“Forms of organization and conduct of extracurricular and extracurricular activities of biology students. Extracurricular activities in biology

3.1. Organization of extracurricular activities to develop subject, meta-subject competencies and personal qualities of students

Today, extracurricular activities are defined as component educational process and one of the forms of organizing students’ free time, the purpose of which is to create conditions for the child to express and develop his interests on the basis of free choice, the achievement of spiritual and moral values ​​and cultural traditions.

Together with basic education, extracurricular activities provide overall personal development, broaden, deepen and complement basic knowledge, identifies and develops the child’s potential, and this happens in a comfortable environment for him. Extracurricular activities give the child a real opportunity to choose his own individual path. In extracurricular activities, the child himself chooses the content and form of activities and may not be afraid of failure. All this creates a favorable psychological background for achieving success, which in turn has a positive effect on educational activities, by stimulating its activity in it, you can count on a new high-quality result.

The formation of an environmental culture is closely related to the development of civil society and is aimed at consolidating all forces in solving environmental problems based on common interests in ensuring a favorable environment. Environmental education is universal and interdisciplinary in nature. That is why it has the opportunity and should be included in the content of all forms of general education, including through the organization of extracurricular activities with an environmental focus, which is one of the main directions in the educational process modern school under the conditions of the introduction of the Federal State Educational Standard.

Currently, the development task school education is to update its content, forms and technologies of teaching and achieve on this basis a new quality of its results. This is what federal educational standards and the Concept of General Environmental Education for Sustainable Development are aimed at, which define the main task of education - to prepare students for adult life so that they can contribute to the sustainable development of society.

3.1.1. Theoretical approaches to justify extracurricular activities

The leading goal of education becomes the acquisition by students of key competencies and universal educational activities. Key competencies and universal learning activities include skills in planning and goal setting, formulating a hypothesis, solving it, analyzing and processing information, collaboration, problem solving, communication skills and a number of others. Achievement of the designated result by students occurs in the process of classroom and extracurricular activities and presupposes that the teacher has the necessary level of professional competence, guaranteed within the framework of the Federal State Educational Standard for Higher Professional Education.

Project activities are one of the necessary means of training and education, which allows us to create conditions for the development of key competencies and the formation of universal educational actions of students.

The purpose of extracurricular activities:is not only the expansion and deepening of knowledge gained in the classroom, but also in modern technogenic conditions, bringing learning and education closer to life. Creating conditions for the development of a healthy, creatively growing personality.

Tasks : to ensure favorable adaptation of the child at school; reduce his study load; improve conditions for development; take into account age and individual characteristics; development of creative activity, initiative and independence.

I develop my creative abilities through research and design activities - one of the most effective. A project or research is a means of development, training and education that allows students to develop and develop thinking and activity, search, information, communication, and presentation skills.

3.1.2. Organizational approaches to the implementation of extracurricular activities in practice

To implement the new generation standard, today the most valuable are variable and individual forms of organizing children’s extracurricular activities, which differ in content and type. This is a new approach to organizing students’ extracurricular activities, which is possible if everyone develops educational institution its model based on the existing system of extracurricular activities and existing requirements, which include:

1. integration of classroom, extracurricular and extracurricular activities of students, ensuring the achievement of common educational goals;
2. systematic organization of extracurricular activities of schoolchildren, ensuring the relationship of the identified areas in the Federal State Educational Standard with generally accepted areas in the field of additional education for children;

1. variability in the organization of extracurricular activities for students, taking into account the characteristics of the school’s potential, the use of project technology;

1. the optimality of the model, allowing the use of social partnership opportunities in the organization of extracurricular activities.

To develop an optimal model for organizing extracurricular activities in my practice, I use a step-by-step approach such as:

Step #1. Study the main regulatory and administrative documents on the organization of extracurricular activities and correlate:

Step No. 2. Using a questionnaire, I identify the requests of children and parents for the need for extracurricular activities.

Step No. 3.Analysis:

• I reveal creativity students;
• I compare the capabilities of resources and the material and technical side of the educational institution;

Step No. 4. I study additional educational services offered by institutions of additional education and think about possible options collaboration with them:

For example, what areas of extracurricular activities can be implemented with the help of teachers, invited specialists, and parents.

