Educational portal. Forms and types of extracurricular activities

Introduction

The school faces an extremely important task - educating the younger generation, who will have to work in a wide variety of sectors of production, science, and culture, which are developing very quickly in connection with scientific and technological progress. Teaching subjects of the biological cycle is of particular relevance these days, when biological science has entered a period of rapid development and its rapprochement with other sciences has clearly emerged. natural sciences- physics, chemistry, and also mathematics, when humanity was faced with the vital question of the vital need to protect the natural resources of our homeland.

Broad familiarization of students with the main problems facing various branches of biology, equipping schoolchildren with basic practical skills and skills for working with living objects, and attracting the younger generation to practical socially useful work in nature and agriculture cannot be achieved only in biology lessons. In the process of teaching, schoolchildren develop patriotic feelings, aesthetic tastes, and a desire to protect nature and increase its wealth. Only a combination of classroom, extracurricular and extracurricular activities in a single system opens the way to solving all three of these problems.

Extracurricular work is closely related to lessons. During lessons, students are given the task of conducting one or another experiment or a certain observation in nature, at a training and experimental site, etc. outside of class time. Students demonstrate or orally report the results of their experiments or observations in class. Thus, this type of work is organically included in the content of many lessons.

The main feature of extracurricular work is that it is mandatory for all students. Individual students or groups are given specific assignments, which, once completed and shared with other students, are assessed during class by markings in the class register.

At the secondary school, elective courses are organized for students in grades VIII - XI. The choice of one or another elective course is carried out on a voluntary basis. Optional classes are conducted according to special programs and textbooks according to a special schedule.

Extracurricular work is also carried out with schoolchildren outside of class by stations of young naturalists and agricultural experts, etc. Published for out-of-school institutions special programs classes.

Extracurricular activities are not compulsory for all students. It covers mainly those schoolchildren who have a special interest in this subject. Only mass forms of extracurricular activities involve all school students. The content of extracurricular work is not limited to the curriculum, and therefore goes beyond its boundaries and is determined mainly by the interests of students. In the process of extracurricular naturalistic work, students develop their creativity, initiative, observation and initiative, acquire practical skills, gain knowledge about plants and animals and, finally, they form correct scientific views on nature.

The purpose of this work is to determine the place of extracurricular work in biology in the educational process.

The main tasks can be identified as follows:

study the connection between extracurricular work in biology and the educational process and its role in the development of personality;

determine its role in the educational process;

to form the main stages of development of interest in the subject of biology;

1 The importance and place of extracurricular activities in the educational process

The activities of students at school are not limited to completing educational work that is compulsory for all. The needs of schoolchildren interested in biology are much broader. It is the teacher’s task to maintain such interest, consolidate and develop it. However, this is difficult to do within the classroom, so extracurricular naturalistic and environmental work is carried out, which is voluntary. Its goal is to satisfy the needs of children who are especially interested in biology. N.M. Verzilin and V.M. Korsunskaya (1983) define this form of teaching biology as follows: “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 expansion and addition school curriculum in biology."

In progress 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.

Students' interests are often limited to collecting, amateurism individual plants or any animal, the teacher’s task is to broaden the horizons of students, to educate educated person, nature loving, science, to develop research skills.

Well-organized extracurricular work is of great educational importance, since in the process of extracurricular work, not constrained by the specific framework of lessons, there are opportunities to discuss individual discoveries in biology, to make observations and conduct experiments of varying complexity and duration. When conducting experiments and long-term observations of natural phenomena (in different areas and in different seasons) schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant (the appearance of cotyledon leaves in a maple tree, the development of a plant during one growing season) or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.

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.

The question may arise as to whether extracurricular activities overload students who are already overloaded with compulsory school work and homework. Mass educational practice shows that extracurricular activities proper organization on the contrary, it contributes to better fulfillment of mandatory educational tasks. It's confirmed psychological characteristics development of schoolchildren. This feature of children was well expressed by K.D. Ushinsky: “A child demands activity incessantly and gets tired not of activity, but of its monotony and homogeneity.”

