Social education of adolescents is one of the important factors in stabilizing society. It should achieve two goals: the progress of socialization of younger generations in modern conditions and the self-development of a person as a subject of activity and as an individual. Vocational educational institutions most often cannot choose the necessary direction of extracurricular work. This results in loss of time, student interest, and deterioration in student-teacher relationships.
Extracurricular work shapes and develops the student’s personality. Leading the educational process means not only developing and improving what is inherent in a person by nature, correcting planned undesirable social deviations in his behavior and consciousness, but forming in students the need for constant self-development, self-realization of physical and spiritual powers.
So, an important area of activity of the teaching staff of a modern vocational educational institution is the organization and management of extracurricular and educational work of students. A significant part of this work is planned and carried out by curators (moral education, stimulation of educational activities, organization of socially useful work). A significant place in the organization of extracurricular activities is occupied by educational events (evenings, discos), which are carried out by the management of the educational institution.
When organizing extracurricular educational work, it is necessary to direct the efforts of the teaching staff and management to:
1. The versatility of its content and social orientation (moral, aesthetic, physical, labor education, etc.).
2. An important aspect of this work is the use of mass forms, both for the education of students and for the rational organization of their free time.
3. The teaching staff should ensure that extracurricular activities cover all students.
4. Extracurricular activities should contribute to the development of social interests, activity and independence of students.
Taking these provisions into account, the teaching staff of a vocational educational institution can develop a system of extracurricular work, and the management can provide methodological assistance and monitor the conduct and quality of this work.
General principles for organizing extracurricular activities have been developed.
The most general principle that determines the specifics of classes with students after school hours is voluntariness in choosing forms and directions these classes. It is important that the student is given a choice of clubs or sections. To identify the range of interests of students in an educational institution, you can conduct a questionnaire or survey about what students would like to do after classes.
It is important that any type of extracurricular activity in which students are involved has public orientation so that the student sees that the work he is doing is necessary and useful to society.
It is also very important reliance on initiative and initiative. If this principle is correctly implemented, then any task is perceived by students as if it arose on their initiative.
The success of extracurricular educational work is influenced by assistance and clear organization. Implementing an integrated approach to education requires that when organizing all events, not only one core task is solved, it is important that each event solves a maximum of educational problems.
When choosing content and organizational forms, it is always necessary to adhere to the principle taking into account age and individual characteristics students.
An important condition for the implementation of all types of educational work is to ensure their unity, continuity and interaction.
Forms of extracurricular work
The most common organizational forms of extracurricular work are: individual, circle, group, mass.
Individual work- This is the independent activity of individual students aimed at self-education. For example: preparation of reports, amateur performances, preparation of illustrated albums, etc. This allows everyone to find their place in the common cause. This activity requires teachers to know the individual characteristics of students through conversations, questioning, and studying their interests.
Club extracurricular activities assists in identifying and developing interests and creative abilities in a certain field of science, art, and sports. Its most common forms are clubs and sections (subject, technical, sports, artistic). In circles, classes of various types are held: these are reports, discussions of literature, excursions, making visual devices, laboratory classes, meetings with interesting people, etc. A report on the work of the circle, than a year can be held in the form of an evening, conference, performance, review.
TO group forms of work These include youth clubs based on interests, clubs of professional communities, friendship clubs, weekend clubs, interesting meetings, etc. They operate on the basis of self-government, have their own names and charters. The work of clubs is organized in sections. Specialized clubs - literary, physical, chemical, mathematical. The purpose of political clubs may be to study the youth movement abroad, study the history of political doctrines, etc.
A common form is museums of educational institutions. According to their profile, they can be local history, historical, literary, natural history, or artistic. The main work in such museums is related to the collection of materials. For this purpose, hikes, expeditions, meetings with interesting people are carried out, extensive correspondence is conducted, and work in archives is carried out. Museum materials should be used in classes and for educational activities among the adult population.
Forms mass work are among the most common in educational institutions. They are designed to reach many students at the same time. They are characterized by solemnity, brightness, and a great emotional influence on students. Mass work includes ample opportunities to activate students. So a competition, an Olympiad, a competition, a game require the direct activity of everyone. In activities such as attending performances or meeting interesting people, all participants become spectators. The empathy that arises from participation in a common cause serves as an important means of team unity.
A traditional form of mass work is the holding of holidays, which may relate to calendar dates, anniversaries of outstanding people. During the school year, it is possible to hold 4-5 holidays. They expand their worldview and sense of involvement in the life of the country.
Competitions, olympiads, and reviews are widely used. They stimulate student activity and develop their initiative. In connection with competitions, exhibitions are usually organized that reflect the creativity of students: drawings, works, products.
Olympiads are organized by academic subject. Their goal is to involve all students and discover the most talented.
Reviews are the most common form of mass work. Its task is to summarize and disseminate the best experience, organize circles and clubs.
Extracurricular activities have always attracted the close attention of many teachers, scientists and methodologists. Having analyzed various methodological and pedagogical literature, we can conclude that in addition to a large number of definitions of extracurricular activities, there is also a problem with the introduction of such related concepts as extracurricular and extracurricular activities in this topic.
Let's try to understand this problem by considering the various types of activities of adolescents and their interrelationships.
We can say that in the methodological and pedagogical literature of the 60-90s. In the 20th century, only the concept of extracurricular work was used, and only in the 90s did the concept of extracurricular activity arise, which, however, does not have any significant difference with the concept of extracurricular activity, and is most often comparable to it.
Later, in some teaching aids and in the dictionary of the Federal State Educational Standard, the concept of extracurricular activities begins to appear, which, being equivalent to extracurricular activities, does not find an independent definition at all.
Thus, it can be argued that there is a lack of integrity in the definitions of such commonly used concepts as extracurricular activities, extracurricular activities and extracurricular activities.
- by time (classroom and extracurricular activities);
- by location (classroom and extracurricular activities);
- in relation to solving educational problems (curricular and extracurricular activities).
Let's consider the relationship between classifications by place and time of teenagers' activities.
The class provides both in-class and extra-curricular activities. Many lessons can take place outside the classroom (for example, physical education in a sports stadium or a science lesson in a park). A variety of excursions and hiking trips are also carried out outside the classroom and after school hours. It follows from this that it is permissible to identify the concepts of classroom and classroom activities, as well as extracurricular and extracurricular activities.