3.1.3. Extracurricular activities in environmental education

In the context of the formation of a modern educational space, one of the the most important problems stands for environmental education and environmental education of students. In connection with the set goals of the National Strategy in the field of education, the task of developing ecology has become urgent. logical thinking and formation of ecological culture of students during the period schooling.

Extracurricular activities are a concept that unites all types and forms of students’ activities (except for classroom activities) aimed at their education (formation of a common culture) and socialization (spiritual, moral, social, personal, intellectual development), as well as self-development and self-improvement.

I develop students’ cognitive motivation, activity, independence, initiative, and creative abilities. I create a culture of healthy and safe lifestyle in the modern world. In general, this will ensure the development of creative and physical abilities and the preservation of the health of students.

It is extracurricular activities that provide the opportunity for free choice elective courses in the conditions of pre-profile training and specialized training, facilitating students’ conscious choice of further direction vocational training. The organization of extracurricular activities with an environmental focus significantly complements and makes up for the missing environmental component of the subject content of lesson activities.

My curriculum includes extracurricular subjects such as: “I am a young ecologist” - grades 5-6, “I am a researcher” in grades 8-9. This training program is year-round and is based on the school-wide project “Ecology, Tourism, Bayanai”. The project of the Federal State Educational Standards LLC reflects the directions of formation of environmental thinking and social design, corresponding to the system-activity approach, and defines the transition from the transmission of environmental knowledge to the formation of students' eco-thinking and skills in eco-oriented activities, as well as a responsible, environmentally sound and safe transformation of human life.

In my activities as a biology teacher, extracurricular work plays an important role. The content of extracurricular work goes significantly beyond curriculum and is determined by the interests of students, which allows you to significantly expand and deepen knowledge and apply it in life situations. In my work I use all three forms of extracurricular work: individual, group, mass.

Individual work with students consists of individual consultation of students on environmental issues, when working on abstracts, speeches, articles, as part of individual training research projects. Group work consists of working with students in the programs of elective courses, electives, and clubs.

Mass work with students includes a variety of events: student conferences, seminars, competitions of environmental works, drawings, posters, Olympiads, participation in various environmental events, operations, environmental research excursions.

I would like to note that the latest forms of work organization allow students to develop practical skills in the protection and restoration of natural objects.

Held annually environmental actions and operations at school, during which children see the significance of their work: “Help the forest”, “Feed the birds”, “Let’s clean the planet of garbage”.

When using individual and group work to form an environmental culture, it is impossible without the use of design and research technology. In my practice I use several types of projects:

• information search projects involving the collection and analysis of information, preparation and defense of speeches;
• research, directing students to in-depth study of a problem, defending their own ways to solve it, and putting forward hypotheses.
• productive, giving schoolchildren the opportunity to show creative imagination and originality of thinking when creating a newspaper, poster, presentation;
• practice-oriented, guiding students’ actions to solve real environmental problems.

In the lower grades, we start with excursions, write down observations, and bring everything interesting to the classroom. The guys ask questions to which we find answers together. This is how research topics arise quite naturally. Schoolchildren are gradually introduced to serious scientific research environmental work. In grades 7-8, students perform based on observations on excursions and life experiences.

Young researchers are annual participants in regional and republican conferences and environmental events, orienting their students to the environmental problems of our area.

When conducting environmental research, students communicate with nature and acquire skills scientific experiment, observation develops, interest in studying specific environmental problems of their region awakens. In the process of research activities, the student learns to formulate the environmental problem being studied, put forward and justify the reasons for its occurrence, develop and conduct an experiment, and draw conclusions.

In connection with the “Year of Ecology 2017” declared by the President of the Russian Federation, I compiled a program for environmental education for the year, which I successfully implement at school in collaboration with my colleagues at all levels of school education.

Purpose of the program: the formation of environmental literacy and an ecological style of thinking, contributing to the development of a moral-ecological position and environmental competence of the student’s personality.

