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development of pupils’ motivation for learning and creativity as a perceived need in
self-development, self-determination and self-realization.
Each organization of children’s additional education is one of the elements of
the education system which creates a situation of success for each child. The
problems of creating a flexible dynamically developing cultural and educational
system based on wide interests and needs of children, teens and family are solved as
well. All these features make it possible to give each organization of children’s
additional education the unique originality and individual singularity.
The study of pedagogical, psychological and methodological literature as well as
the experience of Kazakhstan teachers discovered a number of problems in the
organization and conduct of additional education and extracurricular activities. The
questionnaire conducted for the teachers of Chemistry, Biology, Physics and
Geography showed that there is no working system in most cases and it is mainly
conditional and occasional. First of all, it is due to the fact that this matter is given
little attention and a few interesting developments and recommendations proposed in
the methodological literature aren’t available for ordinary teachers. More often
extracurricular activity is conditional and occasional and mostly comes to preparing
pupils for the competitive tests (academic competitions). The main factors that
interfere with the organization of proper extracurricular activities are: lack of
methodological literature, facilities, experience in this branch, etc.
The development of the programs on additional education for pupils in three
languages and the extracurricular activities program on upper secondary school
subjects studied in English will provide the improvement of organizational work of
children’s additional education and the maintenance of their rich experience in
extracurricular and out-of-school work. These programs will promote purposefulness
and manageability, consistency and coordination of the educational process.
The principle of “double knowledge introduction” was taken into consideration in the
development of programs for additional education and extracurricular activities
which in the context of polylinguistic space acquires a new meaning as a parallel
studying and mastering the languages are carried out according to the training of non-
linguistic subjects as (Chemistry, Physics, Biology, Geography). Introducing these
programs one can speak of the intersubject communications as well as the integration
of knowledge from different subject matters (unrelated - the Language and Physics,
Language and Biology, etc.). The transition from abstract and on-sided knowledge
to its concrete
reproduction is supposed. “Abstract” means people’s work primarily
with the sign system which is characterized by a high level of abstraction while
studying languages. There is the regulation within the multilingual education when
studying the language by means of other subjects (studying Physics in English)
people use languages as a means of active interaction, communication and cognition.
In other words the language serves within this method both as an object of the
knowledge and as a means of knowledge as well.
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1 The structure of additional education programs
Additional education is elective courses of general education as well as an
essentially-motivated education that enables pupils to get a steady need for
knowledge and creativity to realize themselves and to gain independence
professionally and personally. These types of educational activity are called
"informal education" or "alternative education" in teaching practice.
The main purpose of additional education is vocational orientation and pre-
professional training in a type of activity that pupils chose.
Teachers of additional education should have an educational program with a
complete set of structural parts and elaborate special procedures of its evaluation and
approval.
Forms of carrying out classes of additional education are selected by the teacher
who takes into account an age psychological characteristics of pupils, goals and
objectives of the educational program, specifics of a subject and other factors.
“Physics”
Modern Physics is the most important source of knowledge of world around, a
basis of scientific and technical progress and at the same time one of the most
important components of human culture.
Physics is a theoretical science that discovers fundamental laws of nature.
Physical theories and physical research methods are increasingly get into other
natural sciences (chemistry, astronomy, biology, etc.) and provide important results.
Physics as a subject of the curriculum at secondary school allows to equip pupils
with fundamentals of Physics, that is, the science of nature. The content, system and
methodology of Physics open great opportunities for the formation of scientific
outlook of pupils, development of practical skills and effective skills of independent
work. Mental abilities of pupils, particularly pupils’ logical thinking as a reflection of
the higher logic, that is, logic of nature are developed in realizing these tasks. Physics
has a great educational potential.
Pupils are able to study Physics in the system of basic and additional education.
Pupils of educational establishments of the Republic of Kazakhstan get compulsory
education at the lessons and additional education in extracurricular activities as well
as in the establishments of informal education and training. The basic education on
physics is provided with coherence of educational standard, standard curricula for
each type of educational institutions and training programs.
The high level of study of physics is provided in gymnasiums (gymnasium
colleges) and lyceums at the lessons and in other types of educational establishments,
that is, during extracurriculars. The increase in number of class periods at studying
Physics in the 10 - 11 forms of Physics and Mathematics gymnasiums (gymnasium
colleges) and lyceums will allow pupils not only to master a general education
minimum but to delve deeply into compulsory curriculum by solving various kinds of
tasks and carrying out experiments as well.
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