The relationship between extracurricular and extracurricular activities
Now we should pay attention to the relationship between student activities in terms of time and in relation to educational tasks.
It is impossible to draw a connection between classroom and extracurricular activities, because the assigned educational tasks are solved directly in the classroom. Many extracurricular activities, for example, clubs, electives, are designed to solve these educational problems. Theater studios, sports and art sections are conducted outside of school hours, but may be partially related or not at all related to the solution of educational problems, which classifies them as extracurricular or extracurricular activities of students, respectively.
You can imagine the relationship between academic, extracurricular and extracurricular activities of students in the form of sets.
Thus, on the basis of the conducted research, it can be argued that the concept of extracurricular activities implies any activity organized independently by the teacher or students outside of class time, based on the personal interest of the participants with the aim of developing not only educational, but also spiritual and moral plan.
In the case of a shift in the emphasis of this activity to a greater extent on education and the absence of educational tasks, we should talk about extracurricular activities.
Thus, the study of educational, methodological and pedagogical literature made it possible to find a definition of the concept of extracurricular activities. The presence of many of its formulations proves the relevance of studying this issue, a comprehensive study of this issue.
Definition of extracurricular activities according to the Federal State Educational Standard
Extracurricular activities of students are one of the innovative components of the second generation Federal State Educational Standard. According to the draft of the new Basic Curriculum, it becomes an integral component of school education.
The fundamental difference between the second generation educational standards is their increased focus on the results of education as a system-forming element in the design of the standards. The new Federal State Educational Standard expresses the relationship between education and upbringing in more detail. Education is considered as the mission of education, covering and permeating all types of educational activities.
Definition
Extracurricular activities are a set of all types of student activities in which, in accordance with the school program, the tasks of education and socialization, the formation of universal educational activities, and the development of interests are solved.
Extracurricular activities are an obligatory part of the educational process at school, which helps to fully implement the requirements of the Federal State Educational Standard. The features of this element of the educational process are the provision of schoolchildren with the opportunity to engage in a wide range of activities aimed at their development, the independence of the school in the process of filling extracurricular activities with a certain content.
Activities organized by teachers during extracurricular hours are focused, first of all, on the interests of children, on providing them with the opportunity to choose, which contributes to their self-determination and self-realization.
Extracurricular activities help satisfy the diverse interests of schoolchildren in informal communication, clubs, circles, and amateur associations.
In their free time from classes, students choose not only forms of leisure, but also forms of activities that would contribute to in-depth study of a particular subject.
Basic pedagogical conditions that allow students to achieve active involvement in extracurricular activities:
- personally oriented information support for the inclusion of children in various activities;
- schoolchildren planning their extracurricular activities;
- teachers’ readiness to manage the process of including schoolchildren in extracurricular activities.
an integral part of the educational system of the school, which includes all types of activities of students under the guidance and together with teachers, with the exception of academic activities. Extracurricular activities are similar in composition to extracurricular activities. It includes: individual and collective activities of students according to interests, abilities and inclinations; cognitive activity to master the social and cultural space of life of students and schools; socially useful activities of students; activities that directly or indirectly contribute to the success of educational activities. These areas are provided by various forms of additional education, school-wide events, club and circle work, and extracurricular activities. Extracurricular activities at school are organized on the basis of a sufficient variety of types and forms of student activity, the development of children's self-government, and the voluntary participation of children. The concept of its creation in a school is determined by the general concept of school development. Extracurricular activities are an effective means of uniting the school community, instilling love for school, and developing the social qualities of students - the ability to communicate, lead and obey, observe life, and make their own choices. Extracurricular activities form the educational structure of the school, it determines the interest of students in educational cognitive activities and, ultimately, develops a self-valued attitude of children towards the school years as a necessary and significant stage in life.
Basics of organizing extracurricular (extracurricular) activities for schoolchildren
The structure of the Basic Educational (Curriculum) Plan has three parts: the invariant part; variable part; extracurricular activities. At the same time, in the new Federal State Educational Standard special attention is paid to extracurricular activities of schoolchildren, space and time are defined in the educational process.
What determines such relevance of extracurricular activities? In Russia, serious changes are currently taking place in the conditions for the formation of a student’s personality. A modern child finds himself in a boundless information and huge social space that does not have clear external and internal boundaries. It is influenced by flows of information received through the Internet, television, computer games, and cinema. The educational and socializing impact (not always positive) of these and other sources of information is often dominant in the process of education and socialization.
Today there is and is intensifying a conflict between the nature of a child’s appropriation of knowledge and values at school and outside of school:
§ at school (systematic, consistent, traditional, culturally appropriate, etc.);
§ outside of school (clip art, chaos, mixing high culture and everyday culture, blurring the boundaries between culture and anticulture, etc.).
This conflict changes the structure of children's thinking, their self-awareness and worldview, leading to the formation of an eclectic worldview, a consumerist attitude to life, and moral relativism.
All this determines the need to set new strategic goals in organizing educational work in general education.
Solving the problems of education and socialization of schoolchildren, in the context of the national educational ideal, their comprehensive development, is most effective within the framework of the organization of extracurricular activities, especially in the conditions of the primary general education system. This opportunity is provided by the Federal State Educational Standard of the new generation, developed by a group of RAO employees under the leadership of an academician.
What documents will help implement extracurricular activities according to second generation standards? When organizing extracurricular work in accordance with the Federal State Educational Standard, the teacher must rely on knowledge of the provisions of the following documents and developments:
Table 1. Documentation on the organization of extracurricular activities according to the new generation Federal State Educational Standard.