Tasks:

• develop and supplement acquired environmental knowledge, skills and abilities;
• to foster a responsible attitude towards nature and promote the interaction of students with objects of the socio-natural environment;
• expand students’ knowledge with examples of positive interaction in the “man-nature-society” system;
• contribute to the solution of environmental problems of local significance through practice-oriented environmental protection activities.

As expected results of the implementation and testing of an environmentally oriented extracurricular activity program at the level of basic general education, we consider:

- personal results- the formation of the foundations of environmental culture, corresponding to environmentally friendly practical activities in everyday life;

Meta-subject results- the formation of ecological thinking, the ability to choose the most the best way solving environmental problems in social and practical activities;

Subject results– the formation of ideas about the relationship between the living world and inanimate nature, between living organisms; development of research skills.

During the implementation of the “Year of Ecology 2017” programthe following methods are used:

• explanatory and illustrative teaching – traditional and least effective method learning from the perspective of “education for sustainable development”. The means of teaching are the teacher and the carrier of information;
• interactive learning is a more effective teaching method based on the interaction of students with each other, with the teacher and the socio-natural environment;
• Project-based learning is the most effective teaching method through the creation and implementation of educational projects related to life practice, integration of theory and practice and aimed at achieving specific improvements in the state of the environment.

The program of extracurricular activities with an environmental focus includes the following:forms of work with students:

• training seminars and practical work;
• games, quizzes, competitions, olympiads;
• excursions, environmental events and holidays;
• exhibition creative works and sharing experiences in conducting educational research with peers.

The forms of work used ensure the achievement of subject, personal and meta-subject results, and also contribute to the development of communicative, regulatory and cognitive universal educational activities. For conducting classes there is a classroom with laboratory equipment (chemistry, biology) and reference materials information resources in the subject area “Natural Science” and “Ecology”.

Program environmental education schoolchildren includes the following areas of educational activity: “Ecology of nature”, “Ecology of health”. Each of them is focused on introducing students to certain universal human values.

The project “Ecological trail “Bayanai”” was developed by students of the 8th and 11th grades of the secondary school while working at the “Barylas” summer camp. Purpose ecological trail, is to create conditions for the education of environmentally literate people, for the formation of an ecological culture of human behavior in the environment, introducing citizens to the world of living nature.

The guys want every resident of the village, having walked along the ecological trail, to be imbued with the idea of ​​​​preserving the nature of their native land from any unreasonable treatment of it.

The ecological trail serves as an educational classroom on site; it is designed for a number of categories of visitors: children of preschool institutions, students of secondary schools, vacationers.

8th grade students act as guides on the trail. Along the entire route of the ecological trail:

• the species composition of plants was determined;
• the relief of the ecological trail was studied;
• species of water birds and the fauna of the reservoir were identified;

The guys wrote mini-projects for each object.

The knowledge, skills, and personal qualities acquired by children in environmental work will undoubtedly be useful both during their studies and in later life.

In the future, an important result for me of the activities of the school environmental program is that many of its students have connected their future profession with environmental activities.

References:

1. Grigoriev, D.V. Extracurricular activities of schoolchildren. Methodical designer: a manual for teachers / D.V. Grigoriev, P.V. Stepanov. – M.: Education, 2011. – 223 p.
2. Zakhlebny, A. N., Development of general environmental education in Russia on modern stage. Sustainable development: ecology, politics, economics: Analytical yearbook. – M.: Publishing house MNEPU, 2008. – P. 144–170.
3. Kondakov A. M. Concept of federal state educational standards of general education / A. M. Kondakov, A. A. Kuznetsov and others; edited by A.M. Kondakova, A.A. Kuznetsova. – M.: Education, 2008. – 39 p.
4. Marfenin, N. N. Environmental education in the interests of sustainable development: new tasks and problems / N. N. Marfenin, L. V. Popova // Environmental education: before school, at school, outside of school. – 2006. – No. 2. – P. 16–29.
5. Federal State Educational Standard of Basic General Education / Ministry of Education and Science of Russia. Federation. – M.: Education, 2011. – 48 p.

