teaching biological disciplines gives increasingly positive educational results if you connect educational process with extracurricular activities, the importance of which in the general system of education and upbringing is increasing today. The organization of extracurricular work on the biological cycle of disciplines should be an integral part of the educational and cognitive work of students.

Today it is already difficult to agree with the classics of the methodology (N.M. Verzilin, D.I. Traitak and others) that extracurricular work contributes to the assimilation of knowledge by students and strengthens their developmental function. At the present stage, the paradigm of biological education has changed, new goals and objectives are facing biological education, the main goal of which is the education of biologically and environmentally literate people.

The educational tasks of the school biology course are most fully resolved on the basis of the close connection of the class-lesson teaching system with the extracurricular work of students. The knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms of educational work find significant deepening, expansion and awareness in extracurricular activities, which have a great impact on the overall increase in their interest in the subject.

The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them with various types of activities. The formation of students' cognitive interests in the process of extracurricular activities is a holistic, complex, multifaceted and lengthy process that becomes more complex at each stage of schoolchildren's activities. B.Z. Vulfov and M.M. Potashnik believe that the main features of organizing extracurricular activities should be as follows:

Unlike training sessions extracurricular activities are organized and carried out on a voluntary basis. This is its first feature. Students, depending on their interests and inclinations, independently enroll in various clubs and, if they wish, take part in mass and individual work outside of school hours. Consequently, voluntariness means, first of all, the free choice of types of extracurricular activities. The teacher’s task is to involve all students without exception in extracurricular activities. This should be done, of course, without coercion.
The organization of extracurricular activities is that it not bound by compulsory programs. Its content and forms depend mainly on the interests and demands of students and on local conditions. Club programs are approximate and indicative. Based on these programs and instructional guidelines, work plans are drawn up taking into account the specific conditions and wishes of students. This makes it possible to make the content of extracurricular work more flexible, meeting the interests and needs of schoolchildren.
Extracurricular activities covers students of all ages. A mixed age group cannot serve as an obstacle to organizing and conducting extracurricular activities. On the contrary, by uniting students from different classes, extracurricular activities contribute to the unity of the school community, creating favorable conditions for the patronage of elders over younger ones and for the development of comradely assistance.
Extracurricular activities are dominated by independent studies . Of course, students’ independent work must be directed to the teacher, but unlike educational activities, it is mainly organized by the students themselves. The older the students, the more fully and comprehensively their initiative and independence manifest themselves. They act not only as participants in various circles and club-type associations, but also as active organizers of extracurricular activities.
The peculiarity of extracurricular work in modern conditions is that now it acquires a greater socially useful orientation. As a result, it acts as a very important and effective means of professional guidance for schoolchildren, especially in high school.
Variety of forms and methods. It is very difficult and, perhaps, impossible to list all the forms and methods of extracurricular activities. The forms of organizing socially useful activities and increasing the cultural horizons of schoolchildren have become more diverse.
Mass character. It covers not only individual lovers of nature and art, but all students. Its mass forms are complemented by group and individual lessons. Sometimes not all students are involved in extracurricular activities, but only the active ones. The rest, especially the difficult guys, remain outside the sphere of organized influence. “Involving such children in interesting extracurricular activities helps to re-educate them and increase their interest in joint activities.” (2: pp. 98-99)

Considering the features of the organization of extracurricular activities proposed by Vulfov and Potashnik, we can draw the following conclusions:

Extracurricular activities should indeed be organized on a voluntary basis and should not be associated with the framework of compulsory programs. Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen them and expand them in the right direction.
The mixed-age composition of the groups contributes to the conditions for creating patronage work. Older students help and supervise the work of younger ones. This does not interfere, but often helps - to grow faster, mature, learn to find friends.
The widespread use of various tasks related to conducting experiments in extracurricular activities develops students' research abilities. In addition, the need to describe what is observed, draw conclusions, and talk about the results develops students’ thinking and observation skills. Makes you wonder what they didn't notice before.
Extracurricular activities are indeed becoming more socially useful. In the process of work, students need to make it clear that we have a common Home - this is our city, our country, our Earth. And if we do not learn to guard and defend our Home ourselves, then no one will do it for us.