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The concept of spiritual and moral development and education of the personality of a Russian citizen. | The nature of the modern national educational ideal, goals and objectives of the spiritual and moral development and education of children, the system of basic national values, basic social and pedagogical conditions and principles of spiritual and moral development and education of students. |
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Sample programs of primary general education: In 2 hours: Part 1. (Recommendations for organizing extracurricular activities for students) | Forms of extracurricular activities for schoolchildren: electives, clubs, project activities, etc. |
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Sample programs of extracurricular activities. Primary and basic education. | Programs are structured in accordance with the areas of extracurricular activities specified in the basic curriculum. Within each of the directions there are separate modules (program topics) that will make it possible to implement one or another direction. Several modules for each area are proposed, their brief characteristics are given, the main content is revealed, and approximate thematic planning is proposed. But based on the “Sample Programs...” educational institutions of general education will be able to develop working programs for children’s extracurricular activities, taking into account both regional characteristics and the requests, needs, and interests of participants in the educational process. |
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Sample program for education and socialization of students | Goal, objectives, values, directions, value foundations, content and planned results of education and socialization of primary school students. |
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Extracurricular activities of schoolchildren: methodological constructor |
Ability to treat people kindly and sensitively, to empathize; Formation of socially adequate ways of behavior. 3. Formation of the ability to organize activities and manage them: Fostering determination and perseverance; Formation of skills for organizing workspace and rational use of working time; Formation of the ability to independently and jointly plan activities and cooperation; Developing the ability to make decisions independently and jointly. 4. Formation of the ability to solve creative problems. 5. Formation of the ability to work with information (collection, systematization, storage, use). There is a certain procedure in working with projects: 1. Introducing the class to the topic. 2. Selection of subtopics (areas of knowledge). 3. Collection of information. 4. Selection of projects. 5. Work on projects. 6. Presentation of projects. In general, in the project activities of junior schoolchildren, the following stages can be distinguished, corresponding to educational activities: Motivational (teacher: states the general idea, creates a positive motivational mood; students: discuss, offer their own ideas); Planning - preparatory (the topic and goals of the project are determined, tasks are formulated, an action plan is developed, criteria for evaluating the result and process are established, methods of joint activity are agreed upon, first with maximum help from the teacher, later with increasing student independence); Information-operational (students: collect material, work with literature and other sources, directly implement the project; teacher: observes, coordinates, supports, is himself an information source); Reflective-evaluative (students: present projects, participate in collective discussion and meaningful assessment of the results and process of work, carry out oral or written self-evaluation, the teacher acts as a participant in collective evaluation activities). The degree of activity of students and teachers at different stages is different. In an educational project, students must work independently, and the degree of this independence depends not on their age, but on the development of skills and abilities in project activities. Whatever the experience of the students and their age, whatever the complexity of the educational project, the degree of activity - independence can be represented in the following diagram: Stage 1: TEACHER student. 2nd and 3rd stages: teacher STUDENT. Last stage: TEACHER student. As can be seen from the diagram, the role of the teacher is undoubtedly great in the first and last stages. And the fate of the project as a whole depends on how the teacher fulfills his role at the first stage - the stage of immersion in the project. There is a threat here to reduce the work on the project to the formulation and implementation of tasks for independent work by students. At the last stage, the role of the teacher is great, since students are not able to generalize everything that they have learned or researched, build a bridge to the next topic, or perhaps come to unexpected conclusions that the teacher with his rich life experience and scientific outlook will help to make , analytical thinking. How can we ensure that students’ work is truly project-based, so that it is not reduced to simply independent work on any topic? First of all, he notes, when starting work on a project, the teacher awakens students’ interest in the topic of the project. The curriculum topic and the project topic are different topics. The topic of the project should be formulated in a language that is natural for children and in such a way as to arouse their interest. This could be a fairy tale told, a parable, a dramatization performed, or a video watched. The topic should not only be relatable and interesting, but also accessible, since these are primary schoolchildren. Then, at the stage of immersion in the project, the teacher outlines the problem field. The purpose and objectives of the project follow from the project problem obtained as a result of problematization. The objectives of the project are to organize and carry out certain work to find ways to solve the project problem. Thus, immersion in a project requires the teacher to have a deep understanding of all psychological and pedagogical mechanisms of influence on students. At the second stage, children's activities are organized. If the project is a group project, then it is necessary to organize children into groups, determine the goals and objectives of each group. If necessary, define the role of each group member. At the same stage, planning of work to solve the project problem occurs. It can be parallel or serial. Once the work is planned, it's time to act. And this is already the third stage. Here the teacher can generally “get lost,” that is, become a kind of “tiny observer.” The guys do everything themselves. Of course, the degree of independence depends on how we prepared them. When children lack knowledge or some skills, a favorable moment comes to present new material. The teacher is in control: is the activity progressing normally, what is the level of independence. The presentation stage, as one of the goals of project activity, both from the point of view of the student and from the point of view of the teacher, is undoubtedly mandatory. It is necessary to complete the work, to analyze what has been done, to self-assess and be assessed by others, and to demonstrate results. The result of working on a project is a found way to solve its problem. First of all, it is necessary to talk about it, and convincingly, explaining how the problem was posed, what were the goals and objectives of the project arising from it, briefly characterizing the emerging and rejected side methods of solving it and showing the advantage of the chosen method. To successfully work at the presentation stage, you need to teach students to concisely express their thoughts, construct a logically coherent message, prepare visual aids, and develop a structured manner of presenting the material. At the presentation stage, the teacher generalizes, summarizes, and evaluates. It is important that the educational and educational effects are maximized (see APPENDIX 2). At the same time, children's projects can be quite diverse and differ from each other: l result: l - crafts (toys, books, drawings, postcards, costumes, layouts, models, etc.); l - events (performances, concerts, quizzes, KVN, fashion shows, etc.); l number of children l individual activity (the resulting product is the result of the work of one person); in the future, personal products can be combined into a collective product (for example, an exhibition of student work); l work in small groups (crafts, collages, layouts, preparation of competitions and quizzes, etc.); l collective activity (a concert or performance with general preparation and rehearsals, one large common craft, a video film with the participation of all interested children in any specialization, etc.); l duration (from several hours to several months); l the number of stages and the presence of intermediate results (for example, when preparing a performance, the preparation of costumes can be distinguished as a separate stage); l set and hierarchy of roles; l the ratio of time spent performing activities at school and outside of school; l the need to involve adults. Children are completely free to choose which of the projects proposed by the teacher they will participate in. To ensure freedom and expand the field of choice, it is recommended to offer projects of different characteristics (long-term and short-term, individual, group and collective, etc.). Additionally, if you know that a child is good at something in particular, you can tie the project to a theme and give the child the opportunity to show off what they are good at doing. When assigning roles in projects, in addition to the children’s own wishes, it is recommended to be guided by the students’ abilities and their psychological characteristics known to the teacher. The issue of hierarchy in projects is a delicate issue and, on the one hand, allows you to create favorable conditions for the development of leadership qualities and the ability to collaborate in a team, and on the other hand, it requires careful monitoring of the joint activities of children in situations of cooperation and subordination (temporary subordination within the framework of one project ). Each project must be brought to successful completion and leave the child with a feeling of pride in the result. To do this, in the process of working on projects, the teacher helps children balance their desires and capabilities. After completing the project, students should be given the opportunity to talk about their work, show what they did, and hear praise addressed to them. It’s good if not only other children, but also parents are present at the presentation of the project results. If the project is long-term, then it is advisable to highlight intermediate stages, as a result of which children will receive positive reinforcement. For example, when preparing a puppet show, you can arrange a presentation of the character dolls you have made. Some projects are, as it were, self-presenting - performances, concerts, live newspapers, etc. The presentation of projects that culminate in the production of models, layouts, and crafts must be organized in a special way. The project method is one of the specific opportunities to use life for educational and educational purposes. That is why we can say that the project method expands horizons in pedagogical theory and practice. He opens a path showing how to move from verbal education to education in life itself and by life itself. 2. Differentiation by interests Differentiation presupposes mandatory consideration of the individual typological characteristics of students, the form of their grouping and the different structure of the educational process in selected groups. Thus, differentiation is primarily “distinction”, “separation”. The criterion for this division in this case is the interests of students. When organizing differentiation based on interests, it is necessary to take into account the degree of its effectiveness. The main goals, results and criteria for the effectiveness of differentiation are: 1) increasing the efficiency of school education, creating the most profitable and expedient education system for the younger generation, ensuring everyone the maximum development of their capabilities and abilities; 2) democratization of the educational process, elimination of school uniformity, giving students freedom to choose elements of the educational process; 3) creation of conditions for training and education that are adequate to individual characteristics and optimal for the versatile general development of children - mental, physical, moral, aesthetic, labor; 4) formation and development of individuality, independence and creative potential of the individual, maximum development of gifted children; 5) protection of children in need of social and pedagogical assistance, adaptation and inclusion of children with developmental anomalies and antisocial behavior in a full-fledged educational process. There are several types of differentiation in the educational process: level and by interests. To organize extracurricular work according to the Federal State Educational Standard, differentiation by interests is required, first of all. What are the features of differentiation by interests? The school curriculum provides the child with a fairly wide range of educational disciplines that have general cultural significance and ensure comprehensive and harmonious development. At the same time, this kit gives the child the opportunity to choose, search and express his individuality. Each subject makes it possible to identify the child’s inclinations and abilities (in the form of interest, inclination), that is, to carry out one of the socio-pedagogical personality tests. Therefore, it is completely natural to provide the child with the necessary conditions for the optimal development of the identified inclinations and abilities. This is realized through various types of differentiation by interests (deepening, deviations, profiles, electives, club activities). Differentiation by interests is no less significant in its impact on the results of training and education than differentiation by level of development. However, when implementing it, various difficulties and negative consequences may arise. Table 3. Differentiation by interests: positive and negative.
Realistic within the framework of available didactic capabilities (diagnostic tools, educational and methodological base); Dictated by the urgent need of the situation (diagnostic results, parental requirements, social orders); They promise the greatest efficiency and effectiveness of education and socialization; Do not lead to negative consequences, omissions, or shortcomings in the formation of the child’s personality; Provided with appropriately qualified personnel. Thus, extracurricular activities provide, first of all, an individual trajectory for the upbringing and socialization of the child, who independently determines the types of activities for activities outside of school hours. This can be helped by the use of questionnaires of various types, conversations, stories and essays of children. 3. Information and communication technologies Information and communication technologies are the process of preparing and transmitting information to a student, the means of which is the computer. The creation and development of the information society involves the widespread use of information and communication technologies (ICT) in education, which is determined by a number of factors. Firstly, the introduction of ICT in education significantly accelerates the transfer of knowledge and accumulated technological and social experience of humanity not only from generation to generation, but also from one person to another. Secondly, modern ICT, improving the quality of training and education, allows a person to more successfully and quickly adapt to the environment and ongoing social changes. This gives every person the opportunity to obtain the necessary knowledge both today and in the future post-industrial society. Thirdly, the active and effective implementation of these technologies in education is an important factor in creating an education system that meets the requirements of educational institutions and the process of reforming the traditional education system in the light of the requirements of a modern industrial society. ICTs have an active influence on the process of training and education of the student, as they change the scheme of knowledge transfer and teaching methods. At the same time, the introduction of ICT into the education system not only affects educational technologies, but also introduces new ones into the educational process. They are associated with the use of computers and telecommunications, special equipment, software and hardware, information processing systems. What does the implementation of ICT involve? The use of ICT in extracurricular activities involves the use of new means of learning and knowledge storage, which include: § electronic textbooks and multimedia; § electronic libraries and archives, global and local educational networks; § information retrieval and information reference systems, etc. What is the purpose of introducing these technologies? Teachers are tasked with organizing extracurricular activities for schoolchildren, based on the use of information and communication technologies and ensuring: § increasing the efficiency and quality of extracurricular and extracurricular activities; § activating the cognitive and creative activity of schoolchildren through computer visualization of educational information, the inclusion of game situations, the ability to control, and the choice of a mode of extracurricular activities for schoolchildren; § deepening interdisciplinary connections through the use of modern means of processing, storing, transmitting information, including audiovisual, when solving problems in various subject areas (for example, automated, intelligent teaching systems, electronic textbooks used in organizing extracurricular activities and leisure for schoolchildren); § strengthening the practical orientation of knowledge acquired through extracurricular activities; § consolidation of knowledge, skills and abilities in the field of computer science and information technology; § formation of sustainable cognitive interest of schoolchildren in intellectual and creative activities implemented with the help of ICT tools; § increasing the educational impact of all forms of extracurricular activities; § implementation of individualization and differentiation in work with schoolchildren; § development of the ability of free cultural communication among schoolchildren with the help of modern communication means. In extracurricular and extracurricular activities of schoolchildren, specialized ICT tools should be used that meet the requirements for means of informatization of additional education for children. 