Municipal state educational institution

Oktyabrskaya secondary school

Manturovo municipal district

Kostroma region

Municipal competition methodological developments on the topic:

"Birds are our feathered friends"

Extracurricular activity in biology

"Familiar Strangers"

teacher of biology and geography

MKOU Oktyabrskaya secondary school

Oktyabrsky village

2015

Extracurricular activity in biology (7th grade)

Subject : Familiar Strangers

Target: generalize and deepen knowledge about birds of the Kostroma region

Tasks:

Educational: generalize and systematize knowledge about birds of your native land

Developmental: develop the ability to analyze, compare, develop thinking, attention, memory, and practice skills in working with drawings.

Educational : bring up careful attitude for nature, for birds, love for native land, ecological culture.

Relevance of the lesson:

Developing cognitive interest in one's subject is one of the main tasks facing a biology teacher. This includes a huge number of different forms of activity in class and extracurricular activities. Game tasks always arouse the interest of students. The event is aimed at developing the skills to apply knowledge when performing various tasks, analyze, compare, summarize data, and think logically and critically.

Methods and forms:

Student learning is collaborative; The individual characteristics of students are taken into account. During the event, it is planned to use innovative and traditional methods and forms: verbal (information, discussion), information and communication (work with tasks, text, drawings) . Students work in groups and individually. Equal interaction between all participants is assumed.

Target Audience: 7th grade students

Learning Tools : computer, multimedia projector, screen, presentation, handouts, barrels with numbers, images of birds, poems about nature, audio recording with bird voices.

Progress of the lesson

Today, guys, we are conducting an extracurricular biology lesson “Familiar Strangers” to test your knowledge about the birds of the Kostroma region. (SLIDE 1)

Why is the lesson called “Familiar Strangers”?

Because we will meet famous birds, but every bird always remains a mystery to us.

I would like to start the lesson with the poems of Nikolai Grishin.

1 student

Love the forest and take care

Their songs have sound threads

They originate from forests.

2 student

Oh, how similar the birds' trills are,

Interrupted forest dreams,

To the ringing of birches, to the whisper of spruce,

To the rustle of willow and pine.

3 student

It seems like I'm in love forever

Transparently clean, like rivers,

And thin, like streams.

4 student

How uninteresting the world would be,

If only the birds would not sing in the forests

After all, a man without bird songs

He won't learn to sing on his own.

5 student

And who has been soulless towards forests since birth,

Let him cut down one tree,

He wounds his mother - nature

And he impoverishes himself.

The world of birds is very diverse. In total there are about 9 thousand species of birds. Of these, 107 bird species are protected. What beautiful and unique, and most importantly defenseless creatures birds are. There are very large birds, and there are also tiny ones. There are birds that fly above the clouds, and there are birds that don't fly at all. Some birds live only in the forest, others in the water. Some birds feed on fish, others on insects. Eat birds of prey who eat other birds and animals, and there are also “vegetarians” who eat only plant foods.

But all these birds are our true friends.

2 teams take part in our game.

Each team must come up with a name related to the world of birds.

1 COMPETITION “DEFINE” (SLIDE 2)

There are birds in front of you

1. owl 5. falcon

2. eagle owl 6. bullfinch

3. golden eagle

4. hawk

1 task. Are only birds of prey represented here? Is this true?

+ (No. The bullfinch is not a bird of prey)

Task 2. Birds of prey benefit by destroying large number rodents Are all these birds beneficial? Explain your answer.

+ (No. The hawk destroys chickens, geese, ducks, hares)

3 task. Some birds of prey are domesticated and used for hunting. Which birds from those presented? And for hunting whom?

+ (Berkuts - for hares, falcons - for ducks)

4 task. Which bird is a songbird?

Bullfinch

2 COMPETITION “WHO IS BIGGER?” (SLIDE 3)

Write down who has more names of birds living in Russia (Time 1.5 minutes)

3 COMPETITION “HOLIDAY DINNER” (SLIDE 4)

There is a menu in front of you. Choose a festive dinner for the birds: woodpecker, black grouse, falcon, owl, tit, eagle (each team is given a table on pieces of paper)

MENU:	Bird
Black bread
Field mouse
Mosquitoes
Millet
Pine and spruce seeds
Small birds
Insects
Lingonberries and blueberries
Salo

(Write down your answer)

4 COMPETITION “ENCRYPTION” (SLIDE 5)

The names of which birds are encrypted here

NARVAO - crow

RVAKYAK - mallard

KACHYA - seagull

VERTEET - black grouse

KAISO - polar cod

5 COMPETITION “GUESS” (SLIDE 6)

There are birds in front of you

tit

finch

rook

stork

martin

cuckoo

1 task . Do all birds winter in our area?