Formation modern worldview teaching children in the process of extracurricular work on the biological cycle of disciplines is a painstaking task and requires great pedagogical efforts, skills and abilities from the teacher. As practice shows, the educational value of extracurricular biology classes and their effectiveness largely depend on compliance with a number of requirements.

One of the most important requirements for extracurricular work is its close connection with life. The work of the circle should promote familiarization with the surrounding life and active participation in its transformation.

The organization of extracurricular activities allows, firstly, to take into account the diverse interests of schoolchildren and significantly deepen and expand their knowledge in the right direction, using both an individual approach and the work of schoolchildren in “small groups”. Secondly, and this is perhaps the most important thing, extracurricular work allows schoolchildren to work at different speeds of assimilation educational material, which often promotes the involvement of students with low academic achievement and little interest in biological science.

The content and organization of extracurricular activities must be subordinated to the educational tasks of the school. It is important to select such material that would contribute to the expansion of general educational horizons, moral and labor education, aesthetic tastes and physical strength. The effectiveness of extracurricular activities increases significantly if they are carried out systematically, regularly, and not occasionally.

An important requirement for an organization is accessibility and feasibility. Excessive activities do not give the desired results. They are not interesting for students and do not captivate them. It is especially necessary to ensure their availability in primary grades. In circle and mass work in these classes, a large place is occupied by a variety of games and entertainment, and elements of romance. The main requirement is diversity and novelty. It is known that students do not tolerate monotony and boredom. They do not show interest in monotonous classes and do not attend them. In order for schoolchildren to willingly go to club classes, to a matinee, to a conference, it needs to be exciting, varied, and new. It is no secret that extracurricular activities, which are more relaxed than lessons, sometimes reveal the innermost recesses of a child’s soul more fully. And the variety of forms of extracurricular activities in which schoolchildren can be involved is the most important means of developing not only the cognitive interest of students, but also serves to enhance their civic position in other areas.

In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, “extracurricular work should be classified as one of the components of the system of biological education for schoolchildren, extracurricular work - as one of the forms of teaching biology, and extracurricular work in biology - as part of the system of additional biological education for schoolchildren” (9 : p.254).

An analysis of textbooks on the biological cycle shows that they do not fully meet modern requirements. Many textbooks are characterized by a weak connection between the material being studied and practice, an overload of presentation with secondary facts and details without a clear identification of tasks for managing students’ independent work, which ultimately hinders the development of students’ cognitive interests. Therefore, becoming scientific knowledge students in biological cycle lessons is impossible without consistent continuation of this work in extracurricular activities.

An important role in extracurricular work is played by scientific and educational evenings, club work, extracurricular homework, and Olympiads, if they are held not occasionally, but systematically. The problem is not only quality teaching educational subjects, but also the revitalization of extracurricular activities is most relevant today. By playing, answering quiz questions, solving puzzles, rebuses, crosswords, children will not only learn a lot about this amazing world of nature, but will also learn to draw conclusions, come up with hypotheses, and remember the names of plants and animals.

The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer biology assignments provided for in the curriculum (grades 6 and 7), as well as all homework of a practical nature.

Extracurricular work of students, in contrast to extracurricular and extracurricular activities, is carried out with extracurricular institutions (stations for young naturalists, institutions of additional education) according to special programs developed by employees of these institutions and approved by the relevant public education authorities.

Educational significance of extracurricular activities in teaching biology

In the school education system, according to the concept, the biological cycle of disciplines occupies a special place, makes a significant contribution to the comprehensive development of the individual, and forms a modern natural science picture of the world in the younger generation. But practice shows that in the biological discipline the content (time) is reduced. Therefore, teaching biological disciplines gives increasingly positive educational results if we connect the educational process with extracurricular activities, the importance of which in the general system of education and upbringing is increasing today. Their role is to expand knowledge, develop skills, and foster a responsible attitude towards nature. As a study of the literature on this subject shows, currently the problems of biological and environmental education and upbringing are being studied in various directions:

Issues of environmental education in extracurricular and extracurricular activities of students were developed in the works of A. N. Zakhlebny, S. M. Zaikin, V. D. Ivanov, D. L. Teplov and others. They explored ways to form a responsible attitude towards nature in extracurricular activities. work, forms and methods of organizing extracurricular activities are revealed.