It is important to note that if the school does not organize exciting and varied activities for students in their free hours, they will still be engaged in some “business”, often to the detriment of their health and moral development. Therefore, it is necessary to involve schoolchildren in activities that would be useful to them and would develop them positive traits and creative abilities, at the same time it was relaxation. Extracurricular biology classes provide this opportunity. At the same time, it is necessary to warn teachers against mistakes in organizing extracurricular activities such as cool lessons and other compulsory activities, from turning extracurricular activities into unique additional lessons biology. Extracurricular activities should arouse naturalistic interest among schoolchildren, activate their creative abilities and at the same time contribute to their relaxation. Therefore, 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 material, charging aquariums, repairing equipment of the wildlife corner, work at the training and experimental site, preparations for winter feeding of birds, soil for replanting indoor plants, caring for plants and animals of the wildlife corner, planting trees and shrubs near the school and in the city park, maintenance ecological trail, etc. Undoubtedly, such work requires students to be able to complete the work they have begun and forms responsibility for the work entrusted to them. Of course, work activities should be combined with experiments, observations in nature, the development of naturalistic interests and deepening knowledge of biology.

Independent, predominantly practical naturalistic work under the guidance of a teacher should be the basis of all extracurricular activities at school.

Of great importance in extracurricular activities is the publication of a newspaper, holding olympiads, conferences and exhibitions, and performing social activities. useful works(cleaning the area, maintaining order at the training and experimental site), conducting excursions into nature with students junior classes, with preschoolers. All these types of extracurricular activities are closely related to each other and to the main form - the lesson. They complement each other, enrich the lesson, expand and deepen the program of the compulsory educational minimum in biology. Thus, extracurricular activities provide direct and feedback with the main form of education - the lesson, as well as with all additional ones - excursions, extracurricular and homework.

Individual lessons - work in a corner of wildlife, work at a school experimental site, work in nature, extracurricular reading.

Group classes - a circle of young naturalists, the work of “assistants” of the office on its equipment.

Mass activities - lectures and film demonstrations, excursions and nature trips, scientific evenings and conferences, exhibitions of the work of Olympiad students, campaigns: Harvest Day, Garden Week, Bird Day, Biological KVN, etc.

Occasional group, circle and mass classes can be combined into a group of forms of collective extracurricular work.

An individual form of extracurricular work in biology is carried out in almost every school. Trying to satisfy the needs of individual students interested in biology, the teacher invites them to make some observations in nature, read this or that popular science book, or do visual material, select material for the stand, etc.

But in this case, it is necessary to find out the biological interests of schoolchildren, constantly keep them in sight, set a task - to develop their interests in one direction or another, select appropriate individual tasks for the implementation of this task, complicate and expand their content. Occasional group work is usually organized in connection with the preparation and holding of school public events, for example a holiday, dedicated to the Day birds, Forest Day, Garden Week, Health Week, etc.

To carry out such work, the teacher selects a group of students interested in biology and instructs them to find required material, publish a wall newspaper, prepare reports, amateur performances, etc.

Usually, after the completion of one or another mass event, the episodic group disintegrates, and then, after a certain period of time, in connection with the preparation and holding of another mass event, it is created again, and its composition changes significantly.

The circle of young naturalists is the main form of extracurricular activity. Unlike episodic group work a circle includes schoolchildren who systematically work in it for a year or a number of years. The composition of the circle is usually stable.

A large number of students are involved in mass work - several classes, the entire school. Mass extracurricular activities are characterized by a socially beneficial orientation. Typically, schools organize such types of mass work as holidays, evenings, campaigns, hours of entertaining biology, biological conferences, olympiads, etc.

Biological KVN (club of cheerful and resourceful people) includes two teams selected from several classes, each of which, 2-3 weeks before the start of the resourcefulness competition, prepares greetings for the opposing team, questions, riddles, poems and stories about living organisms. The presenter also prepares for KVN in advance.

A jury is elected to evaluate the teams' work during the competition. The biology teacher - the organizer of KVN - supervises all the work. The teacher recommends relevant literature to the team members, inquires about the progress of preparation, and advises how to implement their plans in the most interesting way possible.