1. ICT tools should be built on the principle of a continuous and relatively simple method of updating materials and forms of their organization. The content of ICT tools should be aimed at developing students’ own activities. 3. The functioning of such ICT tools should be based on the experience and practical knowledge of the trainees. 4. ICT tools should provide the opportunity to individually choose the pace and trajectory of activity. 5. Upon completion of work with ICT tools, significant practical results should be obtained and, if possible, the personal goals of schoolchildren should be realized. ICT tools should allow obtaining maximum results with minimal time investment. 6. ICT tools should create the opportunity for schoolchildren to acquire additional connections and interpersonal contacts. ICT tools for informatization of extracurricular activities should provide increased communication capabilities. Such means must have simple and active means of accessing various communication spaces, based on the system of communications between all subjects of the educational system. Thanks to such opportunities, ICT tools will be able to allow and develop various forms of communication, encouraged within the framework of extracurricular and extracurricular activities of schoolchildren, be adapted to work in a wide geographical space, and motivate communication outside of educational activities. When designing ICT tools for informatization of leisure and extracurricular work of schoolchildren, special attention should be paid to the individualization of the student’s activities, providing in the ICT tool a variety of technical, content and methodological implementation of opportunities to meet the diverse individual needs of schoolchildren. It is recommended that such ICT tools include tasks that encourage the main stages of practical learning, tasks that require an active response, and tasks based on developing practice. The operating scenario of an ICT tool should provide for the possibility of individual choice of the pace and trajectory of schoolchildren’s activities. It is recommended to provide ICT tools for informatization of leisure and extracurricular work of schoolchildren with a set of customization tools that make it possible to relatively simply and continuously change the appearance and nature of work with the ICT tool. Thus, the use of ICT in extracurricular work presupposes, on the one hand, the organization of specialized electives, clubs related to the development of ICT by students, and on the other hand, the introduction of a different direction (artistic-aesthetic, scientific-cognitive, etc.) into extracurricular activities. .) various ICT tools (see APPENDIX 3.). 4. Gaming technologies The relevance of the game is currently increasing due to the oversaturation of the modern world with information. The school's task is to develop independent assessment and selection of information received. One of the forms of training that develops such skills is a didactic game, which promotes the practical use of knowledge acquired in class and outside of class. Play is a natural and humane form of learning for a child. Gaming technology is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequential games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which primary schoolchildren develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. At the same time, the game plot develops in parallel with the main content of training, helps to intensify the learning process, and master a number of educational elements. Compiling gaming technologies from individual games and elements is the concern of every elementary school teacher. Requirements for games in education that ensure the attractiveness of games: 1. Game shell: a game plot must be set that motivates all students to achieve game goals. 2. Inclusion of everyone: the team as a whole and each player personally. 3. Opportunity for action for each student. 4. The result of the game should be different depending on the efforts of the players; there must be a risk of failure. 5. Game tasks should be selected so that their implementation is associated with certain difficulties. On the other hand, tasks should be accessible to everyone, so it is necessary to take into account the level of the participants in the game and select tasks from easy ones (for practicing a learning skill) to those that require significant effort (formation of new knowledge and skills). 6. Variability - in a game there should not be only one possible way to achieve a goal. 7. Various means must be provided to achieve game goals. The structure of the game as an individual activity includes the following stages: 1. Goal setting. 2. Planning. 3. Realization of the goal. 4. Analysis of the results in which the individual fully realizes himself as a subject. The structure of the game as a process includes: Roles taken on by the players; Game actions as a means of realizing these roles; The playful use of objects, i.e. the replacement of real things with playful, conventional ones; Real relationships between the players; Extracurricular activities that do not have these characteristics cannot be recognized as games. Most games have the following features: Free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure); Creative, largely improvisational, active character this activity (“field of creativity”); Emotional elation of activity, rivalry, competitiveness, competition (“emotional stress”); The presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development. Pedagogical games are a fairly broad group of methods and techniques for organizing the pedagogical process. The main difference between a pedagogical game and a game in general is that it has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. 5. Learning based on “learning situations” Between learning and mental development of a person, his activity always stands. In the learning process, the main emphasis is on project activities, which are capable of developing the child’s thinking, and the educational process itself is built on the basis of “learning situations”, which is a reliable way to develop the independence of a primary school student. The educational task is organizing conditions that provoke children's action. A learning situation is a special unit of the educational process in which children, with the help of a teacher: They discover the object of their action, They explore it by performing various educational activities, They transform it, for example, reformulate it, or offer their own description, etc. Partially - they remember. At the same time, the studied educational material acts as material for creating a learning situation in which, by doing some activities specific to a given academic subject, the child masters methods of action characteristic of a given area, i.e., acquires some abilities. The selection and use of educational situations is built into the logic of the traditional educational process, allowing us not to oppose the “ZUN” and “activity” paradigms to each other, but, on the contrary, to develop in each student individual means and methods of action, allowing him to be “competent” in various spheres of culture, each of which involves a special way of acting regarding specific content . These conditions can be specified and described using a description Samples of activities, Various methodological or didactic means, Sequences of actions performed, Features of the organization of a lesson or other unit of the educational process. As an example for organizing educational situations, you can refer to the developed technology of problem-dialogical teaching (“Problem-based lesson, or How to discover knowledge with students”) 6. Modern educational technologies. Educational technologies are a system of scientifically based techniques and methods that contribute to the establishment of such relationships between the subjects of the process, in which the goal is achieved in direct contact - the introduction of those brought up to universal cultural values. Educational technologies include the following system-forming components: § Diagnosis § Goal setting § Design § Design § Organizational and activity component § Control and management component The content component, along with a correctly set diagnostic goal, determines the success and nature of educational technology. It depends on them whether the educational technology will be informative or developmental, traditional or personality-oriented, productive or ineffective. Basically, the effectiveness of educational technology depends on how conceptually linked the goals and content of the activity are. What is the content of educational technology? The contents of educational technologies are: § Scientifically based socialized demands § Transfer of social experience § Goal setting and analysis of the current situation § Socialized student assessment § Organization of creative work § Creating a situation of success Moreover, all this content is based on the provisions defined by the second generation Federal State Educational Standard (see Table 1). Just as for educational technology, a characteristic feature of educational technology is the ability to reproduce the educational chain and its step-by-step analysis. Let's consider an example of the most common educational technology in use - the technology of organizing and conducting group educational activities (by). The general educational goal of any group activity is the formation of relatively stable relationships between a person and himself, others, nature, and things. The technological chain of any educational matter can be represented as follows: 1. Preparatory stage (preliminary formation of attitude towards the matter, interest in it, preparation of necessary materials). 