In the research of teachers O. S. Bogdanova, D. D. Zuev, V. I. Petrova, the methodological and general theoretical foundations of the methodology for organizing extracurricular activities of students were developed different ages, which made it possible to penetrate into the essence of the process of carrying out extracurricular activities and to determine effective ways of organization.

The work of A. N. Zakhlebny, I. D. Zverev, I. N. Ponomareva, D. I. Traitak contributes to the improvement and methodological support of environmental education, as well as the greening of educational subjects;

Psychological and pedagogical aspects of formation ecological culture teacher and student are revealed in the works of such scientists as S. N. Glazicheva, N. S. Dezhnikova, P. I. Tretyakov and others;

Problems of theory and practice of introducing students to environmental research work, preparing teachers for environmental education of schoolchildren are considered in the works of S. N. Glazichev, I. D. Zverev, E. S. Slastenina and others;

Well-known psychologists B. G. Ananyev, L. I. Bozhovich, V. A. Krutetsky and others, taking into account the age characteristics of students, studied the conditions and mechanisms for organizing extracurricular work related to the feelings, will and interests of schoolchildren.

The importance of extracurricular work in biology has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due, first of all, to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for greening biology, based, as noted, primarily on environmental education.

By conducting experiments and observing biological phenomena, schoolchildren acquire, on the basis of direct perceptions, specific ideas about objects and phenomena of the surrounding world, about environmental problems etc. Conducted by students, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly, or an ordinary mosquito, or experiments related to the development of conditioned reflexes in animals of a corner of nature, remain in the mind children have deeper traces than the most detailed stories or conversations about this using visual tables and even special videos.

The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what is observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session, contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.

Thus, we can conclude that extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction, and prepare them for career guidance activities.

Extracurricular work in biology makes it possible to more fruitfully implement two principles of learning - the connection between theory and practice, the connection between biology and life. It introduces schoolchildren to various feasible labor: preparing the soil for conducting experiments and observing plants, caring for them, planting trees and shrubs, preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for assigned work, the ability to complete the work started, contributes to the development of a sense of collectivism.

To sum up the importance of extracurricular work, we can conclude that well-organized extracurricular work contributes to the development of:

interest, creativity and initiatives of schoolchildren;
observation and independence and decision making;
wider mastery of intellectual and practical skills;
skills to use acquired knowledge in matters of nature conservation;
awareness into deepening the knowledge about nature acquired in the lesson, which allows you to turn it into strong beliefs;
understanding the significance and value of nature in human life, which contributes to the formation of a holistic worldview;
responsible attitude towards nature.

Bibliography

Verzilin N. M., Korsunskaya V. M. "General methods of teaching biology." M.: Enlightenment. - 1983.
Vulfov B.Z., Potashnik M.M. "Organizer of extracurricular and extracurricular activities." M.: Enlightenment. - 1978.
Grebnyuk G. N. "Extracurricular activities on environmental education of schoolchildren: educational and methodological manual for teachers of educational institutions." Khanty-Mansiysk: Polygraphist. - 2005. - P. 313-327
Evdokimova R. M. "Extracurricular work in biology." Saratov. - 2005.
Zaikin S. M. “Improving the environmental education of students in the process of extracurricular work in biology” // abstract. - M.: Moscow Pedagogical University. - 2000. - 19 p.
Kasatkina N. A. "Extracurricular work in biology." Volgograd: Teacher - 2004. - 160 p.
Malashenkov A. S. "Extracurricular work in biology." Volgograd: Corypheus. - 2006. - 96 p.
Nikishov A. I. "Theory and methodology of teaching biology: tutorial". M.: Kolos. - 2007. - 303 p.
Teplov D. L. "Environmental education of high school students in the system of additional education" // Journal "Pedagogy". pp. 46-50
Teplov D. L. "Ecological education in additional education." - M.: GOUDOD FTSRSDOD. - 2006. - 64 p.
Traytak D. I. "Problems of methods of teaching biology." M.: Mnemosyne. - 2002. - 304 p.
Shashurina M. A. "Possibilities of greening the teaching and educational process in a secondary school." - 2001.
Yasvin V. A. "Psychology of attitude towards nature." - M.: Meaning - 2000 - 456 p.

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