+ (No. The stork, swallow, rook do not hibernate)

2 task . Which of these birds is considered the “harbinger of spring”?

Rook

3 task. In the spring, all these birds build nests. Is this true?

+ (No. Stork, cuckoo)

6 COMPETITION “NUMBERS FROM A BARREL” (SLIDE 7)

(teams take turns pulling out barrels with question numbers from the box)

1. Everyone knows that birds hatch their chicks, but can birds hatch chicks?

Yes. Owls and other birds of prey incubate a clutch from 1 egg

2. Which birds have their chicks growing in the ground?

In swallows, kingfishers, i.e. in all birds nesting in burrows

3. Per minute severe shock a hazel grouse (for example, if it falls into the claws of a hawk) feathers fall out profusely. How can this feature be explained?

The adaptability of birds, because the predator has only feathers left.

4. All schoolchildren who have studied know that the geese saved Rome. ancient history. When the Gauls tried to attack the Roman fortress at night, the geese started screaming. The Romans woke up and repelled the enemy attack. How to explain the behavior of geese?

With loud cries, geese warn their fellows of danger.

7 COMPETITION “BEAKE” (SLIDE 8)

It is believed that the shape of the beak can be used to determine what a bird eats. Here are the types of beaks. Determine what food each beak is adapted for.

8 COMPETITION "QUESTION FOR FILLING" (SLIDE 9)

1) Which bird has the fastest speed? (swift 144 km/h)

2) What bird throws its chicks into other people's nests? (cuckoo)

3) Which bird hatches its chicks in winter? (crossbill)

4) Which bird has 40 letters “a” in its name? (magpie)

5) Black, agile, shouts “krak”, enemy of all worms (rook)

6) Silent during the day, screams at night. (owl)

7) What is the bird’s body temperature (40, 42 degrees)

8) In the middle of the trees, blacksmiths forge (woodpecker)

9 COMPETITION "MUSICAL" (SLIDE 10)

The jury sums up the final results

(Awarding teams with diplomas)

Today we remembered birds. We learned something new about our feathered friends. How much they mean to us, both small and large, but how many of them have already been destroyed. You all know about the “Red Book”. It contains endangered or extinct species of plants and animals. The Red Book also appeared in the Kostroma region. 56 species of birds are included there. This is……..(SLIDE 11)

I hope that you will do everything in your power to keep this book updated.

Oh, how much life there is in a bird's agility,

In that unquenchable, ringing one,

Love the forest and take care

He will repay you with kindness.

Extracurricular work is an educational process carried out outside of school hours, in addition to the curriculum and the compulsory program, by a team of teachers and students or employees and students of additional education institutions on a voluntary basis, always taking into account the interests of all its participants, being an integral part of the educational process.

Nowadays, changes occurring in society determine new requirements for the education system. Successful socialization personality during the period of study and after its completion, self-realization are important tasks of the educational process. In the school system, biological discipline occupies special place, makes a significant contribution to comprehensive development personality, forms a modern natural science picture of the world among the younger generation. But there is a problem of attracting the attention and interest of schoolchildren in the classroom. This problem can be solved through a number of extracurricular activities. The organization of extracurricular work in biology should be an integral part of the educational and cognitive activities of students, arouse interest in children, and captivate them with various types of activities. The purpose of extracurricular activities is to strengthen and expand knowledge in biology in conditions of free choice of class topics and the absence of strict regulations on study time when performing work. The main educational tasks of extracurricular activities include:

satisfy the request of students who are particularly interested and passionate about biology, who show love for living things, who want to better know the properties of nature;

to interest students in knowledge about living nature, to develop observation and experimentation skills, to cultivate a caring attitude towards nature;

create favorable conditions to demonstrate creative abilities in the field of biological activity (naturalistic, ecological, physiological, general biological, etc.);

develop independence in research and project activities in biology in close unity with team work;

carry out direct and feedback connections between extracurricular activities and biology lessons [Verzilin 1983: 27].