2. Psychological mood (greeting, introductory speech). 4. Completion. 5. Projection for the future. Let's consider individual pedagogical technologies. Humanely - personal technology. The target orientations of humane-personal technology are: § promoting the formation, development and upbringing of a child § a noble person by revealing his personal qualities; § development and formation of the child’s cognitive powers; § the ideal of education is self-education. Among other well-known and well-proven ones in the practice of educational work: the technology of collective creative education, the technology of humane collective education. Despite the fact that these technologies were developed and implemented more than half a century ago, their content is also relevant today. Technology of collective creative education. The technology of collective creative education is an organization of joint activities of adults and children, in which everyone participates in collective creativity, planning and analysis of results. Conceptual ideas, principles: § the idea of including children in improving the world around them; § the idea of children’s participation in the educational process; § collective - activity approach to education: collective goal setting, collective organization of activities, collective creativity, emotional saturation of life, organization of competition and games in children’s life; § integrated approach to education; § personal approach, approval of children’s social growth; Technology of humane collective education. Ideas and principles: § in education there is no main and secondary; § education is, first of all, human studies; § aesthetic, emotional beginning in education: attention to nature, the beauty of the native language, the emotional sphere of children’s spiritual life and communication, a sense of surprise; § the principle of unity: training and education, scientificity and accessibility, clarity and abstraction, rigor and kindness, various methods; § cult of the Motherland, cult of labor, cult of the mother, cult of the book, cult of nature; § priority values: conscience, goodness, justice. Education is, first and foremost, the upbringing, development of personality, and its socialization. It becomes obvious that there is a need to improve the status of educational work, to change ideas, approaches, principles, and the nature of educational work in general. Using the experience of world pedagogical science will help in solving these problems. 7. Technologies for self-development of students’ personality Self-education is an integral and most important part of the process of self-development. “All education is ultimately self-education” (). The pedagogical task is to help the individual carry out self-education: to become aware of the processes occurring in his psyche, to teach the child to consciously manage them, to arouse their motivation, and to set goals for their improvement. Self-education, self-improvement is a process of conscious development, controlled by the individual himself, in which, for the subjective purposes and interests of the individual himself, his qualities and abilities are purposefully formed and developed. The main goal of the technology for self-education of a student’s personality is to create conditions for the transition of education into self-education, introducing the child’s personality into a self-development mode, maintaining and stimulating this mode at each age stage, developing self-confidence and providing self-education tools. At the present stage, in the real environment of the classroom system, the main goal of the technology of personality self-education is divided into a number of subgoals and tasks. The tree of goals and objectives of self-education technology includes: § in the field of education: Transformation of the process of school education into self-education; Implementation of a personal approach in the educational process; Development of moral, volitional and aesthetic spheres of personality; Forming a child’s self-confidence; Formation of self-education and self-improvement skills; Providing the child with conditions for maximum self-expression, self-affirmation, and self-realization; Creating an educational environment that stimulates students' needs for self-improvement. § in the field of training: Formation of sustainable motivation for learning as a vital process; Formation of general educational knowledge, skills and abilities; Formation of creative personality qualities, development of creative thinking, support and development of student creativity in its various manifestations. § in the field of mental development: Search and development of the child’s individual abilities; Formation of a positive self-concept of the child’s personality; Formation of the dominant personality self-improvement; Formation of self-management and self-regulation skills; Drawing up self-improvement programs by sections and periods of development. § In the field of socialization: Formation of a highly moral attitude of the individual towards himself (adequate self-esteem, self-respect, dignity, honor, conscience) and towards the world (humanistic, democratic, dialectical, environmental thinking); Formation of social activity; Formation of the integrative quality of individual independence - preparing the child for social autonomy; Training in team behavior: communication, responsibility, discipline, self-government and self-regulation; Preparing students for professional and life self-determination, career guidance. Provisions that form the basis of the technology of personality self-education: 1. All the highest spiritual needs of a person - for knowledge, for self-affirmation, for self-expression, for self-determination, for self-actualization - are aspirations for self-education, self-improvement, self-development. Using these needs to motivate learning opens up huge reserves for improving the quality of school education. 2. The dominant focus on self-education and self-improvement - an attitude towards conscious and purposeful improvement by the individual of himself - can be formed on the basis of the needs of self-development. 3. Internal motives and processes of self-education, self-improvement and self-development can and should be influenced by organizing the external part of the pedagogical process, including special goals, content, methods and means. 4. The content and methodological basis of the technology of personal self-education is the further humanization of education; only on this basis is it possible to educate a person who strives for self-education, who knows how to use and appreciate the spiritual and material wealth of society and contributes to the restoration and enrichment of its values. Democratization of the educational process is a necessary condition for the self-development of the student’s personality. It is embodied in the freedom to choose independence, satisfy the interests and needs of students. For this purpose, broad differentiation and individualization of education is organized in the intra-school educational space, the development of school self-government, support for children's initiatives and other conditions for self-affirmation and self-realization of the child's personality are ensured. 5. Duality, synthesis of the processes of education and self-education, the equivalence of the educational and educational spheres in the development of the individual with the leading role of education. 6. A personal approach to education is a necessary condition for self-development and the formation of a positive self-concept. 7. The activity approach to education and training assigns a particularly important role to the extracurricular sphere of a child’s life as a space for the formation of practical skills and self-improvement skills, where theoretical educational influences on the individual are tested in activities that serve as a criterion of truth. 8. Focus on socialization. The leading vector of personal development in self-education technology is aimed at preparing for life, at providing school graduates with everything necessary for their subsequent independent life in an open social environment. This is expressed: in solving problems of social adaptation and social autonomy; formation of life and professional self-determination; in assistance and psychological and pedagogical support for difficult-to-educate children. What are the differences between developmental education and personality self-education technology? The concept of self-education and self-development of the student’s personality is the successor to the concept of developmental education, developed in the works of other scientists. Accepting all the fundamental positions of developmental education, the technology of self-education is based not only on cognitive interest, but also on the individual’s needs for self-improvement, self-improvement, which leads to the following interpretation of these positions. Table 3. Positions of technologies for personal development and self-development