Fans are invited to biological KVN - all interested students. The date of the KVN is announced in advance and an announcement is posted. Fan participation is also assessed and their scores are added to the scores received by the team they are “supporting”. Hours of entertaining biology are usually organized in each class. The duration of one lesson is an academic hour.

Students prepare each hour of entertaining biology in advance. They select the necessary information from the literature recommended by the teacher, arrange it, and prepare visual aids.

When classes are given game uniform events (for example, travel), prepare presenters.

During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared youths report certain interesting information about plants (animals), etc.

The presenter invites participants to guess some biological riddles, solve crosswords, teawords, and answer quiz questions.

Various evenings are organized in a similar way.

Each evening is preceded by a big preparatory work: the program of the evening is developed, the topics of reports and messages are distributed among the organizers, an entertaining part of it is prepared (quiz questions, biological games, crosswords, tea puzzles, etc.), amateur performances (poems, dramatizations, songs, musical numbers, dancing), decoration hall, exhibitions of students' works.

All of the listed types of extracurricular work in biology are interconnected and complement each other.

In schools where extracurricular work in biology is well organized, there cannot be just one form of it. Carrying out mass events is necessarily associated with either individual or group work in their preparation, or with the work of a circle of young naturalists.

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 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 class 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)

(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 ancient history know that geese saved Rome. 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.

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 experiences:

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

- various phases of development (metamorphosis in beetles - mealworms)

- 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 expanding and supplementing the 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 mistakes in organizing extracurricular activities like school lessons and other compulsory activities, from 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

It is important to ensure a comprehensive combination of 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, and select appropriate individual sessions, 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.

In carrying out individual work accounting is very important individual characteristics students to deepen and develop their interests in relevant areas. Extracurricular activities can also contribute to the choice of a future profession and have a direct impact on the profile of study 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) leaders of youth circles must always and in everything be a positive example for youth.

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 more deep 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 elective training is to give students knowledge and practical skills in various sections of biological, agricultural, methodological, 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 education are enrolled in elective classes. educational institutions(agricultural, pedagogical, biological, medical, etc.). 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, on 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, self-execution 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 performing individual tasks. Having successfully completed certain teacher tasks, they usually ask for additional extracurricular work. If there are several such schoolchildren in the class, then the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take part in Active participation 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, care is usually provided. indoor plants, the publication of newsletters based on the use of materials from popular science periodicals, “Hours of Entertaining Biology” are held. 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 go beyond the scope of biology curriculum. However they are integral part the entire educational process, the most important means of education and development of students different classes. The organization of this work at school serves as one of the criteria creative work teacher, an indicator of his pedagogical skills and professional responsibility.

Extracurricular work in biology

Consider unlucky that day or that hour in which you have not learned anything new and have not added anything to your education.”
Y. A. Komensky

An important task of the school is to instill in students a conscious attitude to work, develop the necessary practical skills, the desire for independent mastery of knowledge, interest in research activities etc.

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, develop a love for nature, and a desire to protect it.

In developing students' interest in biology, a significant place is given to extracurricular activities conducted by every biology teacher. The peculiarity of extracurricular work is that it is built 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. It is known that students' interests are very diverse. They depend on the individual characteristics of the individual, as well as on the influence external factors(schools, families, friends, radio, television, etc.). How can we awaken in the younger generation an interest in living things, in caring for their preservation and increase? How to vaccinate with early childhood caring attitude towards nature, its huge and very vulnerable 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 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 her 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. 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. 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.

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 in solving educational problems school course biology, and in solving 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.

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.

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

Club work can unite, for example, botanists, zoologists, physiologists, and geneticists. Exhibitions are of great importance in developing interest in extracurricular work in biology. best works students. It is most advisable to organize them to coincide with the holding of some biological evening (or holiday), the final lesson of the circle, the beginning of 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”, etc. Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its artist.

“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 the surrounding nature, learn to apply acquired knowledge to 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 task of the teacher is to expand the interests of students, to raise an 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.