The knowledge and skills in biology acquired by students in the classroom find significant depth and awareness of the educational material in extracurricular activities, which has an impact on increasing interest in the subject. For example, thematic events in extracurricular activities allow students to explore new material or deepen what has been learned in the process play activity, which will significantly increase interest in educational material, as well as to biology, as to academic discipline generally. In addition, according to modern educational standards, the hours of biology lessons have been reduced, which raises the problem of a lack of educational time to study the material. One of the options for solving this problem could also be to conduct extracurricular work with children, which will not only compensate for the lack of time, but also get additional information in the subject, form a responsible attitude towards nature, develop an interest in biological science.

Extracurricular work, unlike lessons, should be organized at the request of both the teacher and the students. In addition, take into account the interests and inclinations of students at a given age, allow children to choose the type of extracurricular activities. The needs of schoolchildren interested in biology are much broader. It is the teacher’s task to maintain such interest, consolidate and develop it. It is also the teacher’s task to involve all students without exception in such work. The interests of students are often limited to collecting, an amateur attitude towards individual plants or some kind of animal, therefore another task of the teacher is to broaden the horizons of students, educate educated person, nature loving, science, formation of research and creative skills. An extracurricular activity can include not only children of the same age category, but also unite students from different classes, which will promote the development of communication between children, unite the school team and allow older students to control younger ones. The content of extracurricular activities is not limited to the program. It is largely determined by the interests of students. For example, the teacher can add academic work in-depth study of local flora and fauna, basic research in microbiology, genetics, physiology, history scientific discoveries etc.

By helping to organize an extracurricular event, children learn organizational skills; this skill will be useful both in their further education at school and after graduation. Also, extracurricular work helps to make a connection between theory and practice, when conducting observations of biological phenomena and objects, and experiments. In addition, tasks related to conducting observations and experiments contribute to the development of students’ research skills. At the same time, it is necessary to orient children to clearly document the progress of observations and their results. This activity not only contributes to the development of students’ thinking, but also forms strong-willed qualities(the need to complete the work started), fosters a caring attitude towards living objects that are being studied [Traytak 2002: 32].

By conducting an extracurricular activity, the teacher has the opportunity to get to know his students better, as well as use the results of the event in lessons, for example, visual aids, and extracurricular activities can also be used to evaluate students in main lessons. By participating in gameplay, quizzes, thinking about various problems of biology, students learn to draw conclusions and develop logical thinking. If the school does not organize exciting and varied activities for students in their free hours, then students often spend this time to the detriment of their health and moral development. Extracurricular work distracts children from “empty” time; it is useful and develops positive qualities and creativity of schoolchildren, and at the same time it is a recreation for children. Students who are interested in biology free time They devote themselves to observing various interesting objects and phenomena, experiments, caring for domestic plants and animals, and reading scientific biological literature. Children with poor performance in biology, with systematic extracurricular activities, as a rule, develop an interest in the subject of biology and improve their performance. Extracurricular activities also introduce children to labor activity and love for animals and plants: caring for plants and animals in a corner of wildlife, making and repairing cages, preparing food for the winter, planting trees, shrubs and flowers in the school plot. Children develop a sense of responsibility to the teacher and comrades for the assigned task, responsibility to themselves, and the ability to complete the work they have started. In addition, mass teaching practice shows that extracurricular activities at proper organization do not overload students who are already quite loaded with compulsory academic work at school and homework, but on the contrary contribute to better fulfillment of compulsory educational tasks. This feature of children was well expressed by K.D. Ushinsky: “A child demands activity incessantly and gets tired not of activity, but of its monotony and homogeneity” [Ushinsky 1954: 111]. Thus, extracurricular activities provide direct and feedback with the main form of education - the lesson, as well as with all additional ones - excursions, extracurricular and homework. But extracurricular activities should not turn into additional biology lessons. In this case, students’ interest in extracurricular activities may weaken and disappear.

