212
Использованные источники:
1
Буравой, М. Углубленное сase study: между позитивизмом и
постмодернизмом / М.Буравой // Рубеж.- 1997 - № 10 – 11.
2
Изменения в образовательных учреждениях: опыт исследования
методом кейс – стадии / под ред Г.Н. Прозументовой.- Томск, 2003.
3
Козина, И. Особенности стратегии case-study при изучении
производственных отношений на промышленных предприятиях России /
И.Козина //Социология: методология, методы, математические модели. - 1995.-
N5-6.-
С.65-90.
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Козина, И. Case study: некоторые методические проблемы /И.Козина //
Рубеж.- 1997.- № 10-11.- С. 177-189.
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Михайлова, Е. И. Кейс и кейс-метод: общие понятия / Е.И.Михайлова
/ Маркетинг.- 1999.- №1.
6
Смолянинова, О.Г. Инновационные технологии обучения студентов
на основе метода Case Study // Инновации в российском образовании: сб.- М.:
ВПО, 2000.
7
Ситуационный анализ, или анатомия Кейс-метода / под ред .Ю.П.
Сурмина – Киев: Центр инноваций и развития, 2002.
8
http://writing.colostate.edu/references/research/casestudy/index.cfm
213
Содержание
Введение
108
І Структура программ дополнительного образования
115
Предмет «Физика»
115
1.
Пояснительная записка
115
2.
Содержание курса
116
3.
Тематический план
116
4.
Методическое обеспечение
121
5.
Список рекомендуемой литературы
125
6.
Дополнительная образовательная программа по физике «Юный
исследователь»
127
Предмет «Химия»
137
1.
Пояснительная записка
137
2.
Содержание курса
137
3.
Тематический план
137
4.
Методическое обеспечение
143
5.
Список рекомендуемой литературы
155
6.
Программа дополнительного образования по курсу химии через
знакомление с химическими веществами и явлениями в быту
156
Предмет «География»
159
1.
Пояснительная записка
159
2.
Содержание курса
159
3.
Тематический план
160
4.
Методическое обеспечение
161
5.
Список рекомендуемой литературы
162
Предмет «Биология»
163
1.
Пояснительная записка
163
2.
Содержание курса
163
3.
Тематический план
166
4.
Методическое обеспечение
167
5.
Список рекомендуемой литературы
168
ІІ Структура программ внеклассной работы
170
Предмет «Физика»
170
1. Пояснительная записка
171
2. Содержание курса
172
3. Тематический план
173
4. Методическое обеспечение
173
5. Список рекомендуемой литературы
174
Предмет «Химия»
175
1. Пояснительная записка
177
2. Содержание курса
178
3. Тематический план
178
4. Методическое обеспечение
179
214
5. Список рекомендуемой литературы
179
Предмет «География»
180
1.
Пояснительная записка
180
2.
Содержание курса
180
3.
Тематический план
181
4.
Методическое обеспечение
182
5.
Список рекомендуемой литературы
182
Предмет «Биология»
183
1. Пояснительная записка
183
2. Содержание курса
183
3. Те матический план
184
4. Методическое обеспечение
204
5. Список рекомендуемой литературы
205
215
Introduction
The system of children’s additional education in Kazakhstan is based on the
principle of voluntary participation in the activity of children's associations and
activities that carry out the organization of additional education.
The need for the development of additional education system in the Republic of
Kazakhstan and its transition to a new qualitative state were defined by several
factors:
1 - there are fundamental changes in public consciousness, that is, a person is
taken
primarily
from the standpoint of cultural and historical development of
pedagogy than a person as a specialist;
2 - the tendency of transition of the developed countries from industrial to
human
civilization is being increased;
3 - cultural and educational, informational and leisure services are increasingly
in demand among children and parents.
As a result, the significance of various types of non-formal education for the
individual and society is being increased. One of these types is the additional
education the main purpose of which is to meet the ever-changing individual social
cultural and educational needs of children.
The additional education of children has a significant educational potential: it
serves as a powerful means of motivational formation of personality development.
There are many opportunities of creating a situation of success for each child based
on the development of different activities in the process of further education. The
additional education broadens common cultural space of individual self-realization
and stimulates his creativity. The process of humanistic values’ formation in the
sphere of additional education based on common personal interests of the child and
adult is still going on intensely and purposefully. The additional educational
programs being a child’s personal development promote the education of his “cultural
talent”. The additional education based on its singularity aims at organic combination
of leisure activities as (sports, entertainment, holiday, self-education, creativity) with
various forms of educational activities and, as a consequence, reduces the space of
deviant behavior by solving the problem of child’s occupation.
The organization of additional education is a new type of educational
organization which has its own specific features and tasks in a single educational
space. One of the main tasks is to create such conditions that will allow a child to
develop himself actively from an early childhood in accordance with his interests,
desires and existing abilities, to aim at constant learning of something new, to study
the environment and try his hand at invention activities, creativity and sport. It
becomes obvious this problem cannot be solved within the school subjects only.
There is a tendency when the organizations of children’s additional education
are at a totally new stage of its development. This stage involves the rethinking of its
purpose as well as social and educational opportunities. For this reason they took
equal position among other types of educational institutions in all respects which are
considered as an effective means to meet aspirations for the development of skills,
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