At the general pedagogical level, the technology of personality self-education includes three interconnected, interpenetrating subsystems: 1. Subsystem "Theory", which is organized during class time as part of a propaedeutic course in psychology. 2. The “Practice” subsystem covers essentially the entire extracurricular component of the school’s work and represents the organization of the experience of independent and creative activity of students, accompanied by the satisfaction of various needs for self-improvement. This activity is implemented in the child’s extracurricular activities in the afternoon. Students are involved in a wide and varied extracurricular creative activity of interest, which provides practical training for independence, brings the experience of success and convinces the child of the enormous possibilities of his personality. In elementary school, circle leaders are guided by technology in their work. Creative books for schoolchildren are being introduced. 3. Subsystem "Methodology". The third group of conditions necessary for the effective formation of the dominant self-improvement is the style and methods of external influences, the way the child’s life activity environment is adequate to the goals set. Freedom of expression of views, mutual respect, creative passion, the desire of others for self-improvement - this is the climate that contributes to the formation of a dominant self-improvement. Organization of the educational process (content and methods of child activity) in self-development technology has the following fundamental features: § transformation of pedagogical guidance of self-education and self-education of the individual into a priority in the organization of the educational process; § the use of not only cognitive, but also moral and volitional motivation for students’ activities; § emphasis on independent creative activity of students; § activation and stimulation of the process of understanding the teaching, the subject entering a reflective position; § shifting the center of gravity of the pedagogical process towards the formation of methods of mental action; § systematic and consistent formation of general educational skills. During the period of study, the student “passes” through most of the general school technologies (methods of work), which form a gradually more complex and developing system of involving the child in the process of personal self-construction. These are the main technologies that are supposed to be used to implement the second generation Federal State Educational Standards in extracurricular activities. What is the tool for determining the achievement of results from extracurricular activities? In order to track the results of extracurricular activities, it is necessary to systematically carry out monitoring and be based on the levels of results of extracurricular activities highlighted in the methodological recommendations for extracurricular activities (Fig. 1), but on the basis of which the educational institution develops its own evaluation criteria. https://pandia.ru/text/78/239/images/image004_95.gif" width="39" height="49">.gif" alt="Rounded rectangle: First level. The student’s acquisition of social knowledge, understanding of social reality and everyday life" width="666" height="54">Детская литература" href="/text/category/detskaya_literatura/" rel="bookmark">детское учебное (а мы добавляем и внеучебное) сотрудничество пытается разрешить проблемы саморазвития, самообучения, самовоспитания и прочих форм детской самостоятельности». Для достижений целей специально для учащихся начальной школы реализуется программа специально спроектированных внеучебных мероприятий, объединенных по направлениям деятельности: спортивно оздоровительное, художественно - эстетическое, научно - познавательное, военно-патриотическое, общественно полезная деятельность, проектная деятельность. Таким образом, занятия по предметам школьного цикла имеют свое естественное продолжение в разнообразных видах внеклассной и внешкольной деятельности учащихся. Внеклассные и внешкольные занятия учащихся организуются и проводятся с целью мотивации школьников, расширения их кругозора и всесторонней ориентации в окружающем их мире. Подобная деятельность в немалой степени способствует гармоничному воспитанию школьников, а также дает возможность практически использовать знания в реальной жизни.!} ANNEX 1. Methodological designer of extracurricular activities The methodological constructor “Predominant forms of achieving educational results in extracurricular activities” (table) is based on the relationship between results and forms of extracurricular activities. It can be used by teachers to develop educational programs for extracurricular activities, taking into account the resources at their disposal, the desired results, and the specifics of the educational institution.
Using the methodological designer, various types of educational programs for extracurricular activities: · comprehensive educational programs, suggesting a consistent transition from the educational results of the first to the results of the third level in various types of extracurricular activities; · thematic educational programs, aimed at obtaining educational results in a specific problem field and using the possibilities of various types of extracurricular activities (for example, an educational program for patriotic education, an educational program for promoting tolerance, etc.) · educational programs focused on achieving results at a certain level(an educational program that provides the first level of results; an educational program that provides the first and second levels of results; an educational program that provides the second and third level of results). Such programs may be age-specific, for example: for 1st grade - an educational program focused on the student’s acquisition of social knowledge in various types of activities; for 2nd – 3rd grades – an educational program that forms a value-based attitude to social reality; for 4th grade - an educational program that gives the child the experience of independent social action; · educational programs for specific types of extracurricular activities; · age educational programs(educational program of extracurricular activities for junior schoolchildren; etc. of school theatricality) educational program of extracurricular activities for adolescents; educational program of extracurricular activities for high school students); · individual educational programs for students. |
Yudenkova I.V. 1, Gorskaya S.V. 2
1 ORCID: 0000-0001-7671-2299, Candidate of Psychological Sciences, 2 ORCID: 0000-0002-3350-7540, Candidate of Pedagogical Sciences, National Research Nizhny Novgorod State University. N.I. Lobachevsky (Arzamas branch), Arzamas
EXTRACURRICULAR ACTIVITIES OF STUDENTS AS ONE OF THE FACTORS IN THE FORMATION OF THEIR PROFESSIONAL COMPETENCE
annotation
The article reveals the features of professional training of future teachers at a university, taking into account the spiritual, moral, and intellectual potentials of the individual. Extracurricular activities of students are presented as one of the most important factors influencing the formation of their professional competence. The authors of the article pay special attention to the system of supervision, student self-government and the involvement of everyone in various types of activities. The effectiveness of maximum immersion of students in diverse extracurricular activities has been proven in order to form a mature personality, competent in the professional field and ready to implement innovations in the education system.
Keywords: professional competence, education, extracurricular activities of students, pedagogical task, student self-government.
Yudenkova I. V. 1 , Gorskaya S. V. 2
1 ORCID: 0000-0001-7671-2299, PhD in Psychology, 2 ORCID: 0000-0002-3350-7540, PhD in Pedagogy, Lobachevsky State University of Nizhni Novgorod (Arzamas branch), Arzamas
EXTRACURRICULAR ACTIVITY OF STUDENTS AS A FACTOR OF THE FORMATION OF THEIR PROFESSIONAL COMPETENCE
Abstract
In the article the peculiarities of professional training of future teachers in higher education institution are depicted taking into account spiritual and moral, intellectual potential of the personality. Extracurricular activity of students is presented as one of the most important factors that influence on the formation of their professional competence. The authors of the article pay special attention to the system of coaching, student’s self-government and everyone’s involvement in various kinds of activity. The efficiency of the maximum of students’ absorption in versatile extracurricular activity is proven for the formation of the mature personality competent in the professional sphere and ready to implement innovations in the system of education.
Keywords: professional competence, education, extracurricular activity of students, pedagogical problem, student’s self-government.
Currently, our country is in a state of global changes in various spheres of society. This is explained by the need to be competitive on the world stage. It is necessary to constantly keep your finger on the pulse in order to navigate the field of modern discoveries in science, technology, economics, etc. In this regard, our society today is in dire need of universal specialists of various profiles who are able to think critically; respond mobile to all changes; having their own position, the ability to defend it, and a creative approach to solving emerging problems. The education system plays a huge role in their preparation, and it is no coincidence that today it is undergoing great changes.