When registering the results of extracurricular activities using school newspapers, visual aids, participation in exhibitions develop the student’s creative abilities, which are necessary as in other school disciplines, and in most future professions after leaving school. If extracurricular work involves participation in various biological olympiads and competitions, it creates a need for schoolchildren in popular science literature and introduces them to extracurricular reading for an additional source of information on issues of interest in biology and other natural science disciplines.

That is, well-organized extracurricular work in biology contributes to:

increased interest in the discipline, therefore, more in-depth knowledge in biology;

development of creative abilities, initiative;

developing a sense of responsibility towards nature and love for it;

independence, development of organizational skills;

development of logical thinking, ability to draw conclusions;

the ability to use the acquired knowledge in biology lessons and in life.

Extracurricular work in biology makes it possible to more deeply connect theory with practice and implement the principle of political education. It introduces schoolchildren to various feasible labor: making and repairing cages for animals in the wildlife corner and the zootechnical department of the educational and experimental site, preparing food, caring for animals, preparing the soil and conducting experiments and observations on plants, caring for them, planting trees and shrubs etc., and this, in turn, instilling in them a sense of responsibility for the assigned work, the ability to complete the work begun, contributes to the development of a sense of collectivism.

At the same time, extracurricular work in biology is not limited to experiments and observations. A significant place in it is occupied by classes in the production of visual aids, the organization of biological Olympiads, exhibitions, the publication of wall newspapers, and socially useful work in nature conservation, agriculture and forestry.

Thus, extracurricular work in biology has great value how to solve educational problems school course biology, and in solving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy an important place in the activities of every biology teacher.

extracurricular activity biology lesson

References

• 1. Verzilin N.M. Korsunskaya V.M. General technique teaching biology. - M.: Education, 1983. - 383 p.
• 2. Traytak D.I. Problems of biology teaching methods. - M.: Mnemosyne, 2002. - 304 p.
• 3. Ushinsky K.D. Selected pedagogical works vol.2. - M.: 1954. - 584 p.

Introduction

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

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

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

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

IN secondary school Optional courses are organized for students in grades VIII - XI. Choosing one or the other elective course carried out on a voluntary basis. Optional classes are conducted according to special programs and textbooks according to a special schedule.

Extracurricular work is also carried out with schoolchildren outside of class by stations of young naturalists and experiencers agriculture etc. Special lesson programs are published for out-of-school institutions.

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

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

The main tasks can be identified as follows:

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

determine its role in the educational process;

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

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

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

In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in the surrounding nature, learn to apply acquired knowledge to practice, they develop a natural-scientific worldview.

The interests of students are often limited to collecting, an amateur attitude towards individual plants or any animal; the teacher’s task is to broaden the horizons of students, raise an educated person who loves nature, science, and develop research skills.

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

The use of tasks related to conducting observations and experiments in extracurricular activities contributes to the development of research skills. At the same time, it is necessary to orient children to clearly document the progress of observations and their results.

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

It is important to note that if the school does not organize exciting and varied activities for students in their free hours, they will still be engaged in some “business”, often to the detriment of their health and moral development. Therefore, it is necessary to involve schoolchildren in activities that would be useful to them, would develop their positive qualities and creative abilities, and at the same time be relaxation. Extracurricular biology classes provide this opportunity. At the same time, it is necessary to warn teachers against mistakes in organizing extracurricular activities such as cool lessons and other compulsory activities, from turning extracurricular activities into a kind of additional biology lessons. Extracurricular activities should arouse naturalistic interest among schoolchildren, activate their creative abilities and at the same time contribute to their relaxation. Therefore, extracurricular work should be varied, versatile and not duplicate academic work at school.

A significant place in extracurricular activities is given to labor: making collections, herbariums, crafts from natural materials, charging aquariums, repairing equipment in a wildlife corner, working at a training and experimental site, preparations for winter feeding of birds, soil for replanting indoor plants, caring for plants and animals in a corner of wildlife, planting trees and shrubs near the school and in the city park, maintaining an ecological trail, etc. Undoubtedly, such work requires students to be able to complete the work they have started, and forms responsibility for the work entrusted to them. Of course, work activities should be combined with experiments, observations in nature, the development of naturalistic interests and deepening knowledge of biology.

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

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