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offered by the teacher. For such work the element of creative activity is insignificant.
Secondly, individual work holds a research character.
Methods of the organization of activity in out-of-class work in many respects
coincide with methods of the organization of activity of pupils at a lesson as their
choice is defined, first of all, specifics of a studied material - geographical
knowledge.
Methods of organization of students in extracurricular activities are very similar
to the methods of the organization of activity of pupils in the classroom, because their
choice is determined, above all, by the specificity of the studied material -
geographical knowledge.
work outdoors:
work with the geographic literature:
games:
- excursions,
- hiking,
- observing,
- expedition
- preparation of abstracts,
- preparation of reports,
- the publication of newspapers and stands
and other.
- evenings,
- Olympiads,
- business games,
- quizzes,
- KVN and others.
Main indicators of the extracurricular work on geography efficiency:
- improvement of quality of geographical knowledge and abilities;
- intellectual and emotional spirit of pupils: increase of interest to class
occupations and during out-of-class time, reading additional literature, active
participation in socially useful work, etc.;
- growth of pupils’ independence during lessons and homework;
- improvement of knowledge quality on other subjects;
- acquisition of skills to work with different sources of information;
- increase of the general level of pupils ‘culture.
All the named indicators of efficiency of extracurricular work on geography
characterize qualitative level of pupils’ preparation. It is possible to define this level
at closer acquaintance with pupils: in conversation, at supervision, during
questioning, when studying independent (creative) works of students.
1. Geographical circles
One of the most widespread forms of extracurricular work is geographical
circles. They take an important place and carry out functions which any other forms
of work cannot provide as they help to learn activity, independence, form cognitive
interests, give the chance of systematical and deep study of the subject. It is possible
to organize a geographical circle with pupils of various ages, but this form of work
for an average link of students nevertheless is most acceptable.
An important stage of work is making concrete tasks for separate circle
members or a group of pupils taking into account interests of each student. In the
course of various according to the contents and nature activity pupils gain skills
which allow them to show their activity and interest.
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It is possible to carry out an individual work with pupils, to develop their
creative abilities, to focus on the certain professions connected with the knowledge of
geography. Participants of a circle should become an asset by preparation and
carrying out mass actions on a subject.
The organization of a circle begins with detection of interests, bents and abilities
of pupils. It is for this purpose expedient to carry out questioning. The quantitative
structure of a circle should not exceed 15-18 people. Circles have the name, the
charter.
Let's formulate some general principles of a geographical circle work:
а) leading role of the teacher,
б) application of a research method,
в) careful development of a subject, finishing of the begun business up to the
end,
г) obligatory registration of a circle work results.
Effective work of a circle is possible at accurate scheduling. In respect of a
circle work it is necessary to reflect different types of pupils’ activity. It is usually
made together with a circle asset, and then discussed and argued at the first meeting.
Circle meetings are usually carried out 1-2 times a month, on days and hours
established by the administration. Report-back election meeting of a circle is carried
out at the end of the academic year.
The feature of a geographical circle meeting is in the combination of collective
and individual forms of work. Not to lose cognitive interest to a subject, to deepen
knowledge of pupils in geography, it is necessary to alternate theoretical and practical
kinds of activity.
2. Geographical electives
Electives development in many respects defines profound acquisition of
knowledge, promotes development of individual pupils’ interests. Experience of
carrying electives out shows that where geographical ones are put well and are
conducted rather competently, they steadily cause sustained interest, increase quality
of knowledge and abilities. Facultative classes in geography are closely connected
with the main program maintenance of a subject. Successful and high-quality
preparation of pupils is promoted with support of the knowledge received in studied
courses of geography, prior preparation, and also age features of children.
Electives can be divided into class and out-of-class. Seminars, consultations
meetings with experts and others are the class forms; excursions, practical works on
the district are the out-of-class ones. Teachers conduct classes according to the
approved program, variability in the choice of the program sections however is
observed (see below). Structurally each lesson represents an organic combination of
theoretical and practical parts. Practical training represents the greatest interest and
gives the chance to stir up activity of pupils.
Geographical electives should promote the solution of the following tasks:
· development of geographical thinking;
· arming students with a comprehensive knowledge of the general geographical
patterns of the Earth, the population of the globe, and its location;
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