Particular attention is currently being paid to the system of university training of future teachers, which, undoubtedly, is filled with new aspects based on increased attention to the development of the personality of the future teacher himself. As a result of such a strategy, one can subsequently obtain a teacher or educator capable of developing the child’s personality, not only taking into account his interests and needs, mobilizing his internal resources and abilities, but also satisfying all the requirements of society for the modern type of person.
So, at the present stage of development of society, the priority direction in the formation of a future teacher is not only his professional training, but also the formation of the spiritual, moral, and intellectual potential of the individual. This approach can be implemented not only within the educational activities of students, but also in the process of educational work of the university (extracurricular activities of students). We will show the possibilities of implementing this approach using the example of the activities of the Faculty of Preschool and Primary Education of the Arzamas branch of the National Research Nizhny Novgorod State University. N.I. Lobachevsky (AF UNN).
An important component of educational work at the faculty is the activity of the teaching staff and student community in adapting first-year students to the conditions of the university. For them, at the beginning of the academic year, specialists from the branch’s psychological and pedagogical service conduct adaptive training, and senior students conduct a “Rope Course,” aimed at getting to know and unite students. On the basis of the Arzamas branch there are such creative studios as: “Vocal”, “Theater Studio”, “Choreography”, “Literary Reading”. Here first-year students can discover and realize their creative abilities.
The faculty has a fairly well developed system of supervision. First-year curators pay more attention to the adaptation of students in the university environment, the creation and development of the student body, the asset group, and a positive microclimate in the group. Curators of graduating groups are more focused on work on employing graduates and preparing for the final state certification.
The work of the curator is aimed at organizing the life of the student group. The active members of the group help him in this: the headman, his deputies, the trade union organizer and the guys who are part of various student associations: scientific, educational, labor, sports and recreational, cultural. The curator, working in a group, tries to organize student life in such a way that everyone is as immersed as possible in some other activity, not just academics. Experience shows that the maximum involvement of a student in social work, taking into account his capabilities, existing talents and abilities, has a beneficial effect on his studies, and in the future has a positive effect on his professional activities.
The faculty pays special attention to educational work with students living in dormitories. The dormitory where students live is within walking distance. Curators regularly visit the rooms of their students, monitoring their living conditions, features of interaction in the existing team; analyze existing problems and, together with students and hostel teachers, look for ways to solve them. In addition, curators have the opportunity to attend events held in dormitories (Autumn Ball, Defender of the Fatherland Day, March 8th, Maslenitsa, “Best Dorm Room” competition, etc.). Such a life filled with all kinds of competitions and events for students living in dormitories can certainly be called systematic work to form a friendly team. Undoubtedly, such work with students helps to reveal their creative potential, expand their knowledge from different fields, foster respect for each other, teachers, and form ideas about the traditions of their people.
Traditionally, the faculty hosts festive evenings, photo exhibitions, and literary competitions throughout the academic year. Students visit museums, the exhibition hall of Arzamas, and performances at the Youth Theater. Our students participate in the organization and conduct of regional children's creative competitions “Rainbow of Mastery”, “The World in the Colors of Childhood”, etc.; carry out socially significant events - “Give a holiday to children” within the framework of International Children’s Day, “We are together” for children with disabilities, “Day of the Elderly”, etc.; participate together with teachers in project activities.
Participation in such events allows students to hone professionally important skills and abilities, learn to interact not only with each other, but also with people of different age categories, different social status, life experience, which again, undoubtedly, works fruitfully for the development of a future professional in their field . It is interesting to note the fact that in the process of such multifaceted interaction, students manage to look at themselves as a person, at their capabilities, abilities, and at their future profession with new eyes. It is during live interaction with different age groups that students become aware and deeply understand the essence of their future profession and their ability or impossibility to work in this field.
The university has a “School of Young Scientist”, “School of Career”, “School of Counselor”. Students enjoy visiting them. Here, children are given the opportunity to further develop the skills and abilities necessary for their future profession, acquire additional knowledge, broaden their horizons, and gain teaching experience. As a rule, students who attend additional classes within one direction or another then feel more confident in the future both in terms of knowledge and in terms of behavior, being directly in the zone of communication with children (summer camps as part of teaching practice, schools, children’s kindergartens, institutions of additional education, etc.). As a result, the children are able to competently structure their speech, they have their own professional position, clearly understand their pedagogical tasks, their functionality, they are able to adequately assess their personal characteristics and capabilities, they can build a line for their further development and make constructive changes in teaching practice.
Thus, working with students at our university is a holistic system, built taking into account the rich personal potential of a person. A key aspect in the activities of the teaching staff is the combination of educational activities with activities to form a multifaceted personality, not only theoretically literate in their field, but also able to navigate in any pedagogical situations, ready for innovations in the education system, capable of building pedagogical activities taking into account their own new developments that in the future can serve as the basis for modernizing the education system in the country to meet the challenges of the time.
Literature
- Shchennikova S.V. An integrative approach to preparing a future teacher for creative activity: Abstract of thesis. dis. Ph.D. ped. Sci. – Kirov, 2003. – 18 p.
- Shchennikova S.V., Yudenkova I.V. Conditions for the effective development of professional self-determination of students of a pedagogical university // Privolzhsky Scientific Bulletin. 2014. No. 12 -4 (40). pp. 67-70.
- Yudenkova I.V., Shchennikova S.V. On the issue of implementing a practice-oriented approach in a pedagogical university // Privolzhsky Scientific Bulletin. 2014. No. 8 -2 (36). pp. 97-99.
References
- Shennikova S.V. Integrativnyj podhod v podgotovke budushhego pedagoga k tvorcheskoj deyatelnosti: Avtoref.dis.kand.ped.nauk. – Kirov, 2003. – 18 p.
- Shennikova S.V., Yudenkova I.V. Usloviya jeffektivnogo razvitiya professionalnogo samoopredeleniya studentov pedagogicheskogo vuza // Privolzhskij nauchnyj vestnik . 2014. #12-4 (40). P. – 67-70.
- Yudenkova I.V., Shennikova S.V. K voprosu o realizacii praktikoorientirovannogo podhoda v usloviyah pedagogicheskogo vuza // Privolzhskij nauchnyj vestnik. 2014. #8-2 (36). P. – 97-99.
